The Seattle University Program for ELL Endorsement

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1 The Seattle University Program for ELL Endorsement to a Washington State Teaching Certificate Offered in partnership with School of Teaching ESL 9620 Stone Ave. N., Suite 101 Seattle, Washington USA Based on 2007 OSPI competencies

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3 TABLE OF CONTENTS STEPS TO FOLLOW IN APPLYING FOR ELL ENDORSEMENT... 2 SEATTLE UNIVERSITY EPDES CLASSES MEETING AREAS OF STUDY FOR THE ELL ENDORSEMENT... 3 SEATTLE UNIVERSITY STUDY REQUIREMENTS FOR ELL ENDORSEMENT... 4 USING OTHER CLASSES TO FULFILL REQUIREMENTS FOR THE APPROVED SEATTLE UNIVERSITY... 7 IDENTIFYING ELDS IN MAJOR PROJECTS... 9 THE ELL ENDORSEMENT PORTFOLIO REQUIRED SAMPLES OF STUDENT WORK INCLUDED IN THE ELL ENDORSEMENT PORTFOLIO SCHOOL OF TEACHING ESL ELL ENDORSEMENT REQUEST FORM INSTITUTIONAL APPLICATION FOR AN ADDITIONAL ENDORSEMENT TO A WASHINGTON TEACHING CERTIFICATE THROUGH COMPLETION OF AN APPROVED PROGRAM RESIDENCY CERTIFICATE/ENDORSEMENT FEE PAYMENT ELL ENDORSEMENT APPLICATION COVER SHEET WASHINGTON STATE OSPI ELL ENDORSEMENTPERFORMANCE STANDARDS AND THE SEATTLE UNIVERSITY PROGRAM FOR ELL ENDORSEMENT July 11 1

4 STEPS TO FOLLOW IN APPLYING FOR ELL ENDORSEMENT In order to apply for your ELL Endorsement through Seattle University, do the following: 1. Complete all required coursework (twenty-five quarter credits). See page 5 for courses offered at the School of Teaching ESL and how they meet the required areas of study. Note that many of the Seattle University classes offered at the School of Teaching ESL are also offered online (see Be sure that, as you take classes, you are saving and collating documents that will be required for your ELL Endorsement Portfolio (see #2 below). 2. Submit your ELL Endorsement Portfolio to the School of Teaching ESL director. The Portfolio will be approved by a faculty committee at the School of Teaching ESL and a report will be submitted to Seattle University College of Education with your ELL Endorsement Request documents. 3. Complete the School of Teaching ESL ELL Endorsement Request Form p. 17. Be sure to give all information. Use information from the charts on pages 4-5 to place coursework into the correct area of study. List each class only once. If you are substituting School of Teaching ESL courses with classes taken through other institutions (including other Seattle University classes), please consult with the Director of the School of Teaching ESL before taking those classes to make sure that they will apply. The Director of the School of Teaching ESL will also suggest what alternative information should be put into your ELL Endorsement Portfolio. See pages 7-8 for information regarding transfer of other classes. 4. Complete the Institutional Application for an Additional Endorsement to a Washington Teaching Certificate, p Attach a photocopy of your active State of Washington Teaching Certificate. 6. Mail a check for $15.00 payable to Puget Sound ESD, using the included form, p.21. You must mail this. 7. If you are using non-seattle University classes (see #3 above) for your ELL Endorsement, you must include official transcripts from the other colleges or universities where you took those classes. 8. Please make an appointment with the Director to submit all of the documents required. Use the cover sheet on page 23 to check that you have everything you need. 9. Before you receive your ELL Endorsement, you must also pass the required Washington State ELL Assessment. (WEST-E 051). See for complete information, including registration information and test samples. When registering, indicate that you are in a traditional endorsement program (or Pathway III). Be sure to have your results sent to Seattle University. July 11 2

5 SEATTLE UNIVERSITY EPDES CLASSES MEETING AREAS OF STUDY FOR THE ELL ENDORSEMENT TO A WASHINGTON STATE TEACHING CREDENTIAL REQUIRED CLASSES ARE BOLDED. 1.0 Common Core: Language and Literacy Development 2.0 Common Core: Culture 3.0 Common Core: Planning and Managing Instruction 4.0 Common Core: Assessment 5.0 Common Core: Professional Leadership 6.0 Common Core: Instructional Methods Language and Literacy is a major emphasis in these classes 1 : EPDES 930 TESL Theory and Application EPDES 932 Teaching Grammar to ESL Students EPDES 936 Teaching Content to ELL* EPDES 960 Teaching English to Young Learners* EPDES 931 Methods of Language Acquisition EPDES 934 Developing ESOL Literacy EPDES 937 Linguistics for the ESOL Teacher EPDES 942 Teaching English Pronunciation EPDES 944 Curriculum and Program Design in TESOL Culture is a major emphasis in these classes: EPDES 935 Cultural Variables in TESOL EPDES 960 Teaching English to Young Learners* EPDES 933 Materials Selection and Development in TESOL EPDES 937 Linguistics for the ESOL Teacher Planning and managing instruction is a major emphasis in these classes: EPDES 930 TESOL Theory and Application EPDES 935 Cultural Variables in TESOL EPDES 936 Teaching Content to ELL* EPDES 938 Testing and Evaluating ESOL Students EPDES 940 Self-Analysis and Improvement in TESOL EPDES 960 Teaching English to Young Learners* EPDES 931 Methods of Language Acquisition EPDES 933 Materials Selection and Development EPDES 934 Developing ESOL Literacy EPDES 939 Student-Centered Learning in TESOL EPDES 945 Computer Enhanced Language Teaching Assessment is a major emphasis in this class: EPDES 938 Testing and Evaluation in TESOL Professional leadership is the major emphasis in this class: EPDES 946 Professional Leadership in TESOL EPDES 930 TESOL Theory and Application EPDES 932 Teaching Grammar to ESOL Students EPDES 935 Cultural Variables in TESOL EPDES 936 Teaching Content to ELL EPDES 938 Testing and Evaluating ESOL Students EPDES 940 Self-Analysis and Improvement in TESOL EPDES 946 Professional Leadership in TESOL EPDES 931 Methods of Language Acquisition EPDES 933 Materials Selection and Development EPDES 934 Developing ESOL Literacy EPDES 937 Linguistics for ESOL Teachers EPDES 939 Student Centered Learning EPDES 942 Teaching English Pronunciation EPDES 945 Computer Assisted Language Teaching in TESOL *Note: Candidates must choose one from EPDES 960 (Teaching English to Young Learners) and EPDES 936 (Teaching Content to ELL). Elementary teachers are expected to take EPDES 960; Secondary teachers are expected to take EPDES This chart shows the classes in which each area of study is the major emphasis. All Seattle University EPDES classes address all areas of study to some extent. July 11 3

