This course will provide in-service teachers with the subject matter knowledge, professional standards, skills, and dispositions essential to effectively shelter their content instruction to ensure English language learners (ELLs) in their classrooms will successfully access curriculum and achieve academic success in the area of academic vocabulary. Teachers will learn about theories and experience evidence-based instructional practices, protocols, methods, and strategies to develop academic vocabulary. Teachers will have opportunities to practice specific modeled instructional strategies for teaching identified features of academic language in different disciplines (math, science, social studies, and ELA) while promoting language development in all language domains (reading, speaking, listening, writing) in ways appropriate for ELL students at different language proficiency levels. Teachers will take into account the English Language Development (ELD) World Class Instructional Design and Assessment (WIDA) standards and the Massachusetts Curriculum Framework, which incorporates the CCSS (Pre K-12), when creating lesson plans. They will use the Teacher Endorsement Lesson Plan Template, approved by the Massachusetts Department of Elementary and Secondary Education, to create mini-lessons focused on integrating academic vocabulary for the target grade level/content area.

This course will provide in-service teachers with the subject matter knowledge, professional standards, skills, and dispositions essential to effectively shelter their content instruction to ensure English language learners (ELLs) in their classrooms will successfully access curriculum and achieve academic success in the area of academic vocabulary. Teachers will learn about theories and experience evidence-based instructional practices, protocols, methods, and strategies to develop academic vocabulary. Teachers will have opportunities to practice specific modeled instructional strategies for teaching identified features of academic language in different disciplines (math, science, social studies, and ELA) while promoting language development in all language domains (reading, speaking, listening, writing) in ways appropriate for ELL students at different language proficiency levels. Teachers will take into account the English Language Development (ELD) World Class Instructional Design and Assessment (WIDA) standards and the Massachusetts Curriculum Framework, which incorporates the CCSS (Pre K-12), when creating lesson plans. They will use the Teacher Endorsement Lesson Plan Template, approved by the Massachusetts Department of Elementary and Secondary Education, to create mini-lessons focused on integrating academic vocabulary for the target grade level/content area.

This self-paced online course is intended to satisfy the 15 PDPs needed for license renewal for professional educators without teaching responsibilities, i.e., school nurses, school social workers, school librarians, school counselors. It will present an overview of regulations, terminology, diversity and cultural competency, along with strategies for teaching and working with ELLs.

This self-paced online course is intended to satisfy the 15 PDPs needed for license renewal for professional educators without teaching responsibilities, i.e., school nurses, school social workers, school librarians, school counselors. It will present an overview of regulations, terminology, diversity and cultural competency, along with strategies for teaching and working with ELLs.

This course will provide in-service teachers with the subject matter knowledge, professional standards, skills and dispositions essential to effectively shelter their content instruction through the effective use of technology to ensure English language learners (ELLs) in their classrooms will successfully access curriculum and achieve academic success. Teachers will learn about theories and experience evidence-based instructional practices, protocols, methods and strategies to support students in the application of the MA ELA standards using technology as a scaffold and as a means of demonstrating content area knowledge. Teachers will have opportunities to practice specific modeled instructional strategies and technology applications for teaching English Language Learners while promoting language development in all language domains (reading, speaking, listening, writing) in ways appropriate for ELL students at different language proficiency levels. Teachers will take into account Universal Design for Learning (UDL), the English Language Development (ELD) World Class Instructional Design and Assessment (WIDA) standards and the Massachusetts Curriculum Framework, which incorporates the CCSS (PreK-12), when creating and/or revising lesson plans. They will use the Teacher Endorsement Lesson Plan Template, approved by the Massachusetts Department of Elementary and Secondary Education, to create mini-lessons focused on integrating technology for the target grade level/content area.

This course will provide in-service teachers with the subject matter knowledge, professional standards, skills and dispositions essential to effectively shelter their content instruction through the effective use of technology to ensure English language learners (ELLs) in their classrooms will successfully access curriculum and achieve academic success. Teachers will learn about theories and experience evidence-based instructional practices, protocols, methods and strategies to support students in the application of the MA ELA standards using technology as a scaffold and as a means of demonstrating content area knowledge. Teachers will have opportunities to practice specific modeled instructional strategies and technology applications for teaching English Language Learners while promoting language development in all language domains (reading, speaking, listening, writing) in ways appropriate for ELL students at different language proficiency levels. Teachers will take into account Universal Design for Learning (UDL), the English Language Development (ELD) World Class Instructional Design and Assessment (WIDA) standards and the Massachusetts Curriculum Framework, which incorporates the CCSS (PreK-12), when creating and/or revising lesson plans. They will use the Teacher Endorsement Lesson Plan Template, approved by the Massachusetts Department of Elementary and Secondary Education, to create mini-lessons focused on integrating technology for the target grade level/content area.

Requirements for Successful Completion for the Stand Alone SEI Course

For those enrolled in the course for graduate credit, successful completion includes the following:

· Completion of all assignments, activities and projects
· Completion of the inquiry research paper assignment
· SEI mini lesson plan and presentation
· Completion of the SEI Capstone project
· A minimum of 10 hours with a second language student
· B or better as a final grade in the course
· Adherence to the attendance and participation policy

For those enrolled in the course for PDP, successful completion includes the following:

· Completion of all assignments, activities and projects
· SEI mini lesson plan and presentation
· Completion of the SEI Capstone project
· A minimum of 10 hours with a second language student
· B or better as a final grade in the course
· Adherence to the attendance and participation policy

Attendance and Participation Policy
Because the course format depends heavily on class participation and student interaction, it is crucial that participants arrive on time and be prepared to discuss assigned course readings/materials, and contribute to whole/small group discussions. Participants should complete all assignments by the specific due dates

Attendance to all class sessions is required. If, however, a participant misses a session, it is his/her responsibility to work with the course instructor to arrange for making up the missing class.

The SEI endorsement will be conferred upon successful completion of the course for those enrolled in EDUC 595: Stand Alone SEI Course.

Pre-requisites for PDPs
Individuals interested enrolling in PDPs must have permission from the instructor. Please email Dr. Wilma Ortiz at fortiz@westfield.ma.edu with answers to the following questions:
1. What is your current licensure status?
2. What is your current professional responsibility?
3. Do you have access to ELL students in your classroom? If not, do you have access in the building for the required 10 hours of instructional time?

If you are interested in graduate credits for this course, please email Jessica Tansey at jtansey@westfield.ma.edu.