Effective 2011

NOTE: Those seeking PA ESL program specialist certification must also complete the following courses in order to meet PA Chapter 49 Regulations effective for any candidate applying for a PA instructional and/or educational specialist certificate on or after 2011. Due to PA regulations CalU mandates the following: (a) at least 9 credits of special education/ accommodations and adaptations for students with disabilities in an inclusive setting and (b) at least 3 credits addressing instructional needs of English language learners. 

Code

Title

Credits

Grade

ESP 612

Evidence Based Practices (Prerequisites: ESP 610 and ESP 701)

3

ESP 701 

Intro to Behavioral Analysis

3

ESP 610

Special Education Foundations and Collaboration (already included in the courses sequence listed above.)

3

EDE 704  

Introduction to Teaching English as a Second Language (already included in the course sequence listed above.)

3

Note: If equivalent coursework at the undergraduate level has been completed, the candidate may request a course listed above to be waived that is equivalent to the graduate level course.  The program coordinator will review transcripts, course syllabi, etc. to determine whether coursework is equivalent.  The program coordinator has the sole discretion to accept or deny any equivalency requests.  If a course is determined to be equivalent additional coursework may need to be taken to fulfill the 33 credit M.Ed. requirements for the program and degree.

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.