6 SEATTLE UNIVERSITY STUDY REQUIREMENTS FOR ELL ENDORSEMENT 25 CREDITS Required courses 7 classes =19credits Elective Courses (select 2 of those listed below, 6 credits) Must be in ELL Endorsement Portfolio May be in ELL Endorsement Portfolio if you took this elective class Meets common core competency EPDES 930 TESOL Theory and Application 3 credits Unit Plan, with instructor s grading rubric. 1,3,6 EPDES 931 Methods of Language Acquisition 3 credits Unit Plan demonstrating understanding of effective TESOL methods. 1,3,6 EPDES 932 Teaching Grammar to ESOL Students 3 credits Grammar Plan, with instructor s grading rubric 1,6 EPDES 933 Materials Selection and Development in TESOL 3 credits Textbook chapter with instructor s comments and points 2,3,6 EPDES 934 Developing ESOL Literacy 3 credits Final project with instructor s comments and points 1,3,6 EPDES 935 Cultural Variables in TESOL 3 credits In-service Workshop, with instructor s grading rubric. 2,6 EPDES 936 Teaching Content to ELL* 3 credits Final project with instructor s comments and points. 1,3,6 EPDES 937 Linguistics for ESOL Teachers Paper showing linguistic analysis of one ESOL student s speaking or writing. 1,2,6 EPDES 938 Testing and Evaluating ESOL Students 3 credits Achievement test presented as final project, with instructor s comments and points 4,6 July 11 4

7 Required courses 7 classes= 19credits Elective Courses (select 2 of those listed below, 6 credits) Must be in ELL Endorsement Portfolio May be in ELL Endorsement Portfolio if you took this elective class Meets common core competency EPDES 939 Student-Centered Learning in TESOL 3 credits Final student-centered unit plan, with instructor s comments and points 3,6 EPDES 940 Self-Analysis and Improvement in TESOL 3 credits Summary of strengths/weaknesses and Growth Plan, with instructor s comments and points 3, 6 EPDES 942 Teaching English Pronunciation 3 credits Assessment and teaching plan for nonnative speaker re. pronunciation and intelligibility, with instructor s comments and points 1,6 EPDES 944 Curriculum and Program Design in TESOL Independent Project in Curriculum and Program Design, with instructor s comments and points. 1 EPDES 945 Computer- Assisted Language Teaching Computer-Enhanced Unit Plan, with instructor s comments and points 3 3 credits EPDES 946 Professional Leadership in TESOL 1 credit Three documents (letter, action plan, and workshop handout) which indicate knowledge and skills for professional leadership in TESOL, with instructor s comments and points. 5 EPDES 960 Teaching English to Young Learners Final project with instructor s comments and points. 1,2,3 July 11 5

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9 USING OTHER CLASSES TO FULFILL REQUIREMENTS FOR THE APPROVED SEATTLE UNIVERSITY ELL ENDORSEMENT PROGRAM The Seattle University ELL Endorsement Program has approved EPDES classes taught at the School of Teaching ESL as coursework toward ELL endorsement. In addition, six credits from Seattle University s MIT program are approved for use in the ELL Endorsement Program. In Area One, Language and Literacy: 3 credits from TEED 521 can count toward total credits but cannot replace the required EPDES 930 and 932 classes. In area Two, Culture: 3 credits from TEED 512 can substitute for the required EPDES 935 class. In Area Four, Assessment, TEED 521 (or 522) may substitute for the required EPDES 938 course. No TSOL classes from Seattle University s Masters in TESOL program have been approved for use in the ELL Endorsement Program. Other classes from other institutions must be approved before you can apply them toward ELL Endorsement through Seattle University. You must present the required information (see below) in order to get approval to use other classes. 1. An official transcript from a regionally-accredited college or university showing that you completed a 100- level or higher class with a letter grade of B (3.0) or above. 2. A copy of the cover of the course catalogue and course description from the syllabus (from the year the course was taken). In the course description, there must be clear words referring to the state-required endorsement content area(s) you need evidence for. 3. Or if the course description is not adequate, then provide a copy of the actual syllabus that was used in the course when you took it. 4. Or if the syllabus is not adequate (or available), a letter (on institutional letterhead and with an original signature) from the department chair of the course you want transferred which explicitly identifies the state-required content endorsement area(s) that the course addressed. The required ELL endorsement content areas are: 1.0 Language and Literacy: Candidates know, understand, and use the major concepts, theories, and research from applied linguistics and second language acquisition to construct learning environments that support English language and literacy development and content area achievement. 2.0 Culture: Candidates are knowledgeable about culture and its effects on learning, and about the major concepts, principles, theories and research related to the nature and role of culture in language development and academic achievement which support individual students learning. 3.0 Planning and Managing Instruction: Candidates know and understand effective practices and strategies for planning, implementing, adapting, and modifying curriculum and instruction in a variety of English language learner delivery models, e.g., inclusion, sheltered instruction, pull-out, bilingual/esd education, etc. July 11 7

