Massachusetts Sheltered English Instruction Administrator Endorsement Course Participant Manual

Transcription

1 Massachusetts Sheltered English Instruction Administrator Endorsement Course Participant Manual Version 2.0

2 Contents Syllabus... 2 Introduction... 2 Background... 3 The Nature of the Course... 4 SEI Administrator Course Session Overview... 5 Course Requirements and Grading... 5 Course Expectations:... 5 Categories of Homework Assignments & Grading Weight:... 6 Course Assignments Due Dates... 7 Course Grading Rubrics... 7 Classroom Observations and Debriefings... 7 Participation, Discussion & Attendance... 7 Capstone Strategy Observation Tool... 8 Capstone Written Observation Report Required Readings Umbrella Resources Educator Evaluation resources During Session For Session For Session For Session For Session Recommended Readings Vocabulary and Discourse Course Information and How To s Blackboard Login Blackboard Support How to Apply for the SEI Endorsement Administrator Endorsement Course Version 2 Sept

3 Syllabus Introduction The purpose of this course is to prepare Massachusetts school administrators with the knowledge and skills necessary to be effective reviewers and instructional leaders of educators who teach English language learners, so that our growing population of English language learners (ELLs) can access curriculum, achieve academic success, and contribute their multilingual and multicultural resources as participants and future leaders in the 21st century global economy. This course is aligned with the Massachusetts Administrator Endorsement Subject Matter Knowledge Standards: 1. Understanding of diversity and background of English language learner populations, including family systems, neighborhoods, and communities, and their impact on teaching and learning 2. Building a culture of equity and inclusiveness for linguistically and culturally diverse populations 3. Implementation of strategies for coordinating instruction for English language learners (SEI and English language development) 4. Demonstrates an understanding of the use of best practices for sheltering content for, and teaching academic language to, English language learners in the classroom 5. Understands and appreciates the challenges that English language learners face in the mastery of academic language and assures that educators are equipped to shelter content and scaffold instruction to promote the academic achievement of English language learners The course has four overarching goals: 1. To enhance administrators leadership capacity so that they may effectively carry out their responsibility for a. Building school cultures of equity and inclusiveness b. Developing and enhancing appropriate programs and services for all English language learners c. Ensuring a collaborative vision in which all members of the school community share the responsibility for the achievement of English language learners 2. To expand administrators understanding of how language affects English language and content learning, and how children and adolescents learn language in academic settings 3. To build administrators knowledge about a. the English language learner student body within their schools; the heterogeneity of their English language learners b. laws and regulations affecting the education of English language learners c. effective program models that engage English language learners in acquiring English while they learn academic content, and d. research-based instructional practice that teachers employ to integrate subject area content, language, and literacy development per the expectations of the Massachusetts English Language Development (ELD) World Class Instructional Design and Assessment (WIDA) standards and thus to support ELL students success with the 2011 Massachusetts Curriculum Frameworks for English Language Arts and Literacy and Mathematics and other Massachusetts content standards Administrator Endorsement Course Version 2 Sept

