An effective classroom environment is vital for your self-preservation and productivity, as well as the students’ engagement in learning and safety. In a proactively managed classroom, you control the classroom environment. Explore the need for a proactive management system and design management tools for your classroom. Learn to use management strategies, such as rules and procedures, a maintenance program, and routines for the beginning and ending of class, to create structure and consistency.

     20 Credit Hours.

Course Objectives

Assessment

• Draws from a repertoire of techniques to accommodate differences in students’ behavior.
• Identifies potentially disruptive student behavior.

• Establishes positive interaction in the learning environment that uses incentives and consequences for students.
• Varies communication (both verbal and nonverbal) according to the nature and needs of individuals.

• Fosters a learning environment in which all students are treated equitably.
• Employs techniques useful in creating a climate of openness, mutual respect, support, and inquiry.
• Promotes student responsibility, appropriate social behavior, integrity, valuing of diversity, and honesty through learning activities.

• Makes reasonable effort to protect students from conditions harmful to learning and/or to the student’s mental and/or physical health and/or safety.

• Practice a variety of techniques for establishing smooth and efficient routines.
• Applies the established rules and standards for behaviors consistently and equitably.
• Involves students in the management of learning environments including establishing rules and standards for behavior.
• Provides opportunities for students to be accountable for their own behavior.

• Provides meaningful feedback on student progress to students and families and seeks assistance for self and families.
• Proposes ways in which families can support and reinforce classroom goals, objectives, and standards.

• Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning (5-C).
• Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats (3-C).

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises, accessible through the Course Log, must meet the established criteria.

• Reflection/Dialogue Exercises (5) – Participants reflect on course content, strategy implementation, and their personal learning experience.

This course provides educators with fundamental concepts and procedures concerning professional practices. Educators become aware of the many different areas that fall under the heading of professional practices and ethics, gain knowledge of what each area represents, see examples of correct practices in each area, and reflect on the correct responses to hypothetical situations in the different areas. Educators use the knowledge from the course to help them function in a way that is acceptable to everyone involved in the educational process: the district staff, school administrators, teachers, students, and parents.

The inspiration for much of the contents of this course came from The Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida.



     5 Credit Hours.

Course Objectives

• Florida Educator Accomplished Practices (from Preprofessional Competencies for Teachers of the Twenty-First Century)
  
  Communication (AP 2)
  • Establish positive interactions between the teacher and students that are focused upon learning. (2.2)
  • Encourage students in a positive and supportive manner. (2.4)
  • Communicate to all students high expectations for learning. (2.5)
  Diversity (AP 5)
  • Foster a learning environment in which all students are treated equitably. (5.2)
  Ethics (AP 6)
  • Take reasonable precautions to distinguish between personal views and those of any educational institution or organization with which the individual is affiliated. (6.4)
  • Does not intentionally distort or misrepresent facts concerning an educational matter in direct or indirect public expression. (6.5)
  Learning Environment (AP 9)
  • Apply the established rules and standards for behaviors consistently and equitably. (9.2)
  • Provide a safe place to take risks. (9.7)



• Technology Standards (from ISTE/NETS for Teachers)
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)



• ESOL Standards (from Florida’s Performance Standards for Teachers of English for Speakers of Other Languages)
  • Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students. (Standard 18)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises are accessible through the Course Log and responses must meet the established criteria.

• Reflection/Dialogue Exercises (2): Participants reflect on skills and concepts learned in the course. (Address indicators from Accomplished Practices 2, 5, 6, and 9)
• Multiple Choice Quiz (1): Participants demonstrate knowledge of protecting students from harm. (Addresses Accomplished Practice 6.1)

Explore the teacher's role as student advocate, removing obstacles and reinforcing opportunities at home and in the community for the student to learn. Examine the ethical expectations of the teacher and obligations to the student, to the public, and to the profession. Investigate the legal issues and expectations of district policies, state statutes, and federal guidelines.