10 4.0 Assessment Candidates know and understand issues, principles, methods and instruments of assessment related to the education of English language learners for various purposes e.g., determining eligibility, placement, monitoring progress, and informing instruction 5.0 Professional Leadership Candidates have knowledge of the history and legal issues concerning the education of English language learners in the state of Washington and the United States. Candidates know and understand how to serve as an effective resource and how to collaborate with other educational staff and community members 5. A one-page personal statement about a) how the course improved your knowledge and skill in one of the required areas of study for ELL Endorsement and b) how you feel the course prepared you to have a positive impact on student learning. Date and sign this statement. Present this information in written document form (signed and dated) to the Director of the School of Teaching ESL who will forward it with the Director s recommendation to the Certification Officer of the Seattle University College of Education. If the Certification Officer approves the class (es), then retain your documentation and also retain the Certification Officer s approval statement for your addition to your ELL Endorsement Portfolio. July 11 8

11 IDENTIFYING ELDS IN MAJOR PROJECTS The State of Washington requires that all ELL Endorsement candidates provide evidence of familiarity with the WA English Language Development Standards (competency 1.5). In order to meet this requirement, final S-TESL class projects require attention to these ELDs. The ELDs are broken down by: Skill areas: listening/speaking, reading, and writing Grade Level Bands: K-2, 3-5, 6-8, and 9-12 Language Proficiency Levels: beginning, advanced beginning, intermediate, advanced, and transitional In order to work with the ELDs, you need to become familiar with all of these descriptors and apply them in your projects. See the Office of the Superintendent of Public Instruction (OSPI) website: for the documents containing this information. The S-TESL bookstore also sells bound, printed, color-coded copies of these documents. You will need to refer to this information throughout your studies, so plan on either downloading the documents or purchasing the booklet. When completing your major projects for your S-TESL courses, you will follow the same instructions as all other students. You will, however, provide evidence of how the content of the project connects to specific ELDs. The ELD statements may be in the form of an addendum or may be inserted into the body of the project. When in addendum form, it must be clear which portion of the project connects to a specific ELD. A simple listing of ELDs is not acceptable. Your final project + the signed grading rubric must be included in your ELL Endorsement Portfolio, which is submitted upon completion of all of your coursework. Incomplete portfolios will be returned for revisions. Expectations: The ELL student population of your assignment should be consistent with the ELDs you include. If not, write a statement explaining that the project could be adapted for a specified K-12 group. Note: Some class projects are not designed for ELL students. See specific course for details. Each project must indicate the Language Proficiency Level and Grade Level Band of the intended ELL audience. Indicate this at the outset of your project to avoid repeating it throughout the project. For example, When describing the ELD, include: All ELDs in this project are taken from advanced beginning language proficiency, Grades 3-5. the language skill (reading, writing, or listening/speaking) the general EALR statement and component the ELD number and statement There should always be 3 numbers. For example: In reception: advanced beginning language proficiency, Grades 3-5 Reading EALR 1: The student understands and uses different strategies to read Component 1.2: Use vocabulary (word meaning) strategies to comprehend text. ELD 1.2.1: Use picture dictionary to find or confirm word meanings. Note: This is also identified in the material as a GLE. July 11 9

12 One example of EALR/ELDs in a Unit Plan: Extension activity: Students will interview a parent or older adult about events in their lives. Students will ask the questions (brainstormed with the group) on a worksheet. Instructions will also be given on the worksheet. Students will then create a timeline for the parent/older adult and write a paragraph about that person s life. Timeline s will be presented in a community circle. Paragraphs will be collected in a class book. All ELDs are taken from beginning language proficiency, Grades 6-8 Writing EALR: 2 The student writes in a variety of forms for different audiences and purposes. Component 2.3 The student will write in a variety of forms/genres ELD (GLE) "Uses more than one form/genre with a frame (e.g. narratives, reports) using words and pictures. Reading EALR: 3 The student reads materials for a variety of purposes. Component 3.2 ELD (GLE) The required major projects are: Read to perform a task. Follow simple directions text directions, composed of pictures, single words or phrases to perform tasks EPDES 930: EPDES 931: EPDES 932: EPDES 933: EPDES 935: EPDES 936: EPDES 937: EPDES 938: EPDES 939: EPDES 940: EPDES 942: EPDES 945: EPDES 946: EPDES 960: Unit Plan: reference ELDs for each section of the ARPEE Group Methods Project: reference ELDs for each section of the ARPEE Individual Grammar Project: reference ELDs for each section of Part II Group Textbook Chapter: reference ELDs for each section of the ARPEE, EPDES 934: Literacy Unit Plan: Reference ELDs for each section of the ARPEE, with an emphasis on reading/writing In-service Workshop Project: reference ELD statements at the end of the handout. Explain which ELDs this workshop will help the targeted audience address Adapt-a-chapter: reference ELDs for each section of the ARPEE. Use the EALRs for the corresponding content area, and the ELDs for the language components Linguistic Analysis of Non-Native Speaker: Explain which ELDs your diagnostic will help the teacher address. Creation of a Test for English Language Learners: reference ELDs at the end of the test. Student-Centered Unit Plan: reference ELDs for each section of the unit plan. Analysis of Strengths/Weaknesses and Growth Plan: Incorporate your ability to address EALR/ELDs in the classroom as part of your strengths, weaknesses, and Growth Plan. Analysis of Non-Native Speaker s Pronunciation and Treatment Plan: reference ELDs for each activity. Computer-Enhanced Unit Plan: reference ELDs for each section of the unit plan The projects in this course apply only to K-12 teachers and include knowledge of EALR/ELDs in the required assignments. Unit Plan for Young Learners: reference ELDs for each section of the unit plan July 11 10

