RETELL/SEI Teacher Endorsement Course:
The RETELL Sheltered English Immersion (SEI) Teacher Endorsement Course offered atThe Reading Institute will provide Massachusetts teachers with research- based teaching strategies for teaching vocabulary, comprehension, reading, and writing to English Language Learners.
DESE has determined that the Reading Institute course meets the regulatory requirements as required in 603 CMR 7.14 [(1) and (2)] and is in alignment with the regulations and guidelines for the Sheltered English Immersion (SEI) requirements.
Take this course and be administrator endorsed.
Here is how it works:
1) Apply for both the teacher and the administrator endorsement.
2) The teacher endorsement is granted upon completion of the teacher course.
3) The administrator endorsement is granted by holding the teacher endorsement.
Note: This does not work the other way around. Taking the admin course does not help someone earn a teacher endorsement.
This graduate course of study affords educators the opportunity to investigate the context for English language learner (ELL) education in Massachusetts and the implications of federal and state legislation regarding equitable access to curricula, informed sheltered English immersion practices and instruction, and administration and interpretation of assessment of diverse ELLs. This course provides required examination of factors that impact the learner of English including, developmental, cultural, social, emotional, behavioral, and limited interrupted or interrupted education (SLIFE/SIFE).
Consideration of elements of primary language acquisition relative to second language acquisition (SLA) of standard English will be presented (dialect variance, phonological variance, opaque/transparent sound/symbol correspondence, cognates/false cognates, pragmatics, discourse, semantic variance and syntax variance). Cultivating opportunities for accessing academic language across disciplines will be discussed through engagement in analyzing content area variations in text complexity, text structures, and text features.
The research-based principles of Sheltered English Immersion (SEI) and sheltered content instruction (SCI) will be analyzed respecting the legislated Massachusetts Tiered System of Support (MTSS), tenets of Universal Design for Learning (UDL), the Massachusetts Curriculum Frameworks and the Massachusetts Professional Standards for Teachers (PST).
Literacy defined as listening, speaking, reading, writing, and thinking will be incorporated in the study of research based strategies and scaffolds for instruction of vocabulary, comprehension, reading, and writing across student learning configurations (whole group, small, group, paired, and individual). Lesson planning utilizing the World-Class Instructional Design and Assessment (WIDA) can do descriptors, standards frameworks, model performance indicators, and ACCESS data proficiency levels will be afforded through modeled practice and guided inquiry. Formative assessment and its role in on-going differentiation and scaffolding will be presented. The culminating Capstone Project will demonstrate the ability to design sheltered English immersion instruction and sheltered content instruction employing required specified strategies that respect the needs of ELLs with diverse proficiency levels and equally diverse populations including students on a 504 plan, on an individual education plan, and designated as gifted and talented.
There are five overarching learning goals for this course:
1. To provide a research based course of study of sheltered English and sheltered content immersion best practices that will afford strategic knowledge and practical application of curricula, instruction and assessment (formative, summative, standardized, ACCESS) designed to respect the diverse English language learner populations across content areas and learning configurations.
2. To afford learning experiences of Sheltered English Immersion (SEI) that are integral to the legislated Massachusetts Tiered System of Support (MTSS), tenets of Universal Design for Learning (UDL), the Massachusetts Curriculum Frameworks and the Massachusetts Professional Standards for Teachers.
3. To convey through collaborative guided inquiry and practice the importance of acquiring literacy broadly defined as listening, speaking, reading, writing, and thinking and the importance of strategically supporting all English language learners' reaching full academic potential through informed design of learning experiences respecting differences in language, culture, development, socialization, emotion, behavior, and limited interrupted or interrupted education (SLFE/SIFE).
4. To demonstrate through acquisition of research based knowledge, the ability to afford equitable learning experiences in sheltered English immersion and sheltered content instruction for all English Language learners despite circumstance.
5. To design an integrated unit of study incorporating practical application of strategic lesson plans in the culminating Capstone Project informed by assessment data analysis to meet the targeted needs of ELLs across proficiency levels.
Participants must have access to students during the course.
K-12 MA core academic teachers seeking SEI Endorsement.
Teachers who successfully complete The Reading Institute's SEI Teacher Endorsement course will be endorsed by The Reading Institute because TRI is an endorsing agent.
> Spring 2019 Course: March 9, March 30, April 6, May 4, May 18 & June 1, 2019
> Fall 2019 Course: September 14, October 5, October 19, November 2, November 16, December 7, 2019
$595 without graduate credits. (Payment is made to The Reading Institute.)
67.5 Professional Development Points
Mass MoCA ( Massachusetts Museum of Contemporary Art)
1040 Mass MoCA Way
North Adams, MA 01247
Spring 2019 Registration Deadline: February 22, 2019
Fall 2019 Registration Deadline: August 30, 2019
3 graduate credits available for an additional charge of $225. (Payment is made to the college on the first day of class.)
MATERIALS TO PURCHASE:
Calderon, M. (2011). Teaching Reading and Comprehension to English Learners, K-5. Bloomington, IN: Solution Tree Press
Calderon, M. (2007). Teaching Reading to English Language Learners, Grades 6-12. Thousand Oakes, CA.: Corwin Press
Cancel 10 days prior to training and receive a refund minus a $50 service charge. No refund for cancellations made within 10 days of the training.
Substitutions may be made. Please notify The Reading Institute with the name of the alternate participant in advance.
Confirmations and directions will be mailed to each participant. You are not registered unless you receive a confirmation letter.
Reservations need to be made directly with the hotels. A lodging list will be sent with your confirmation. Specify you are with The Reading Institute when making reservations. Be sure to make lodging reservations early for best selection.