     20 Credit Hours.

Course Objectives

• Florida Educator Accomplished Practices (from Preprofessional Competencies for Teachers of the Twenty-First Century)
  
  Ethics (AP 6)
  • Makes reasonable effort to protect students from conditions harmful to learning and/or to the student's mental and/or physical health and/or safety (6.1).
  • Does not unreasonably restrain a student from pursuit of learning (6.2).
  • Does not unreasonably deny a student access to diverse points of view (6.3).
  • Takes reasonable precautions to distinguish between personal views and those of any educational institution or organization with which the individual is affiliated (6.4)
  • Does not intentionally distort or misrepresent facts concerning an educational matter in direct or indirect public expression (6.5).
  • Does not use institutional privileges for personal gain or advantage (6.6).
  • Maintains honesty in all professional dealings (6.7).
  • Shall not on the basis of race, color, religion, gender, age, national or ethnic origin, political beliefs, marital status, handicapping condition if otherwise qualified, or social and family background deny to a colleague professional benefits or advantages or participation in any professional organization (6.8).
  Role of the Teacher (AP 11)
  • Develops and expands strategies that are effective in fulfilling the role of student advocate and is familiar with the laws (State and Federal) and court-ordered Consent Decrees which assure the rights of students (11.1).
  • Can describe overt signs of child abuse and severe emotional distress and knows to whom such observations should be reported (11.6).
  • Can describe overt signs of alcohol and drug abuse and knows to whom such observations should be reported (11.7).
  
  
  
• Technology Standards (from ISTE/NETS for Teachers)
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)



• Additional Objectives:
  • Understands the different roles of the Florida Education Standards Commission, the Office of Professional Practices Services section, and the Florida Education Practices Commission.
  • Understands and describes the discipline process for educators.

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises are accessible through the Course Log and responses must meet the established criteria.

• Reflection/Dialogue Exercises (4) – Participants reflect on knowledge gained from course content and apply that knowledge to a variety of scenarios.

This course focuses on using assessment for the purpose of learning. Participants become familiar with both traditional and alternative types of assessment and ways to incorporate problem solving and complex thinking within classroom assessment. Participants learn how to use assessment to guide planning and how to make assessment an integral part of instruction. Strategies for measuring the intent of state curriculum standards are also included.

     10 Credit Hours.

Course Objectives

Continuous Improvement

• Works to continue the development of her/his own background in instructional methodology, learning theories, second language acquisition theories, trends and subject matter.
• Shows evidence of reflection and improvement in her/his performance in teaching/learning activities.
• Seeks to increase her/his own professional growth by participating in training and other professional development experiences.

• Recognizes learning theories, subject matter structure, curriculum development, student development, and first and second language acquisition processes.

• Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
• Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit documentation via the following types of exercises. These exercises are accessible through the Course Log.

• Reflection/Dialogue Exercises (2) – Participants reflect on various aspects of assessment and planning.

Use a standards-based lesson planning process to guide your instructional planning. Examine the Curriculum-Assessment-Instruction (CAI) Model and design a lesson that aligns assessment and instruction to selected standards.

     20 Credit Hours.

Course Objectives

Assessment

• Employs traditional and alternative assessment strategies in determining students' mastery of specified outcomes.

• Identifies strategies, materials, and technologies that she/he will use to expand students' thinking abilities.

• Uses previously acquired knowledge to link new knowledge and ideas to already familiar ideas.

• Communicates knowledge of subject matter in a manner that enables students to learn.
• Increases subject matter knowledge in order to integrate the learning activities.
• Uses the materials and technologies of the subject field in developing learning activities for students.

• Uses techniques to align student needs, instructional settings, and activities.

• Identifies student performance outcomes for planned lessons.
• Plans and conducts lessons with identified student performance and learning outcomes.
• Provides comprehensible instruction based on performance standards required of students in Florida public schools.
• Provides comprehensible instruction in effective learning procedures, study skills, and test-taking strategies.

• Uses technology in lesson and material preparation.

Documentation Methods

To satisfactorily complete this course, participants must

• Complete the reflection exercise Examine a Lesson.


• Complete the multiple choice quiz Analyze a Standards-Based Lesson.


• Complete the CAI Planning Tool: Curriculum and Lesson Description Template.


• Complete the CAI Planning Tool: Assessment Template, aligning assessment to selected curriculum.


• Complete the CAI Planning Tool: Instruction Template, aligning instruction to assessment and selected curriculum.


• Respond to facilitator feedback.

Investigate and implement a variety of teaching strategies that make the processes of reading, writing, and math computations writing visible to the learner. This course is appropriate for teachers of any content area.

     30 Credit Hours.

Course Objectives

• Florida Educator Accomplished Practices (from Preprofessional Competencies for Teachers of the Twenty-First Century)
  • Shows evidence of reflection and improvement in her/his performance in teacher/learning activities. (3.9)
  • Provides opportunities for students to learn high-order thinking skills. (4.1)
  • Has a repertoire of teaching techniques and strategies to effectively instruct all students. (5.4)
  • Helps students develop concepts through a variety of methods. (10.13)



• Section 1012.56, Florida Statutes 2007
  • Methodologies for assuring the ability of all students to read, write, and compute.