13 THE ELL ENDORSEMENT PORTFOLIO When you apply for your ELL Endorsement, you must submit an ELL Endorsement Portfolio. Completion of p. 17 of this packet first will help you organize your portfolio. The portfolio must be in a 3-ring binder, and must include the following: Title Page One section for each of the six areas of study: Tabbed divider: 1.0 Common Core: Language and Literacy Development 1) Personal Statement: a) State how the coursework for this area has contributed to your knowledge and skills about Language and Literacy (refer to the ELL Performance Standards chart for ideas). One-half page b) State how the coursework for this area has had or will have a positive impact on your students learning. One-half page. 2) Major projects and their grading rubrics for coursework for this area. All projects must reference EALRs and ELDs. The grading rubrics must have your instructor s verification (initials) that you have referenced EALRs and ELDs. Tabbed divider: 2.0 Common Core: Culture 1) Personal Statement: a) State how the coursework for this area has contributed to your knowledge and skills about Culture (refer to the ELL Performance Standards chart for ideas). One-half page b) State how the coursework for this area has had or will have a positive impact on your students learning. One-half page. 2) Major projects and their grading rubrics for coursework for this area. All projects must reference EALRs and ELDs. The grading rubrics must have your instructor s verification (initials) that you have referenced EALRs and ELDs. Tabbed divider: 3.0 Common Core: Planning and Managing Instruction 1) Personal Statement: a) State how the coursework for this area has contributed to your knowledge and skills about Planning and Managing Instruction (refer to the ELL Performance Standards chart for ideas). One-half page b) State how the coursework for this area has had or will have a positive impact on your students learning. One-half page. 2) Major projects and their grading rubrics for coursework for this area. All projects must reference EALRs and ELDs. The grading rubrics must have your instructor s verification (initials) that you have referenced EALRs and ELDs. July 11 11

14 Tabbed divider: 4.0 Common Core: Assessment 1) Personal Statement: a) State how the coursework for this area has contributed to your knowledge and skills about Assessment (refer to the ELL Performance Standards chart, for ideas). One-half page b) State how the coursework for this area has had or will have a positive impact on your students learning. One-half page. 2) Major projects and their grading rubrics for coursework for this area. All projects must reference EALRs and ELDs. The grading rubrics must have your instructor s verification (initials) that you have referenced EALRs and ELDs. (put the EPDES 946 projects in Area Five, not here in Area Four.) Tabbed divider: 5.0 Common Core: Professional Leadership 1) Personal Statement: a) State how the coursework for this area has contributed to your knowledge and skills about Professional Leadership in TESOL (refer to the ELL Performance Standards chart for ideas). Onehalf page b) State how the coursework for this area has had or will have a positive impact on your students learning. One-half page. 2) All three major projects and their grading rubrics for EPDES 946. Tabbed divider: 6.0 Common Core: Instructional Methods 1) Personal Statement: a) State how the coursework, in particular, EPDES 940, Self-Analysis and Improvement in TESL, has contributed to your knowledge and skills about in-class teaching (refer to the ELL Performance Standards chart for ideas). One-half page b) State how the coursework for this area has had or will have a positive impact on your students learning. One-half page. 2) The final project and grading rubric for that project for EPDES 940. Tabbed divider: Student Samples You are required to document that you will be able to demonstrate a positive impact on student learning in an ELL classroom. This positive impact is demonstrated by samples of student work, connected to learning outcomes, over time. As you work towards your endorsement, gather samples of student work, particularly samples that reflect a range of student abilities (outstanding, adequate, weak), and collect samples from the same students over time. These samples will then be related to specific ELDs and will be analyzed in your personal statements in your portfolio. Please discuss this requirement with the S-TESL Director. See page for detailed instructions. July 11 12

15 REQUIRED SAMPLES OF STUDENT WORK INCLUDED IN THE ELL ENDORSEMENT PORTFOLIO THE FOLLOWING ITEMS OF INFORMATION ARE INCLUDED IN THIS HANDOUT: I. Why are samples of student work required? II. When should the samples of student work be collected? III. What is an overview of the sample collecting? IV. What is the suggested procedure for collecting the samples? V. What is the required template for presenting the samples in the ELL Endorsement Portfolio? VI. Do you have questions? I. WHY ARE SAMPLES OF STUDENT WORK REQUIRED? Washington State has set ELL Endorsement Competencies for teachers. These are available at In order to document that the ELL Endorsement candidate has constructed and facilitated learning environments that support English language development, Seattle University requires the presentation of samples of student work. The samples show progress in English language development and demonstrate that the candidate has had a positive impact on student learning. II. WHEN SHOULD THE SAMPLES OF STUDENT WORK BE COLLECTED? A good time to collect these samples is when you are taking the required online class EPDES 940, Self-Analysis and Improvement in TESOL.* It is also possible to collect the samples at any other time you spend a period of time with one ELL class in a K-12 setting (or in a regular classroom that includes several English Language Learners). *Seattle University MIT students may be taking TEED 529 in lieu of EPDES 940. Student samples will still be required, as described in this handout. Please discuss this with the S-TESL Director. July 11 13

