Advisement

 

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Core Courses

Code

Title

Credits

Grade

PSY 712

Advanced Psychology of Learning

3

 

EDE 701

Development & Organization of School Curriculum

3

 

ESP 501

Introduction to Exceptionality

3

 

RES 800

Methods of Research

3

 

Required Courses

EDE 704

Introduction to English as a Second Language

3

 

EDE 709

Developing Cultural Awareness and Sensitivity

3

 

EDE 712

Content Instruction and Assessment PK-12

3

 

EDE 713

Language Acquisition and Development

3

 

EDE 714

Language Proficiency Assessment

3

 

EDE

719

Supporting Second Language Learners, Families, and Community

3

 

One of the following must be completed.

The online program coordinator reviews student resumes upon admission to the program to determine which students will need to complete EDE 768 Teacher Education Internship and which will need to complete a research study EDE 766 Action Research/RES 849 Thesis as part of the program.  You are responsible for providing the coordinator with an accurate resume that reflects your teaching experiences.  Those who do not have experience teaching English Language Learners will be required to complete the internship during semester 3, 4 or 5.  Those who do not need to complete the internship are required to complete the research study.

RES 849

Thesis

3

 

EDE 766

Action Research

3

 

EDE 768

Internship

3

 

*Internship Note: The internship is to be completed during semester 3, 4, or 5 in the cohort cycle.  All internships must be pre-approved a semester in advance and all internship students must have appropriate clearances (ACT 34, 114, and 151 if PA internship).  If you are completing an out-of-state internship clearances necessary for that state also apply.  Schools or sites may require additional documentation.  Any additional documents/requirements must be met in order for the internship to begin.

Field-based components: Each ESL course in the program includes a field-based component (EDE 704, 709, 712, 713, 714, and 719). The field-based components are designed to provide teachers with an opportunity to document the knowledge, skills, and dispositions necessary for successful classroom implementation of ESL research-based best practices, PDE ESL Program Specialist Guidelines/Competencies & NCATE/TESOL Competencies. The following chart represents the field based components for each course. Documentation from each of these field-based components must be included in the electronic portfolio in the performances section. In addition, at least two additional field-based components must be acquired throughout the program. A list is provided below the course field-based components chart.  

Field-based Components Course Chart Course

Field-based Component Description

EDE 704 Introduction to ESL

Interview or observe an ESL teacher for strategies and methods appropriate for ELLs and include them in the e-resource guide. Add three methods that the ESL teacher uses with ELLs. Include handouts, resources, etc. if available.

EDE 709 Developing Cultural Awareness & Sensitivity

Via the global schoolhouse website you will partner with a teacher in the U.S. or out of the country that has ELLs in his/her classroom. The communication will occur mostly via e-mail, but if possible synchronous communication through instant messaging, web-cams or web-conferencing may also occur. You must have a minimum of five direct communications (on separate dates) with the teacher and the children in the classroom. Various interactions and communication can occur to gain a better understanding of the culture and ethnic groups represented in that classroom. A minimum of one assignment must be prepared and sent to the classroom to complete. Once returned to you, you are to provide feedback and comments to each individual student on their work.

EDE 712 Content Instruction & Assessment

Choose one of the following options:

  • a) Work with a regular education teacher that has a group of ELLs in his/her classroom. Collaboratively plan lessons for ELLs in the classroom that incorporates best-practice strategies and methods for ELLs.
  • b) Work with an ESL certified teacher to develop lesson plans that incorporate best-practice strategies and methods for a group of ELLs.

 

EDE 713 Language Acquisition & Development

Choose one of the following options:

  • a) work with an ESL teacher at your school,
  • b) a teacher with ELLs in his/her classroom (in your school or in another district), or or at the discretion of the professor through the global schoolhouse teacher contacts.
  • c) work in your school district or another school district with ELLS

 

Examine & determine the ELLs language development stage/proficiency level; develop, plan, and assess one reading and one writing instructional activity for one or multiple ELL(s) that incorporates research-based best practices.

EDE 714 Language Proficiency & Assessment

Select one ELL to work with face-to-face for a minimum of 10 hours and develop a case study including, but not limited to: family background/demographics, needs assessment to identify ELP level and instructional needs, goals, lesson plans, assessments, and reflection journal.

EDE 719 Supporting Second Language Learners, Family, & the Community

Interview school personnel via phone, in person, or e-mail to identify current ELL resources or supports that the school and community have in place for ELL families and children. Describe in detail the current resources, support programs/systems available and make recommendations. School websites may also be utilized, but interviews are mandatory.

Required: Other field-based components (You are required to complete two of the below before completion of the program.)

Although this list may include field-based components that are also included in the course chart above, the requirements below are in addition to the course requirements. If there is repetition below, the experience you acquire/complete must be different and in addition to the course field-based component above. A proposal for the field-based component must be submitted in advance for approval by the ESL instructor and/or the online program coordinator. A final report must be submitted to your electronic portfolio and reviewed by the ESL instructor and/or the online program coordinator during the semester that you complete the experience. Proposal and report forms will be provided for each candidate to standardize the process.

1. ESL classroom observation

2. ESL Master Teacher observation

3. ESL individualized instructional session

4. ESL peer tutoring

5. ESL tutoring session(s)

6. ESL group instructional session

7. Conduct a workshop for families of ELLs and/or teachers who have ELLs in their classroom on research-based best practices or other instructional need

8. Observation, participation, and/or review of differentiated instructional strategies with ELLs

9. Involvement in an ESL mentoring program

10. Review of classroom/school ESL media/curricular materials

11. Review/participation in ESL assessment and evaluation strategies

12. Attendance at an ESL/Bilingual professional development conferences or workshops

13. Attendance at school functions or extra-curricular activities that promote family, community and school partnerships for ESL

14. Participation in service learning project with an ELL

15. Attendance at local community councils for ELLs

16. ESL daily learning log or journal based on classroom experiences