• ESOL Standards (from Florida’s Performance Standards for Teachers of English for Speakers of Other Languages)
  • Apply essential strategies for developing and integrating the four language skills of listening comprehension, oral communication, reading and writing. (Standard 11)
  • Apply content-based ESOL approaches to instruction. (Standard 12)
  • Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students. (Standard 18)
  
  
  
• Technology Standards (from ISTE/NETS for Teachers)
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises, accessible through the Course Log, must meet the established criteria.

Reflection/Dialogue Exercises (5) – Participants reflect on course content, strategy implementation, and their personal learning experiences.

Investigate teacher tools, resources, and a plethora of ideas for managing the classroom technology environment. Enrich the classroom experience as you learn to use the suggested activities and helpful hints that are aligned to the National Education Technology Standards (NETS).

     30 Credit Hours.

Course Objectives

Technology Standards (from ISTE/NETS for Teachers)

• Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. (2-A)
• Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. (2-B)
• Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources. (2-C)
• Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. (3-A)
• Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. (3-C)
• Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. (3-D)
• Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. (4-A)
• Promote and model digital etiquette and responsible social interactions related to the use of technology and information. (4-C)
• Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning. (5-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. The exercises are accessible through the Course Log.

• Reflection/Dialogue Exercises (5) – Participants reflect on course content and strategy implementation, create technology use rules, and outline a lesson plan for integrating technology.

What do we know about how learning occurs? Do all learners learn at the same pace, at the same time? How can we use what research tells us about learning and learners to better plan instruction and assessment activities? This course answers those questions and more.

     30 Credit Hours.

Course Objectives

• Florida Educator Accomplished Practices (from Preprofessional Competencies for Teachers of the Twenty-First Century)
  
  
  • Employs traditional and alternative assessment strategies in determining students' mastery of specified outcomes. (1.5)
  • Provides opportunities for students to receive constructive feedback on individual work. (2.9)
  • Works to continue the development of her/his own background in instructional methodology, learning theories, trends, and subject matter. (3.8)
  • Provides opportunities for students to learn higher-order thinking skills. (4.1)
  • Identifies strategies, materials, and technologies which she/he will use to expand students' thinking abilities. (4.2)
  • Has strategies for utilizing discussions, group interactions, and writing to encourage student problem solving. (4.3)
  • Modifies and adapts lessons with increased attention to the learners' creative thinking abilities. (4.8)
  • Uses previously acquired knowledge to link new knowledge and ideas to already famiar ideas. (7.2)
  • Recognizes learning theories, subject matter structure, curriculum development, and student development. (7.6)
  • Uses alternative instructional strategies to develop concepts and principles and is aware of the rationale for choosing different methods. (7.7)
  • Communicates knowledge of subject matter in a manner that enables students to learn. (8.1)


• Technology Standards (from ISTE/NETS for Teachers)
  
  
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

  Documentation Methods

  In order to complete this course, participants must submit the following documentation. These exercises, accessible through the Course Log, must meet the established criteria.
  
  Reflection/Dialogue Exercises (4) – Participants reflect on course content, strategy implementation, and their personal learning experience.
  
  

Learn to meet the educational needs of students for whom English is not their native language. This course provides an overview of the training needed to meet ELL students' needs and is one of three introductory courses applicable for all educators. Check with your district staff development office for credit eligibility toward Florida's ESOL Endorsement.

     20 Credit Hours.

Course Objectives

• ESOL Standards (from Florida’s Performance Standards for Teachers of English for Speakers of Other Languages)
  