16 III. WHAT IS AN OVERVIEW OF THE SAMPLE COLLECTING? There will be samples of student work that reflect a range of work. These will be taken from students at varying levels of proficiency and with a variety of abilities. The samples will be related to several English Language Development Standards ( in reading, writing, and listening/speaking (communication) and will show student progress in meeting the selected ELDs. The samples will be analyzed in the ELL Endorsement Portfolio. IV. WHAT IS THE SUGGESTED PROCEDURE FOR COLLECTING THE SAMPLES? A. Identify the students you will target. Create a chart similar to this one: Student s first name Student A Student B Student C Student D Student s first language Student s grade level Length of time in the U.S. Student s language proficiency level (see ELDs) Representative level of ability: weak, average, outstanding (your determination) Note: You might start with more students then select a smaller number due to attrition and the ability to gather information from these students. It is better to gather more data and then narrow your data later. B. Identify the EALRs/ELDs you will be working with. See EALRs/Components at and ELDs at Select ELDs from the grade/band level and proficiency level(s) of your students. Select ELDs in which it will be possible to collect samples that show student progress over a period of time. Select approximately four ELDs that come from the reading, writing, and listening/speaking (communication) ELDs. Example: Grade/ band Profici ency level 3-5 Interme diate EALR See Learning Standards at minstruct/default.aspx Listening/Speaking (Communication) EALR 3: The student uses communication skills and strategies to effectively present ideas and one s self in a variety of situations. Component See Components with each area (Reading/Writing/Comunication) at minstruct/default.aspx Component 3.1: Uses knowledge of topic/theme, audience, and purpose to plan presentations ELD See ELDs coordinated to EALRs and Components at tbilingual/eld.aspx ELD Uses planning tools (e.g., graphic organizers and/or drawings) 3-5 Interme diate Reading EALR 1: The student understands and uses different skills and strategies to read. Component 1.1: Use word recognition skills and strategies to read and comprehend text ELD Use words and/or phrases to participate in a discussion of a story listened to or read. 3-5 Interme diate Writing EALR 3: The student writes clearly and effectively Component 3.1: Develops ideas and organizes writing. ELD Uses personal experiences, observations, and/or research to support opinions and ideas 3-5 Interme diate Writing EALR 3: The student writes clearly and effectively Component 3.1: Develops ideas and organizes writing. ELD Develops character, setting, and events within plot when writing a narrative Note: You might shift your targeted ELDs as you go along. The final chart you submit should reflect the ELDs you were able to assess. July 11 14

17 C. Determine learning activities that will help students progress in the ELDs you have selected. Think about activities that have collectable materials or activities that you can record and transcribe. D. Collect samples from students. Collect many samples you can pare them down later. Annotate each sample so that you know which ELD it supports and how the student is showing progress. Remove the students names from the samples before putting them into your portfolio. You can identify students as Student A, Student B, etc., to conform to the chart of students you created. V. WHAT IS THE REQUIRED TEMPLATE FOR PRESENTING THE STUDENT SAMPLES IN THE ELL ENDORSEMENT PORTFOLIO? This is the required template for presenting your student samples in your ELL Endorsement Portfolio: A. Targeted students. Present in chart form. (See above). B. ELDs being evaluated. Present in chart form. (see above) C. Description of activities used to evaluate progress. Give enough detail that the portfolio evaluator can understand the student work that is presented (and beyond if necessary) D. Examples of student progress. Be sure to include a statement that indicates how this sample shows progress. 1. Student A a. General description of the student and progress shown b. Samples of work, with annotations 2. Student B a. General description of the student and progress shown b. Samples of work, with annotations 3. Student C c. General description of the student and progress shown d. Samples of work, with annotations 4. Student D e. General description of the student and progress shown f. Samples of work, with annotations VI. DO YOU HAVE QUESTIONS? Contact the School of TESL Director, Bernice Ege-Zavala, at bezavala@seattleu.edu. July 11 15

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19 SCHOOL OF TEACHING ESL ELL ENDORSEMENT REQUEST FORM Name: Legal Last Legal First Middle Maiden/Former Name Address: Street address City/State/Zip code Home phone ( ) - Work phone ( ) - Washington State Teaching Certificate #: Date of birth Social Security # Common core competency 1. Language and Literacy Development Fill in the chart below, being sure to show a total of 25 quarter credits, and course work in all required areas. Use the chart on pages 4-5 to assist you in completing this chart. List each class only once. Course Prefix and Number Course Title Year Taken College/University Sem/Qtr Credits Course Grade 2. Culture 3. Planning and Managing Instruction 4. Assessment 5. Professional Leadership 6. Instructional Methods I,, certify (or declare) under penalty of perjury under the laws of the state of Washington that the foregoing is true and correct. Date place signature July 11 17

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21 INSTITUTIONAL APPLICATION FOR AN ADDITIONAL ENDORSEMENT TO A WASHINGTON TEACHING CERTIFICATE THROUGH COMPLETION OF AN APPROVED PROGRAM SECTION A (WASHINGTON INSTITUTIONS ONLY) Check with college for list of approved programs. AFFIDAVIT I,, certify (or declare) under penalty of perjury under the laws of the State of Washington that the foregoing and all information included in this application is true and correct. If the answers to any question on the application change prior to my being granted this endorsement, I must immediately notify Professional Education and Certification at OSPI. Signature Date City/State SECTION B July FORM SPI 1535 (Rev. 5/09)

