Dual Reading Intervention and English to Speakers of Other Languages (ESOL) Endorsement

These endorsements may be obtained simultaneously. Candidates who earn the Reading Intervention and ESOL dual endorsements will be qualified to teach reading to students in pre-kindergarten through grade twelve and English-language learners. Additionally, candidates must pass the state-approved Reading Specialist and ESOL tests, and submit required portfolios, edTPA, or case studies. To qualify for the Reading Intervention and ESOL endorsements, candidates must hold a current Teaching License endorsed for general or special education classrooms, or be enrolled in a pre-service program leading to a Preliminary Teaching License endorsed for the regular or special education classroom.

Program Learning Outcomes

Upon completion of the Dual Reading Intervention and English to Speakers of Other Languages (ESOL) Endorsements program, candidates will:

• Demonstrate knowledge and skills related to 

  • foundational reading knowledge and dispositions

  • instructional reading strategies and curriculum materials

  • reading assessment, diagnosis and evaluation

• Create a literate environment

• Participate in professional development related to reading instructional skills

• Provide leadership, guidance and supervision of paraprofessionals

• Demonstrate the ability to know, understand and use

  • the major concepts, theories, and research related to acquisition of language to construct learning environments that support ESOL and bilingual students’ language and literacy development and content area achievement

  • the major concepts, principles, theories, and research related ot the nature and role of culture and cultural groups to construct learning environments that support ESOL and bilingual students’ cultural identities, language and literacy development, and content area achievement

  • Standards-based pratices and strategies related to planning, implementing, and managing ESOL and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom resources

• Use standards-based assessment measures with ESOL and bilingual students

• Demonstrate knowledge of the history of ESL teaching and demonstrate the ability to 

  • keep current with new instructional techniques, research results, advanced in the ESL field, and public policy issues

  • use learned information to reflect upon and improve their instructional practices

  • provide support and advocate for ESOL and bilingual students and their families and work collaboratively to improve the learning environment

• Use information to enhance learning and to enhance personal and professional productivity