  Participants
  • Conduct ESOL programs within the parameters, goals, and stipulations of the Florida Consent Decree. (Standard 1)
  • Recognize the major differences and similarities among the different cultural groups in the United States. (Standard 2)
  • Identify, expose, and reexamine cultural stereotypes relating to ELL and non-ELL students. (Standard 3)
  • Use knowledge of the cultural characteristics of Florida's ELL population to enhance instruction. (Standard 4)
  • Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes. (Standard 5)
  • Apply current and effective ESOL teaching methodologies in planning and delivering instruction to ELL students. (Standard 6)
  • Locate and acquire relevant resources in ESOL methodologies. (Standard 7)
  • Select and develop appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing, taking into account: (1) basic interpersonal communicative skills (BICS), and (2) cognitive academic language proficiency skills (CALPS) as they apply to the ESOL curriculum. (Standard 8)
  • Develop experiential and interactive literacy activities for ELL students, using current information on linguistic and cognitive processes. (Standard 9)
  • Analyze student language and determine appropriate instructional strategies, using knowledge of phonology, morphology, syntax semantics, and discourse. (Standard 10)
  • Apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing. (Standard 11)
  • Apply content-based ESOL approaches to instruction. (Standard 12)
  • Evaluate, design and employ instructional methods and techniques appropriate to learners' socialization and communication needs, based on knowledge of language as a social phenomenon. (Standard 13)
  • Plan and evaluate instructional outcomes, recognizing the effects of race, gender, ethnicity, socioeconomic status, and religion on the results. (Standard 14)
  • Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students. (Standard 18)
  • Consider current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques. (Standard 19)
  • Use formal and alternative methods of assessment/evaluation of ELL students, including measurement of language, literacy and academic content metacognition. (Standard 21)
  • Develop and implement strategies for using school, neighborhood, and home resources in the ESOL curriculum. (Standard 22)
  • Identify major attitudes of local target groups toward school, teachers, discipline, and education in general that may lead to misinterpretation by school personnel; reduce cross-cultural barriers between students, parents, and the school setting. (Standard 23)
  
  
• Florida Educator Accomplished Practices (from Preprofessional Competencies for Teachers of the Twenty-First Century)
  
  The participant
  • Analyzes individuals' learning needs and practices techniques which accommodate differences, including linguistic and cultural differences. (1.1)
  • Identifies students' cognitive, social, linguistic, cultural, emotional, and physical needs in order to design individual and group instruction. (1.4)
  • Varies communication (both verbal and nonverbal) according to the nature and needs of individuals. (2.3)
  • Identifies communication techniques for use with colleagues, school/community specialists, administrators, and families, including families whose home language is not English. (2.10)
  • Identifies strategies, materials, and technologies that she/he will use to expand students' thinking abilities. (4.2)
  • Recognizes the cultural, linguistic and experiential diversity of students. (5.3)
  • Recognizes students' learning styles and cultural and linguistic diversity and provides for a range of activities. (5.4)
  • Has a repertoire of teaching techniques and strategies to effectively instruct all students. (5.5)
  • Employs techniques useful in creating a climate of openness, mutual respect, support, and inquiry. (5.8)
  • Recognizes developmental levels of students and identifies differences in a group of students. (7.1)
  • Varies activities to accommodate different student learning needs, developmental levels, experiential backgrounds, linguistic development, and cultural heritage. (7.5)
  • Recognizes learning theories, subject matter structure, curriculum development, student development, and first and second language acquisition processes. (7.6)
  • Uses alternative instructional strategies to develop concepts and principles and is aware of the rationale for choosing different methods. (7.7)


• Technology Standards (from ISTE/NETS for Teachers)



• Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)


• Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises, accessible through the Course Log, must meet the established criteria.

Reflection/Dialogue Exercises (4) – Participants reflect on course content, strategy implementation, and their personal learning experience.

Identify and explore various content-area strategies for use with English Language Learners (ELLs). Use these strategies to critique a classroom instructional plan.

This is part of Beacon's ESOL introductory series for all educators. Check with your district staff development office for credit eligibility toward Florida's ESOL Endorsement.

     20 Credit Hours.

Course Objectives

• ESOL Standards (from Florida’s Performance Standards for Teachers of English for Speakers of Other Languages)
  