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23 Seattle University College of Education Residency/Professional Certificate and Endorsement Fee Payment Form Teacher ESA Administrator MIT students: Check only Elementary or Secondary. Elementary $35 Secondary $35 Residency 2 yr Renewal $10 Professional $25 Intern Substitute cert $5 Added endorsement $15 (List endorsement) _X_OSPI Service Fee (Required $33 for all) School Counselor $35 School Psychologist $35 Professional $25 Continuing ESA $70 _X_ OSPI Service Fee (Required $33 for all) Principal $35 Program Administrator $35 Superintendent $35 Professional $25 _X_ OSPI Service Fee (Required $33 for all) NOTE: Effective , a $33 OSPI service fee went into effect. NOTE: Effective , a $33 OSPI service fee went into effect. NOTE: Effective , a $33 OSPI service fee went into effect. First name Middle name Last name Address City State Zip The Puget Sound Educational Service District will not accept your fee payments unless accompanied by this form. Do not send cash. Please make all checks/money orders payable to PUGET SOUND ESD. Send your payment and this form to: Puget Sound Educational Service District 800 Oakesdale Ave. SW Renton, WA Puget Sound ESD: Please return this form with notation of receipt of payment to: Pat Witkowski College of Education Seattle University th Ave. Seattle, WA For ESD use only: $ enclosed receipt# date initials Rev by Pat Witkowski

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25 ELL ENDORSEMENT APPLICATION COVER SHEET To the ELL Endorsement Applicant: Schedule a 30 minute appointment with the S-TESL Director to submit your application. Bring this completed form, other documents, and portfolio to the appointment. The director will review that your application is complete and accurate. If it is not, you will need to make the necessary changes and re-submit your material. If your material is accepted, it will then be reviewed by the endorsement committee and your application will be processed to Seattle University. Seattle University will then submit your application to OSPI. Expect this process to take approximately 3 weeks from the time your documents have been submitted to S-TESL. Name of Applicant: Submission date of application packet: Check that the following are included (or have been completed) ELL Endorsement Portfolio (this will not be returned to you) School of Teaching ESL ELL Endorsement Request form (p.17) Institutional Application for an Additional Endorsement to a Washington Teaching Certificate (p. 19) Photocopy of your active State of Washington Teaching Certificate Check for $15.00 payable to Puget Sound ESD, p. 21 (mailed separately) Official transcript for classes not completed at the School of Teaching ESL or Seattle University. (SU transcripts are not required). July 11 23

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27 WASHINGTON STATE OSPI ELL ENDORSEMENTPERFORMANCE STANDARDS AND THE SEATTLE UNIVERSITY PROGRAM FOR ELL ENDORSEMENT TO A WASHINGTON STATE TEACHING CERTIFICATE Offered in partnership with School of Teaching ESL 9620 Stone Ave. N., Suite 101 Seattle, Washington USA July 11 25

28 Seattle University ELL Endorsement Program 2007 competencies 26 Note: When course projects are listed as evidence of competencies, there is an evaluation instrument (grading rubric) for each project, which is included in the student-created portfolio. 1.0 Common Core: Language and Literacy Development Language and Literacy Development Seattle University EPDES classes that meet the competency Identification of opportunities for candidate to develop the capacity to demonstrate the competency Identification of strategies that will be used to assess candidate capacity/ performance in each competency Description of evidence that candidates will provide to document candidates positive impact on student learning in the respective endorsement area Description of the process by which summaries of candidates assessment data, relative to performance on each competency, will be compiled, analyzed, and used for program improvement 1.1 Candidates know, understand, and use the major concepts, theories, and research from applied linguistics, second language acquisition, and literacy development. EPDES 930 Student essay on second language acquisition theories Reflection assignments on required theory reading General unit plan that contains student learning objectives, materials, time frame, sequenced activities, and evaluation procedures. Justifications for activities created for unit plan, connecting practice to theory T feedback on reflections T completed grading rubrics for all major projects T/S conferences Candidates will demonstrate a positive impact on student learning in all areas by gathering documentation in the ESOL classroom of student work over time, including pre-post assessment. This documentation will be compiled in the required portfolio. Candidates must write a reflection on how this course content contributed to knowledge and skills in this area and how this course content will have a positive impact on student learning. In addition, evidence will be gathered in the required course EPDES 940. Students present a final portfolio. The individual components of the portfolio have been first evaluated by the course instructor. The final portfolio will be reviewed by a faculty committee and recommended for approval to the Certification Office, Seattle University, College of Education. 2 In Common Core Competency 1, the following evaluated items will be placed in the portfolio: 1. EPDES 930 General Unit Plan 2 Personal reflection statement describing how the course content has contributed to the candidate s knowledge and skills in the required competency and how the coursework will have a positive impact on student learning. 2 If the student applying for an ELL Endorsement through Seattle University took classes other than the ones offered in the Seattle University EPDES series, the student must submit supporting materials (course descriptions, syllabi, official transcripts, etc.) as part of the final portfolio. EPDES 930 = TESOL Theory and Application EPDES 938=Testing and Evaluating ESOL Students EPDES 931= Methods of Language Acquisition EPDES 939= Student-Centered Learning in TESOL EPDES 932= Teaching Grammar to ESOL Students EPDES 940= Self-Analysis and Improvement in TESOL EPDES 933 = Materials Selection and Development EPDES 942= Teaching English Pronunciation EPDES 934= Developing ESOL Literacy EPDES 944=Curriculum and Program Design in TESOL EPDES 935= Cultural Variables in TESOL EPDES 945=Computer-Enhanced Language Teaching EPDES 936= Teaching Content to ELL EPDES 946 = Professional Leadership in TESOL EPDES 937= Linguistics for ESOL Teachers EPDES 960= Teaching English to Young Learners

