Users have 20 weeks to complete each of the 60-hour ESOL Endorsement courses in Competencies 1 - 5:

  • Methods of Instruction, Competency 1
  • Applied Linguistics, Competency 2
  • Curriculum and Materials, Competency 3
  • Testing and Evaluation, Competency 4
  • Cross Cultural Communications and Understanding, Competency 5

 

This course aligns with Florida ESOL Competencies for: Methods of Teaching/Category III

This course is for all professionals and working with ELL students to include parents, paraprofessionals, and all school stakeholders to include psychologists, special area teachers and all school personnel in  fulfilling the requirement to complete required in-service training. Topics cover the roles and responsibilities of school professionals in Florida for ELL students, research-based ESOL strategies, methods, curriculum and curriculum design, linguistics, culture, and evaluation of ELL students. 

Course Outcomes:

  • Increase knowledge of, and utility with, classroom methods and materials for ELL students.
  • Understand the needs of ELL students and the outcomes needed for language development and overall academic achievement.
  • Develop strategies for working successfully with ELL students in all school settings.
  • Understand the pedagogy behind the transfer of new skills and strategies to all content areas.

This course is 18 hours

Assessment of learning or for learning? Balanced, summative, interim and formative assessments will be used to evaluate for CCSS application to the needs of English language learners.

Participants will understand how to effectively monitor and evaluate for ELL student learning and language needs, and use the data to plan for effective instruction with. After an introduction to multiple types of assessment and methods of using data, teachers will learn to teach to support a rapid turnaround of language results among their ELLs. Participants will identify the affects of assessment and assessment behaviors among ELL students, to include linguistic bias, assessment accommodations, data analysis, and federal and state assessment policies. The use of formative and summative assessment criteria to plan and prepare with also requires the use of reliable data. Teachers that are actively and systematically use this data can understand the academic performance of their students to include ELLs and other struggling learners, thus leverage for effective progress monitoring. Participants will be introduced to multiple assessment types that include formative, summative, microdata, macrodata, feedback and other assessment vehicles to produce data that lead to responsive instructional decisions. Participants will learn to find and use this data effectively to meet the unique needs of their English language learners.

Upon completion of this course, the student will be able to:

  • Plan and practice with various assessment types, tools, and resources appropriate for ELLs with diverse backgrounds and levels of proficiency to further teaching and learning among English language learners.
  • Match grade-level assessment criteria to standards-aligned curriculum and instruction.
  • Monitor student learning to move up individual student performance, focusing primarily among ELLs.
  • Apply valuable information about student performance from data, focusing on ELLs.
  • Communicate and paraphrase the differences in ELLs with learning disabilities, giftedness, Tiers 1, 2, and 3, and struggling learners in need of intervention.
  • Use data for planning and preparation to teach English language learners effectively.
  • Evaluate the needs of ELL students to align best instructional strategy to those needs.
  • Use a variety of assessment procedures appropriate for ELLs of diverse backgrounds and at varying levels of English proficiency.
  • Summarize the differences among criterion-referenced assessments and norm-referenced; bias in test development and design.
  • Use and plan with strategies for teaching and developing appropriate test-taking skills to ELLs.
  • Use authentic assessments with real life application to develop the language and literacy skills in ELLs.
  • Analyze and monitor work against assessment criteria.
  • Use assessment criteria against performance standards and use this information to reflect on practices to improve teaching focused primarily at ELLs.
  • Use and practice with the tools of tiered evaluation and instruction to close achievement gaps for their ELL students.

This course is 60 hours

Learning environments conducive to ELL growth is best achieved when the right standards- based materials are selected, resourced, and designed. Participants in this e-course will become knowledgeable about accessing research-based resources, while selecting and adapting standards-based curriculum, materials, and digital resources. Effective reading comprehension combined with teacher modeling, guided practice, independent application, chunking and other approaches will be used across grade and content areas as they apply. Under this umbrella, participants will learn to teach reading, writing, listening, and speaking geared specifically for the needs of ELLs, through effective and differentiated strategy that builds student capacity. 

Upon completion of this course, the student will be able to:

  • Acquire the skills needed to effectively teach reading comprehension in primary grades for ELLs.
  • Design new strategy that builds student capacity through teacher modeling, guided practice.
  • Use balanced literacy components and leverage them for ELLs.
  • Use reading, writing, listening and speaking strategies to effectively scaffold ELL language learning.
  • Develop the skill and ability to leverage online and off-site resources to teach using balanced literacy strategies and techniques.
  • Develop working knowledge of intervention strategies focused on effective reading interventions (and writing as they support reading comprehension) for struggling ELLs.
  • Design, differentiate and scaffold materials and curriculum for ELL struggling readers.
  • Move scientific theory into classroom literacy strategy across specific content areas for ELL students.
  • Design, differentiate and scaffold ELL curriculum focused specifically on, and informed by, student progress along a rigorous strategy continuum.
  • Import research-based literacy strategy into lessons for rigorous application and implementation for their ELL students.
  • Demonstrate facility with new strategies for rigor in reading and writing across all subject areas for ELLs.
  • Outline strategies that motivate successful reading and writing effort.
  • Plan and resource multiple online and print resources that lead to reading and writing success.
  • Plan and prepare rigorous units and lessons using newly acquired research-based strategies and methods.
  • Design student-friendly classroom environments that are language and culturally sensitive, with language sensitive instruction.
  • Embed formative assessment that scaffolds for individuals and small groups in response to focused learning targets

This course is 60 hours

Participants will understand and apply knowledge of the socio-cultural, socio-political, and psychological variables that constitute differentiated reading instruction for all students through all content areas. Through an understanding of the stages of language progression and proficiencies within the English language for ELLs, participants will learn how to apply leveled instruction to increase language proficiency among students. The factors that impede student reading, characteristics of language and cognitive development, and overall language proficiencies will be effectively differentiated using age and grade appropriate methods. Participants will select and use developmentally appropriate tools, materials, and resources to address sociocultural and linguistic differences as they import to planning and instruction. Participants will embed increased use of complex print and digital text sources into assessments, scaffolding techniques, and re-teaching opportunities for individual and small group instruction. Differentiation will include scaffolding reading instruction for struggling learners in all six of the reading components, as well as for English language learners at various levels of language proficiencies. Participants will be taught how to apply student progress monitoring and use of data to design, plan, and implement a differentiated curriculum that includes research-based approaches for comprehension, oral language, phonological awareness, phonics, fluency, vocabulary, higher order thinking to further critical reading among students. 