  Participants
  • Conduct ESOL programs within the parameters, goals, and stipulations of the Florida Consent Decree. (Standard 1)
  • Recognize the major differences and similarities among the different cultural groups in the United States. (Standard 2)
  • Identify, expose, and reexamine cultural stereotypes relating to ELL (English Language Learners) and non-ELLs. (Standard 3)
  • Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes. (Standard 5)
  • Apply current and effective ESOL teaching methodologies in planning and delivering instruction to ELLs. (Standard 6)
  • Locate and acquire relevant resources in ESOL methodologies. (Standard 7)
  • Select and develop appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing, taking into account: (1) basic interpersonal communicative skills (BICS), and (2) cognitive academic language proficiency skills (CALPS) as they apply to the ESOL curriculum. (Standard 8)
  • Develop experiential and interactive literacy activities for ELLs, using current information on linguistic and cognitive processes. (Standard 9)
  • Analyze student language and determine appropriate instructional strategies, using knowledge of phonology, morphology, syntax semantics, and discourse. (Standard 10)
  • Apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing. (Standard 11)
  • Apply content-based ESOL approaches to instruction. (Standard 12)
  • Evaluate, design and employ instructional methods and techniques appropriate to learners' socialization and communication needs, based on knowledge of language as a social phenomenon. (Standard 13)
  • Plan and evaluate instructional outcomes, recognizing the effects of race, gender, ethnicity, socioeconomic status, and religion on the results. (Standard 14)
  • Evaluate, select, and employ appropriate instructional materials, media, and technology for ESOL at elementary, middle, and high school levels. (Standard 15)
  • Design and implement effective unit plans and daily lesson plans which meet the needs of ESOL students within the context of the regular classroom. (Standard 16)
  • Evaluate, adapt and employ appropriate instructional materials, media, and technology for ESOL in the content areas at elementary, middle and high school levels. (Standard 17)
  • Consider current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques. (Standard 19)
  • Administer tests and interpret test results, applying basic measurement concepts. (Standard 20)
  • Use formal and alternative methods of assessment/evaluation of ELLs, including measurement of language, literacy and academic content metacognition. (Standard 21)
  • Develop, implement, and evaluate instructional programs in ESOL, based on current trends in research and practice. (Standard 24)



• Florida Educator Accomplished Practices (from Preprofessional Competencies for Teachers of the Twenty-First Century)
  
  
  • Analyzes individuals' learning needs and practices techniques which accommodate differences, including linguistic and cultural differences. (1.1)
  • Identifies students' cognitive, social, linguistic, cultural, emotional, and physical needs in order to design individual and group instruction. (1.4)
  • Interprets, with assistance, data from various informal and standardized assessment procedures. (1.10)
  • Reviews assessment data and identifies students' strengths and weaknesses. (1.11)
  • Learns from peers and colleagues and develops professional relationships. (3.13)
  • Accepts and values students from diverse cultures and linguistic backgrounds and treats all students equitably. (5.1)
  • Recognizes students' learning styles and cultural and linguistic diversity and provides for a range of activities.(5.4)
  • Has a repertoire of teaching techniques and strategies to effectively instruct all students.(5.5)
  • Varies activities to accommodate different student learning needs, developmental levels, experiential backgrounds, linguistic development, and cultural heritage. (7.5)
  • Identifies student performance outcomes for planned lessons. (10.1)
  • Plans and conducts lessons with identified student performance and learning outcomes. (10.2)
  • Provides comprehensible instruction based on performance standards required of students in Florida public schools. (10.4)
  • Plans activities that engage students in learning activities and employs strategies to re-engage students who are off task. (10.10)
  • Plans and conducts lessons that are interdisciplinary. (10.12)
  • Develops and expands strategies that are effective in fulfilling the role of student advocate and is familiar with the laws (State and Federal) and court-ordered Consent Decrees which assure the rights of students. (11.1)



• Technology Standards (from ISTE/NETS for Teachers)
  
  
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises, accessible through the Course Log, must meet the established criteria.

• Complete a reflection response demonstrating knowledge of ELL student identification.



• Complete lesson plan critiques for
  • Appropriate curriculum for mainstream ELLs,
  • ESOL appropriate assessments,
  • ESOL appropriate instructional strategies, and
  • ESOL appropriate materials, media, and technology.



• Complete a reflection response after observing and critiquing a lesson.

America’s public school populations have become increasingly diverse over the past twenty years. These demographic changes coupled with political action to ensure equality have fueled a need for professional development in regards to meeting the needs of English Language Learners (ELLs). This course will explore language acquisition processes and implications for enhancing learning for ELLs.

This course is one of three offered by Beacon Educator to satisfy the requirement of sixty hours of introductory knowledge in English Speakers of Other Languages (ESOL) training. Check with your District Staff development office for credit eligibility toward Forida's ESOL Endorsement.