29 Seattle University ELL Endorsement Program 2007 competencies Candidates understand how the student s first language proficiency in listening, speaking, reading, and writing transfers to English and impacts second language acquisition. 1.3 Candidates are competent in the structure of English language including; phonology (the sound system) morphology(word formation), syntax (phrase and sentence structure), semantics (meaning), and pragmatics (context and function) 1.4 Candidates have knowledge of basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP), incorporating the four domains of listening, speaking, reading, and writing. EPDES 930 EPDES 932 EPDES 930 specific readings and class discussions regarding the relationship between L1 proficiency and SLA review of grammar terminology identification of common ELL errors T-presentation of specific grammar content S-presentation of grammar content creation of materials and activities that have a grammar focus, within a context Student creation of unit plan targeting a specific student population, incl. a description of the BICS and CALP of the students. This unit plan integrates all four skill areas. see 1.1 above see 1.1. above see 1.1. above T observation feedback forms T feedback on reflections T completed grading rubrics for all major projects T/S conferences T observation feedback forms T feedback on reflections T completed grading rubrics for all major projects T/S conferences Candidates will demonstrate a positive impact on student learning in all areas by gathering documentation in the ESOL classroom of student work over time, including pre-post assessment. This documentation will be compiled in the required portfolio. Candidates must write a reflection on how this course content contributed to knowledge and skills in this area and how this course content will have a positive impact on student learning. In addition, evidence will be gathered in the required course EPDES 940. Candidates will demonstrate a positive impact on student learning in all areas by gathering documentation in the ESOL classroom of student work over time, including pre-post assessment. This documentation will be compiled in the required portfolio. Candidates must write a reflection on how this Students present a final portfolio. The individual components of the portfolio have been first evaluated by the course instructor. The final portfolio will be reviewed by a faculty committee and recommended for approval to the Certification Office, Seattle University, College of Education. In Common Core Competency 1, the following evaluated items will be placed in the portfolio: 1. EPDES 932: Individual Grammar Project 2 Personal reflection statement describing how the course content has contributed to the candidate s knowledge and skills in the required competency and how the coursework will have a positive impact on student learning. Students present a final portfolio. The individual components of the portfolio have been first evaluated by the course instructor. The final portfolio will be reviewed by a faculty committee and recommended for approval to the Certification Office, Seattle University, College of Education. In Common Core Competency 1, the following evaluated items will be placed in the portfolio: 1. EPDES 930: General Unit Plan 2 Personal reflection statement describing how the course content has contributed to the candidate s knowledge and skills in the required competency and how the coursework will have a positive impact on student learning.

30 Seattle University ELL Endorsement Program 2007 competencies Candidates know, understand, and apply WA State s English Language Development Standards (ELDs) and proficiency levels All EPDES courses require candidates to address the ELDs in the major projects. 2.0 Common Core: Culture Culture Seattle University EPDES classes that meet the competency All courses in the Seattle University EPDES series require that final projects must address the WA ELDs and proficiency levels. The specific language proficiency level and ELDs must be identified in the projects. Identification of opportunities for candidate to develop the capacity to demonstrate the competency Final projects are evaluated by the instructor who reviews that the ELDs were addressed in the project. The instructor signs the grading rubric to verify that the project has addressed the ELDs. The projects are then compiled into the portfolio which is reviewed by the faculty committee. Correct understanding and application of the ELDs and proficiency level is confirmed (or corrected). Identification of strategies that will be used to assess candidate capacity/performance in each competency course content contributed to knowledge and skills in this area and how this course content will have a positive impact on student learning. In addition, evidence will be gathered in the required course EPDES 940. The final portfolio will contain samples of student work gathered over time. Candidates will identify the corresponding ELDs for the samples and will describe progress. Description of evidence that candidates will provide to document candidates positive impact on student learning in the respective endorsement area All EPDES final projects included in the portfolio must identify the specific WA ELDs addressed in the project. A summary reflective essay written by the student also addresses the relationship between the coursework and project to the ELD standards Description of the process by which summaries of candidates assessment data, relative to performance on each competency, will be compiled, analyzed, and used for program improvement 2.1 Teacher candidates of linguistically and culturally diverse EPDES 935 class interviews with guest speakers readings from required textbooks and reflective T-observation of classroom participation T feedback on reflections Candidates will demonstrate a positive impact on student learning in all areas by gathering documentation in the Students present a final portfolio. The individual components of the portfolio have been first evaluated by the course instructor. The final portfolio will be reviewed by a faculty committee and recommended for approval to the Certification Office, Seattle University, College of Education.

