Learn to meet the educational needs of Florida’s diverse population by understanding the background and legal requirements for ESOL and the education of English language learners (ELLs). This course is one in a series of three courses for Florida administrators.

     22 Credit Hours.

Course Objectives

• ESOL Objectives - Administrator ESOL Standards and Competencies
  
  Participants
  
  • Demonstrate outreach efforts to connect LEP students and their families to school personnel and community members that will facilitate accessibility to resources and services available to them within the school and the community. (Standard A.3)
  • Demonstrate knowledge of the background of the Consent Decree in the League of United Latin American Citizens et al. v. The State Board of Education, 1990, including knowledge of related legislation and litigation (e.g., No Child Left Behind Act of 2001, Lau v. Nichols, Plyler v. DOE, etc). (Standard A.5)
  • Demonstrate knowledge of the state and federal requirements for the assessment of language proficiency and academic achievement of LEP students. (Standard A.6)
  • Demonstrate knowledge of required training for instructional and non-instructional staff members established by the 1990 Consent Decree and its September 2003 Modification; and of the necessary procedures to ensure that all school site personnel are in compliance with the requirements. (Standard A.7)
  • Demonstrate knowledge of district's LEP plan, which indicates the chosen model(s) of delivery of services to LEP students. (Standard B.1)
  • Demonstrate knowledge of the legal requirements of a student's LEP Plan. (Standard B.2)
  • Demonstrate an understanding of the difference between language proficiency and content-based academic knowledge. (Standard B.3)
  • Demonstrate knowledge and the ability to implement formal and informal methods of assessment/evaluation of LEP students, including measurement of language, literacy and academic content metacognition. (Standard B.5)
  • Demonstrate knowledge of the indicators for student identification and participation in gifted programs regardless of English language proficiency and of the program policies that must be in place in order to actively promote and sustain the participation of LEP students in advanced placement courses. (Standard B.7)
  • Demonstrate knowledge of the school site administrator's role and responsibilities as the instructional leader representative in the school-based LEP Committee. (Standard B.8)
  • Demonstrate knowledge of procedures regarding LEP students, which begin at school registration and continue for two years after the LEP student, has been exited from the English for Speakers of Other Languages (ESOL) program. (Standard C.1)
  • Demonstrate knowledge of methods of disaggregating and analyzing data on the achievement of all subgroups, including limited English proficient students, and its impact to the school site's programmatic decisions. (Standard D.2)
  • Demonstrate the ability to update staff, students, and parents on pertinent changes in educational legislation, rules and policies that may potentially impact LEP students and their families. (Standard D.4)
  
  
  
• 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 complete the following:

• Check Your Understanding (CYU)—Several are in each session that generate formative feedback. These are not submitted to the facilitator.



• Reflection/Dialogue Exercises (4) – Participants reflect on course content, District ELL Plan implementation, and their personal learning experiences. These exercises, accessible through the Course Log, are submitted to the facilitator and must meet the established criteria.

Meet the challenge of communicating with students and parents from different cultures. Explore how culture affects communication and what steps can be taken to increase communication across cultures. This course is one in a series of three courses for Florida administrators.

     20 Credit Hours.

Course Objectives

• ESOL Objectives
  • Demonstrate sensitivity to multicultural and diverse student populations; recognize major differences and similarities among various cultural groups in the U.S., the state of Florida, the local school district, and the individual school. (A.1)
  • Demonstrate knowledge of cross-cultural issues facing LEP students and their families and implement a plan to create a positive and supportive environment that accommodates to diverse cultural backgrounds and promotes the enrichment of a multicultural student population. (A.2)
  • Demonstrate outreach efforts to connect LEP students and their families to school personnel and community members that will facilitate accessibility to resources and services available to them within the school and the community. (A.3)
  • Demonstrate knowledge of the indicators of learning disabilities, especially hearing and language impairment, as compared to the process by which students acquire a second language. (B.6)
  • Demonstrate the ability to communicate with LEP students, their families, and the community to assess the relevance of the curriculum and adequacy of student progress toward standards established by the Department of Education and the local school board. (B.9)
  • Demonstrate knowledge of appropriate teaching strategies and methodologies to deliver comprehensible instruction to students whose first language is not English, that are from diverse cultural backgrounds and that have significantly varied levels of education in their own languages. (C.2)
  • Demonstrate up-to-date knowledge of relevant, scientifically-based research and effective practices regarding second language acquisition, English as a second language methodology and the issues of teaching multicultural populations. (D.1)
  • Demonstrate ability to apply scientifically-based principles and practices to instructional programs in order to improve student achievement within the LEP population. (D.3)


• 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 their understanding of course content and their personal learning experiences.

Multiple Choice Exercise (1) - Participants demonstrate knowledge of course content.

Optional discussion group activities are highly encouraged.

Examine instructional leadership skills necessary for teachers to meet the needs of the diverse student population. Develop attitudes, skills, and knowledge to effectively evaluate teachers who are using ESOL instructional strategies. This course is one in a series of three courses for Florida administrators.

     20 Credit Hours.

Course Objectives

• ESOL Objectives
  
  Administrator ESOL Standards and Competencies
  
  Participants
  • Demonstrate knowledge of available, necessary, and appropriate instructional materials and resources that will facilitate comprehensible instruction for all LEP students. (Standard A.4)
  • Demonstrate an understanding of the difference between language proficiency and content-based academic knowledge. (Standard B.3)
  • Demonstrate knowledge of second language acquisition (applied linguistics) theory and its applicability to the instructional process. (Standard B.4)
  • Demonstrate knowledge and the ability to implement formal and informal methods of assessment/evaluation of LEP students, including measurement of language, literacy and academic content metacognition. (Standard B.5)
  • Demonstrate knowledge of the indicators of learning disabilities, especially hearing and language impairment, as compared to the process by which students acquire a second language. (Standard B.6)
  • Demonstrate knowledge of appropriate teaching strategies and methodologies to deliver comprehensible instruction to students whose first language is not English, that are from diverse cultural backgrounds and that have significantly varied levels of education in their own languages. (Standard C.2)
  • Demonstrate the ability to evaluate school site staff to ensure that they are using the appropriate strategies and methodologies to deliver comprehensible instruction to LEP students. (Standard C.3)
  • Demonstrate ability to evaluate school site staff to ensure the use of appropriate native language (home language) instructional strategies in the instruction of LEP students.(Standard C.4)
  • Demonstrate up-to-date knowledge of relevant, scientifically-based research and effective practices regarding second language acquisition, English as a second language methodology and the issues of teaching multicultural populations. (Standard D.1)
  • Demonstrate ability to apply scientifically-based principles and practices to instructional programs in order to improve student achievement within the LEP population. (Standard D.3)
  • Demonstrate ability to implement at the school site the Continuous Improvement model or other proven model for improving the academic achievement of all low-performing students. (Standard D.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 (4) – Participants reflect on their understanding of course content and their personal learning experiences.