     20 Credit Hours.

Course Objectives

• ESOL Standards (from Florida’s Performance Standards for Teachers of English for Speakers of Other Languages)
  
  Participants
  • Conduct ESOL programs within the parameters, goals, and stipulations of the Florida Consent Decree. (Standard 1)
  • Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes. (Standard 5)
  • Apply current and effective ESOL teaching methodologies in planning and delivering instruction to ELLs. (Standard 6)
  • Locate and acquire relevant resources in ESOL methodologies. (Standard 7)
  • Select and develop appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing, taking into account: (1) basic interpersonal communicative skills (BICS), and (2) cognitive academic language proficiency skills (CALPS) as they apply to the ESOL curriculum. (Standard 8)
  • Develop experiential and interactive literacy activities for ELLs, using current information on linguistic and cognitive processes. (Standard 9)
  • Apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing. (Standard 11)
  • Apply content-based ESOL approaches to instruction. (Standard 12)
  • Evaluate, design and employ instructional methods and techniques appropriate to learners' socialization and communication needs, based on knowledge of language as a social phenomenon. (Standard 13)
  • Consider current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques. (Standard 19)
  • Use formal and alternative methods of assessment/evaluation of ELLs, including measurement of language, literacy and academic content metacognition. (Standard 21)
  • Identify major attitudes of local target groups toward school, teachers, discipline, and education in general that may lead to misinterpretation by school personnel; reduce cross-cultural barriers between students, parents, and the school setting. (Standard 23)
  • Develop, implement, and evaluate instructional programs in ESOL, based on current trends in research and practice. (Standard 24)
  
  
  
• Florida Educator Accomplished Practices (from Preprofessional Competencies for Teachers of the Twenty-First Century)
  
  Participant
  
  • Employs traditional and alternative assessment strategies in determining students' mastery of specified outcomes. (1.5)
  • Acquires and adapts interaction routines (e.g., active listening) for individual work, cooperative learning, and whole group activities. (2.6)
  • Identifies communication techniques for use with colleagues, school/community specialists, administrators, and families, including families whose home language is not English. (2.10)
  • Communicates student progress with students, families, and colleagues. (3.5)
  • Works to continue the development of her/his own background in instructional methodology, learning theories, second language acquisition theories, trends and subject matter. (3.9)
  • Recognizes the cultural, linguistic and experiential diversity of students. (5.3)
  • Recognizes students' learning styles and cultural and linguistic diversity and provides for a range of activities. (5.4)
  • Has a repertoire of teaching techniques and strategies to effectively instruct all students. (5.5)
  • Selects appropriate culturally and linguistically sensitive materials for use in the learning process. (5.6)
  • Employs techniques useful in creating a climate of openness, mutual respect, support, and inquiry. (5.8)
  • Acknowledges the importance of family and family structure to the individual learner. (5.10)
  • Communicates with students effectively by taking into account their developmental levels, linguistic development, cultural heritage, experiential background and interests. (7.4)
  • Uses alternative instructional strategies to develop concepts and principles and is aware of the rationale for choosing different methods. (7.7)



• Technology Standards (from ISTE/NETS for Teachers)
  
  
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises, accessible through the Course Log, must meet the established criteria.

• Reflection/Dialogue Exercises (4) – Participants reflect on course content, strategy implementation, and their personal learning experience.

The focus of this course is to identify the principles of scientifically-based reading research as the foundation of comprehensive instruction that synchronizes and scaffolds each of the major components of the reading process toward student mastery. Participants demonstrate the ability to identify explicit, systematic instructional plans for scaffolding reading development, specifically in the areas of comprehension and vocabulary.

For those working toward Florida's Reading Endorsement or CAR-PD, this 30-hour course, in conjunction with Reading: Research-Based Practices, Part B, aligns with Competency 2 (Foundations of Research-Based Practices) indicators.

     30 Credit Hours.

Course Objectives

• Reading Objectives (from Florida’s K-12 Reading Endorsement Competencies)
  
  Participants
  
  • Identify explicit, systematic instructional plans for scaffolding vocabulary and concept development. (2.D)
  • Identify explicit, systematic instructional plans for scaffolding development of comprehension skills and cognition. (2.E)
  • Identify comprehensive instructional plans that synchronize the major reading components. (2.F.1)
  • Identify explicit, systematic instructional plans for scaffolding content area vocabulary development and reading skills. (2.F.2)



• ESOL Standards (from Florida’s Performance Standards for Teachers of English for Speakers of Other Languages)
  
  Participants
  
  • Applying current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students (Standard 6)
  • Apply content-based ESOL approaches to instruction. (Standard 12)



• Florida Educator Accomplished Practices (from Preprofessional Competencies for Teachers of the Twenty-First Century)
  