4 4. To equip administrators to integrate the various initiatives throughout the Commonwealth as they relate to English language learners, including the new Educator Evaluation system. Several Massachusetts documents were used in the preparation of this course. These include: SEI Administrator Endorsement Subject Matter Knowledge Standards (SMK) SEI Teacher Endorsement Subject Matter Knowledge Standards Course (SEIT) Guidelines for the Preparation of Administrative Leaders (PSAL) Massachusetts Model System for Educator Evaluation, Part III: Guide to Rubrics for Superintendent, Administrator, and Teacher (MTRTE) Background The SEI Administrator Endorsement course, the SEI Teacher Endorsement course, and the Bridge Endorsement courses for teachers who have taken two or more Category trainings 1, together comprise three key elements of the Commonwealth s Rethinking Equity and Teaching for English Language Learners (RETELL) initiative. RETELL also includes statewide implementation of the WIDA English Language Development (ELD) standards, and the WIDA- ACCESS (Assessing Comprehension and Communication in English State-to-State) assessment tools. Administrators will be introduced to ELD standards and WIDA tools in this course. More information about the RETELL initiative is available at All school administrators (principals, assistant principals, and supervisors or directors) who supervise or evaluate academic teachers of English language learners are required to earn the SEI Administrator Endorsement by July Upon successful completion of this course, participating administrators will receive an SEI Administrator Endorsement. During the course administrators will explore federal and state laws that pertain to the education of English language learners. They will analyze demographics, program models, and instructional practices in use in the classrooms in their schools that enroll English language learners and will develop professional and school plans to improve both programming and instruction for English language learners in their schools. All core academic teachers 2 responsible for the education of one or more ELLs are required to earn the SEI Teacher Endorsement between 2012 and 2016, typically through completion of the SEI Teacher Endorsement course. Upon successful completion of the course, participating teachers will receive an SEI endorsement. During the course, teachers are expected to practice instructional strategies grounded in SEI research both in the Endorsement course and in their classrooms. Teachers will also be encouraged to sustain and develop their SEI practices over time through one or more professional growth opportunities, including the following: 1 The Department of Elementary and Secondary Education developed the Category training model, which was presented in four sections. Educators who participated in two of the trainings from Categories 1, 2, and 4 are eligible for the SEI endorsement upon completion of a Bridge Course. The SEI Teacher Endorsement course replaces Category Training. 2 The following teachers are classified as core academic teachers under the regulations: early childhood and elementary teachers; teachers of students with moderate disabilities; teachers of students with severe disabilities; subject-area teachers in English, reading or language arts; mathematics, science; civics and government, economics, history, and geography. The classification applies to teachers in all Massachusetts public schools, including charter schools and education collaboratives. Administrator Endorsement Course Version 2 Sept

5 In many districts, support with the implementation of SEI strategies provided via the existing instructional coaching infrastructure, as part of literacy and mathematics instructional coaching; Professional development courses as approved by the ESE and local SEI affinity groups. ESE-sponsored SEI conferences; Whole-school mechanisms for sustaining focus on ELL needs including collaborative, job-embedded professional learning, promoted in the SEI Administrators Endorsement course; Participation in online professional learning networks through which teachers can share resources and strategies for helping ELLs access content standards while developing English language competency In many instances, it will also be important for teachers and their evaluators to extend the learning by making SEI the focus of professional practice goals as part of the new Educator Evaluation process. To support evaluators in this work, ESE is developing a tool, Resource for Evaluating Teachers of ELLs: Support for Understanding the Teacher Rubrics, which is one of the guiding documents of the SEI Administrator Endorsement course. All educators are also expected to earn at least 15 additional hours of professional development points (PDPs) in SEI or ESL in each licensure renewal cycle beginning July These opportunities to extend and sustain learning over time in a developmental way, with increasing experience, will provide an excellent way to meet the licensure renewal requirement. In addition, educators are expected to earn at least 15 hours of PDPs in Special Education during the same time frame. The RETELL initiative comes at a time when all administrators and teachers must be equipped to address the needs and build on the multilingual and multicultural assets of a diverse and everchanging student population in Massachusetts. The introduction of various educational reforms such as the 2011 Massachusetts Curriculum Frameworks for English Language Arts and Literacy and Mathematics, WIDA s ELD standards, and the Commonwealth s new Educator Evaluation system require teachers to assume new roles and responsibilities in their classrooms. This course will support the professional growth of administrators who supervise the teaching and learning of all students. The Nature of the Course The SEI Administrator Endorsement course is designed to promote continuous improvement in educator practice, and to build administrators confidence and familiarity with procedures and strategies for supporting teachers in developing research-proven practices for working with ELLs. Throughout the course, effective methods of examining data, observing teaching practice, and providing support to teachers will be explored. Assignments are designed to engage administrators in conducting research within their school buildings. Assignments include careful analysis of school, district, and state data pertaining to English language learners, as well as data collection on the classroom practice of SEI teachers. Administrators will learn about the elements to look for in teachers lesson plans, as well as the SEI strategies to look for during classroom observations. Throughout, administrators will be Administrator Endorsement Course Version 2 Sept

