This course is the sixth and final course for obtaining ESL certification. This course is geared toward equipping ESL teachers with the necessary tools to give ESL students the support they need while they undergo the challenges of transition. Issues that may arise concerning the support of students in the classroom, school and the community will be addressed. Professionalism is regarded as a key domain for second language teacher educators. Not only do ESL teachers need to establish themselves as highly qualified experts in their field, they must serve as sources of knowledge about current language policy. To advocate for the profession and their students, ESL teachers must be able to take full advantage of professional resources and relationships at local, regional, and national levels. Along with weekly readings in the book and their corresponding tasks and assignments, participants will also complete 10 hours of field based assessments. All students must purchase their own textbook.

Required text:Classroom Instruction that Works with English Language Learners, Author: Jane D. Hill and Kathleen M. Flynn Publisher: ASCD ISBN:978-1-4166-0390-0.

This course is part of the ESL Certification Program you must be accepted into the program to take this course. This course is for Teachers seeking ESL Certification in grades K-12 and meets the following professional development criteria: ESL Standards for Reading, Speech and Listening as well as the Pennsylvania Professional Education Criteria for classroom teachers, guidance counselors and education specialists, Enhances the educator's content knowledge in the area of the educator's certification or assignment, increases the educator's teaching skills based on research on effective practice and empowers educators to work effectively with parent and community partners, and reading comprehension. Second Language Learners of any age undergo certain processes to be able to learn a new language. In this course participants will be exposed to these processes. Along with weekly readings in the book and their corresponding tasks and assignments, participants will also complete 10 hours of field based assessments. Because of the heavy linguisitic background needed for the Field work, the first two weeks are concentrated on the textbook activities. Field work begins in Week Three with an ESL classroom Profile and Assessment.

All Students Must Purchase their own book. Required text: Essential Linguistics: What you Need to Know to Teach Reading, ESL, Spelling, Phonics and Grammar.,Author(s)David E. Freeman and Yvonne S. Freeman, Publisher: Heinemann, ISBN 0-325-00274-6.

This course is part of the ESL Certification Program you must be accepted into the program to take this course.

This course will provide an examination of theory, diversity, and pedagogy constructs for explicit applications to practice in classrooms with English Language Learners. A historical exploration of immigration, cultural perspectives, and teaching practices that demonstrate and explicate the interconnectedness of culture and cognition are provided. By examining the background of English Language Learners and their cultures a framework for creating a culturally responsive classroom environment is developed. ESL teachers will be prepared to view culture as a dynamic and multilayered system of symbolic resources that impact individuals identity, values and behaviors in varying degrees. They will also be prepared to address the deep and often invisible dimensions of culture (i.e. worldviews, power, privilege)and their impact on student achievement, participation in the target language community, and patterns of interaction between home and school. Moreover, successful candidates view cultural identity or affiliation as an on-going process of negotiation within and among groups as well as within individuals. Participants will develop an awareness of how their own culture impacts their views of teaching, learning, and classroom expectations; explore the varied roles of teacher, parent, and student in terms of cultural and educational expectations; and understand that acculturation is not only a complex process, but a matter of individual choice. Along with weekly readings in the book and their corresponding tasks and assignments, participants will also complete 10 hours of field based assessments.

Participants will need to purchase the book "The Crosscultural, Language and Academic Development Handbook- A Complete K-12 Reference Guide" by Lynne T. Diaz-Rico and Kathryn Z. Weed, second edition. The ISBN is: 0-205-33685.

Pennsylvania Standards for the Conventions of English are incredibly challenging. Participants will be engaged and learn all of these grammar skills. These standards need to be mastered by teachers to ensure student learning and understanding of grammar.

Participants will be introduced the mentor sentences, a best practice for grammar instruction. Please have access to all grammar and reading materials to leave the workshop with mentor sentence to use in the classroom immediately.

Monthly A-TSI meeting.

Summary writing can cover as many as eleven standards, anchors, and eligible content in a very reasonable period of time. Participants will learn the importance of summary writing and three different structures for summary writing. Please bring one piece of text that you are using with your students to create a teacher model for immediate use in your classroom.

Best practice in vocabulary is led by a wide variety of guided meaning interactions with words. Any word can be taught any time to anyone regardless of age and/or cognitive ability if the word is made meaningful to one's life. Participants will leave with multiple guided meaning interactions with vocabulary words to share immediately with their students.

Intermediate Unit 1 Curriculum Coordinators Meetings are informational and training meeting for IU 1 district curriculum coordinators and/or district representatives. Meetings generally include updates about PA Department of Education mandates as well as topics related to curriculum, instruction, and assessment.

Information is presented regarding Chapter 14, 15 and 16 regulations as well as IDEA and No Child Left Behind. Participants will be given the opportunity to discuss and evaluate this information with their peers to determine the impact on their districts.