  The participant
  
  • Identifies strategies, materials, and technologies that she/he will use to expand students' thinking abilities. (4.2)
  • Has a repertoire of teaching techniques and strategies to effectively instruct all students. (5.5)
  • Uses previously acquired knowledge to link new knowledge and ideas to already familiar ideas. (7.2)
  • Uses multiple activities to engage and motivate students at appropriate developmental levels. (7.3)
  • Increases subject matter [reading] knowledge in order to integrate the learning activities. (8.2)
  • Acquires currency in her/his subject field [reading]. (8.4)
  • Plans activities to promote high standards for students through a climate which enhances and expects continuous improvement. (10.3)
  • Provides comprehensible instruction in effective learning procedures, study skills, and test-taking strategies. (10.5)
  • Accesses and interprets information from multiple sources. (10.7)



• Technology Standards (from ISTE/NETS for Teachers)
  
  
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises, accessible through the Course Log, must meet the established criteria.

Reflection/Dialogue Exercises (4) – Participants reflect on course content, strategy implementation, and their personal learning experience.

Identify the principles of scientifically based reading research as the foundation of comprehensive instruction that synchronizes and scaffolds each of the major components of the reading process toward student mastery. Demonstrate the ability to identify explicit, systematic instructional plans for scaffolding reading development, specifically in the areas of phonemic awareness, phonics and fluency. Research-based practices and guidelines for creating a language-rich and print-rich environment and for selecting appropriate literature is explored.

For those working toward Florida's Reading Endorsement or CAR-PD, this 30-hour course, in conjunction with Reading: Research-Based Practices, Part A, aligns with Competency 2 (Foundations of Research-Based Practices) indicators.

     30 Credit Hours.

Course Objectives

• Reading Objectives (from Florida’s K-12 Reading Endorsement Competencies)
  
  Participants
  
  • Identify explicit, systematic instructional plans for scaffolding development of phonemic analysis of the sounds of words (e.g., phonemic blending, segmentation, etc.). (2.A)
  • Identify explicit, systematic instructional plans for scaffolding development from emergent through advanced phonics with words from both informal and academic language (e.g., orthographic skills, phonetic and structural analysis: rules, patterns, and generalizations). (2.B)
  • Identify explicit, systematic instructional plans for scaffolding fluency development and reading endurance (e.g., rereading, self-timing, independent reading material, reader’s theater, etc.). (2.C)
  • Identify resources and research-based practices that create both language-rich and print-rich environments (e.g., large and diverse classroom libraries; questioning the author; interactive response to authentic reading and writing tasks, etc.). (2.F.3)
  • Identify research-based guidelines and selection tools for choosing literature and expository text appropriate to students’ interests and independent reading proficiency. (2.F.4)



• ESOL Standards (from Florida’s Performance Standards for Teachers of English for Speakers of Other Languages)
  
  Participants
  
  • Apply current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students. (Standard 6)
  • Apply content-based ESOL approaches to instruction. (Standard 12)



• Florida Educator Accomplished Practices (from Preprofessional Competencies for Teachers of the Twenty-First Century)
  
  The participant
  
  • Recognizes students' learning styles and cultural and linguistic diversity and provides for a range of activities. (5.4)
  • Has a repertoire of teaching techniques and strategies to effectively instruct all students. (5.5)
  • Selects appropriate culturally and linguistically sensitive materials for use in the learning process. (5.6)
  • Uses previously acquired knowledge to link new knowledge and ideas to already familiar ideas. (7.2)
  • Varies activities to accommodate different student learning needs, developmental levels, experiential backgrounds, linguistic development, and cultural heritage. (7.5)
  • Increases subject matter knowledge [reading] in order to integrate the learning activities. (8.2)
  • Uses materials and technologies of the subject field in developing learning activities for students. (8.3)
  • Acquires currency in her/his subject field [reading]. (8.4)
  • Arranges and manages the physical environment to facilitate student learning outcomes. (9.11)
  • Provides comprehensible instruction in effective learning procedures, study skills, and test-taking strategies. (AP 10.5)
  • Accesses and interprets information from multiple sources. (10.7)
  • Uses technology in lesson and material preparation. (12.5)



• Technology Standards (from ISTE/NETS for Teachers)
  
  
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises accessible through the Course Log, must meet the established criteria.

Reflection/Dialogue Exercises (5) – Participants reflect on course content, strategy implementation, and their personal learning experience.