Upon completion of this course, the student will be able to:

  • Design and implement differentiated lessons with strategy reflective of an understanding and application of socio-cultural, socio-political, and psychological variables to differentiation.
  • Apply design principles to grouping and classroom environment.
  • Use online and print tools for differentiation such as learning profiles, interest surveys and tiered questioning.
  • Use research-based strategy to differentiate for writing development and to reinforce text comprehension.
  • Summarize allowable and appropriate instructional accommodations as specified in students’ IEP or 504 Plans.
  • Modify assessments for students with cognitive disabilities without interrupting rigor, high expectations, and opportunities for achievement as they reflect grade appropriate levels of access to general education.
  • Design, re-design, scaffold, and acquire new strategy to develop lessons with using research-based, effective methods for differentiation in instruction and assessment of students.
  • Use and scaffold with learning profiles, student-facing scaffolds, organizers, interest surveys, cognitive-friendly learning materials, tiered questioning prompts, and other student "hooks" for rigorous learning and assessment.

This course is 60 hours

Aligned to: Danielson Domain 2, Marzano Domain 4. Organizing and maintaining multi-cultural classroom environments are the high strategies, while facilitating collaboration, respect and rapport among students. Active participation will further learning about students’ while aiding in the development of assignments and activities that are the outgrowth of high expectations for all students, with a focus on ELLs. Classroom management and effective language strategies will further group work, student engagement, and peaceful transitions between and among activities through culturally relevant practices and sensitivity training. Participants will use, share, research, plan and apply multiple methods of effective classroom design as they align to curriculum and ELL instructional needs. Looking at and analyzing exemplars will teach participants how to identify specific best practices in action, and what makes them best as a strategy, to include applied linguistics, accessing materials for applied linguistics, evaluating and analyzing materials and resources, technologies, and embedding effective practices in projects.

Upon completion of this course, the student will be able to:

  • Analyze lesson components to identify embedded best practices that support the diverse language needs of their ELL students.
  • Apply best practices to unit and lesson plans.
  • Communicate and summarize what best practice strategies are and how they are taught.
  • Use best practices in combination with pertinent lesson components and Common Core Standards as they apply specifically to ELLs.
  • Apply management strategy with content goals based on industry best practices for inclusive grade-level settings focused on ELL growth.
  • Create, scaffold, and differentiate lessons and lesson supports for ELLs.
  • Differentiate and scaffold for ELL struggling readers.
  • Apply behavior management strategies and how to organize physical space that contributes to an effective classroom environment to real classroom settings, and report back on the experiences.
  • Study and practice with successful attributes of student peer review that leads to organized and peaceful transitions and student collaboration.
  • Work directly with students to develop a successful multi-cultural classroom environment.
  • Design culturally relevant curriculum, with access to culturally relevant resources and materials.
  • Apply working knowledge of cultural competence, with an understanding of cultural identity that affects learning, student academic achievement, and overall K-12 pedagogy.
  • Describe what racism, stereotyping, and cultural discrimination looks like in teaching, learning and assessment of learning.
  • Communicate, summarize, and articulate the relationships among language, bias, and culture in students from diverse backgrounds and at various levels of English language proficiency.

This course is 60 hours

The concepts of applied linguistics will be explored, and include phonology, principles of English language in reading, writing, speaking and listening; sociolinguistics, language acquisition, and second language acquisition. Consistent use of reading and writing strategy across all content areas continues to turn around the language skills of English language learners, particularly those who struggle. Participants will finish this course with a compendium of strategies, resources, and tools to aid ELLs and struggling learners with, using researched and field-tested implementation materials. In addition, they will practice with application of these strategies in their classrooms, to return and reflect on them in learning forums. Planning and preparation will involve comprehensive lesson and unit development.

Upon completion of this course, the student will be able to:

  • Demonstrate competency in language and understanding of language as a sequential and organized system of communication.
  • Apply common, grade appropriate strategy ideas across all content areas to leverage ELL student success with.
  • Collect and apply multiple strategies to aid in the successful literacy effort of struggling learners and ELLs.
  • Collaborate among multiple disciplines in order to better accommodate the needs of struggling learners.
  • Discuss the research behind effective strategies that teach language conventions.
  • Prepare and practice with strategies that teach language conventions.
  • Apply, through design and redesign of curriculum, knowledge of phonology, morphology, pragmatics, syntax in support of reading, writing, listening, and speaking.
  • Use knowledge of rhetorical and discourse structures to develop language and literacy skills among ELLs.
  • Apply knowledge of sociocultural, sociopolitical, and psychological variables that facilitate academic achievement among ELLs.
  • Appraise and plan with understanding of the role and relevance of ELLs’ home languages, and use this understanding to differentiate.

  • Give examples of, and apply, theories of second language reading and writing development at varying levels of proficiency.
  • Discriminate among L1 and L2 literacy and language development.
  • Generalize the principles behind phonology, morphology, semantics, syntax, and discourse in literacy development.

This course is 60 hours