31 Seattle University ELL Endorsement Program 2007 competencies 29 learners are knowledgeable about the interrelationship between language and culture and its effects on teaching and learning. 2.2 Candidates know and understand ways to incorporate cultural and linguistic diversity to support teaching and learning 2.3 Candidates understand the diversity within the English language learner population (e.g. immigrant, migrant, refugee, and those born in the U.S.) and the impact of socioeconomic status, race, religion, class, national origin, disability, and gender on student learning. 2.4 Candidates recognize the contributions of diverse cultural groups in WA State and the U.S. EPDES 935 EPDES 935 EPDES 935 essays on readings Written final interview with non-native speaker project In-Service Workshop Project on a specific cultural group In-Service Workshop project which outlines suggestions for teachers of ELL Advocacy plan for ESOL student population must demonstrate how teachers will support learning class readings and discussions class readings In descriptions of learner profiles for class projects, candidates will address these parts of students cultural identity. T completed grading rubrics for all major projects ESOL classroom of student work over time, incl. pre-post assessment. This documentation will be compiled in the required portfolio. In addition, evidence will be gathered in the required course EPDES 940. see 2.1 above see 2.1 above see 2.1 above see 2.1 above see 2.1 above see 2.1 above see 2.1 above see 2.1 above see 2.1 above In Common Core Competency 2, the following evaluated items may be placed in the portfolio: 1. EPDES 935 Research report on culture and learning 2. Personal reflection statement describing how the course content has contributed to the candidate s knowledge and skills in the required competency and how the coursework will have a positive impact on student learning.

32 Seattle University ELL Endorsement Program 2007 competencies Candidates can explain the differences between assimilation, acculturation, and cultural pluracy and their potential impact on students cultural identity. 2.6 Candidates understand their own identity and how ethnicity, culture, and socioeconomic status influences teaching practices. EPDES 935 EPDES 935 see 2.4 above. Discrimination and Me essay Class discussions 3.0 Common Core: Planning and Managing Instruction Planning and Managing Instruction 3.1 Candidates know and understand effective practices and strategies for planning, implementing, adapting, and modifying curriculum and instruction in a variety of English language learner delivery models and strategies. Seattle University EPDES classes that meet the competency EPDES 936 EPDES 960 Identification of opportunities for candidate to develop the capacity to demonstrate the competency readings from required textbooks reflective essays on readings and activities Assignments on text analysis, text abridgement and final Adapt-A-Chapter project (936) Final unit plan project (960) see 2.1 above see 2.1 above see 2.1 above see 2.1 above see 2.1 above see 2.1 above Identification of strategies that will be used to assess candidate capacity/performance in each competency T observation feedback forms T completed grading rubrics for all major projects Description of evidence that candidates will provide to document candidates positive impact on student learning in the respective endorsement area Candidates will demonstrate a positive impact on student learning in all areas by gathering documentation in the ESOL classroom of student work over time, including pre-post assessment. This documentation will be compiled in the required portfolio. In addition, evidence will be gathered in the required course EPDES 940. Description of the process by which summaries of candidates assessment data, relative to performance on each competency, will be compiled, analyzed, and used for program improvement. Students present a final portfolio. The individual components of the portfolio have been first evaluated by the course instructor. The final portfolio will be reviewed by a faculty committee and recommended for approval to the Certification Office, Seattle University, College of Education. In Common Core Competency 3, the following evaluated items will be placed in the portfolio: 1. EPDES 936: Adapt-A-Chapter Unit Plan OR 2. EPDES 960 Young Learners Unit Plan 3..Personal reflection statement describing how the course content has contributed to the candidate s knowledge and skills in the required competency and how the coursework will have a positive impact on student learning.

33 Seattle University ELL Endorsement Program 2007 competencies Candidates recognize potential linguistic and cultural biases of pedagogies, curricula, and assessment instruments when determining classroom practices for the English language learner. EPDES 935 EPDES 938 Evaluation of culture bias in assessment materials Specific assignment which addresses the potential bias in assessment. 4.0 Common Core: Assessment Assessment Seattle University EPDES classes that meet the competency Identification of opportunities for candidate to develop the capacity to demonstrate the competency 4.1 Candidates know and understand issues, principles, instruments, and methods of assessment related to the education of English language learners. EPDES 938 required readings on assessment for ELL student-created progress test for ELL Student written letter to colleague outlining the legal requirements for assessment of ELL in WA state reflective essays on readings and activities see 3.1 above Identification of strategies that will be used to assess candidate capacity/performance in each competency T-observation of classroom participation T feedback on reflections T completed grading rubrics for all major projects see 3.1 above Description of evidence that candidates will provide to document candidates positive impact on student learning in the respective endorsement area Candidates will demonstrate a positive impact on student learning in all areas by gathering documentation in the ESOL classroom of student work over time, including pre-post assessment. This documentation will be compiled in the required portfolio. In addition, evidence will be gathered in the required course EPDES 940. Students present a final portfolio. The individual components of the portfolio have been first evaluated by the course instructor. The final portfolio will be reviewed by a faculty committee and recommended for approval to the Certification Office, Seattle University, College of Education. The following evaluated items will be placed in the portfolio: 1. EPDES 935: In-Service Workshop 2. EPDES 938: Integrated Skills Achievement Test 3..Personal reflection statement describing how the course content has contributed to the candidate s knowledge and skills in the required competency and how the coursework will have a positive impact on student learning. Description of the process by which summaries of candidates assessment data, relative to performance on each competency, will be compiled, analyzed, and used for program improvement Students present a final portfolio. The individual components of the portfolio have been first evaluated by the course instructor. The final portfolio will be reviewed by a faculty committee and recommended for approval to the Certification Office, Seattle University, College of Education. In Common Core Competency 4, the following evaluated items may be placed in the portfolio: EPDES 938: Integrated Skills Achievement Test EPDES 946: Letter to Colleague demonstrating knowledge of legal issues concerning the education of ELL in WA.Personal reflection statement describing how the course content has contributed to the candidate s knowledge and skills in the required competency and how the coursework will have a positive impact on student learning.

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