6 asked to reflect upon the implications of the course material and their findings on their responsibilities as school leaders. The SEI Administrator Endorsement course: systematically strengthens administrators capacity to ensure that their schools provide SEI effectively to all English language learners. is integrated with and supported by three other major initiatives underway in the Commonwealth: the implementation of the 2011 standards for ELA and math (incorporating the Common Core State Standards), the implementation of WIDA ELD standards for all educators, and the new Educator Evaluation system. acknowledges that to address the needs of ELLs, individual and collective ownership, collaborative practice between educators, and a whole-school approach are critical. The new SEI Administrator Endorsement course is cohesively connected to the SEI Teacher Endorsement course and supported by policies that require continuous educator growth over time. is facilitated by approved instructors who have been vetted through a comprehensive application and interview process, have participated in a rigorous training program, and will be subject to ongoing performance evaluation. is delivered in cohorts across the state. The cohorts will provide opportunities for online and in-district collaboration, peer support, and sharing of ideas and materials. SEI Administrator Course Session Overview This SEI Administrator Endorsement course is made up of five three-hour sessions. Session 1: Introduction, Law & SEI Considerations for ELLs Session 2: Vocabulary & Discourse Session 3: Reading Session 4: Writing& More Session 5: Integration In each session topics are explored within an overarching framework of guiding messages and guiding questions. Guiding messages stress the intersection of multiple laws, policies, standards, practices, tools, and resources that frame the responsibility for the academic success of English language learners, shared by all stakeholders within a school, and lead by school administrators. Guiding questions engage administrators in personal, school-based reflection on the implications of the course content they are learning: How does this affect my role and my responsibilities? How does this look in my school? How does this look in my teachers classrooms? Most sessions assign participants a small observation project. Each assignment is debriefed at the beginning of the following session. Course Requirements and Grading Course Expectations: SEI Administrator Endorsement course participants are expected to attend all classes, actively participate in sessions and complete all homework assignments. Assignments are turned in online per directions provided by the instructor. Administrator Endorsement Course Version 2 Sept

7 Hardship: If an educator has been assigned to the course and is unable to participate or complete the course due to serious illness or injury, or other circumstances beyond the educator s control, he or she may ask the Department of Elementary and Secondary Education to grant a hardship exception to allow additional time to meet the requirements for the SEI endorsement. See 603 CMR 14.07(2) (b). For further information, contact retell@doe.mass.edu. Pass/Fail: Course participants who complete the Administrator Endorsement course receive a grade of pass or fail. To pass the course participants must obtain the equivalent of an overall course grade of C (70%) or better. Participants must successfully complete the course to be eligible for the SEI Administrator Endorsement. Inclement Weather Days and Instructor Absences: In the event that class must be canceled, the instructor will participants and post an announcement canceling the day s class on the ESE Endorsement Course page. It will be the participants responsibility to check their or the webpage. Any canceled class will be made up using one of the two extra course dates reserved for such purposes. Categories of Homework Assignments & Grading Weight: Participants will complete various preparation assignments including classroom observations readings and a final Observation Capstone activity that integrates principles covered in the course. Strategy Classroom Observations and Debriefings (3 submissions) Administrators observe a teacher/s in their own classroom, noting elements of practice and SEI strategies modeled and explored in the Administrator Endorsement course and using the Educator Observation Tool/Educator Evaluation rubrics and a course tool: SEI Strategy Observation Tool. After the observation, Administrators reflect on strengths observed and supports the observed teacher may need to enhance practice. Administrators reflect on these observations and discuss evidence and conclusions with their peers in a debriefing session in class. These 3 tools are posted to Blackboard in Sessions 3, 4 & 5. Weight: 30% of final grade. (10pts ea submitted Tool) Capstone Observation Assignment (1 assignment - 2 components) The Capstone Observation Assignment will be begun during Session 5, the last day of the course, and posted to the course site within two weeks of the last session. The assignment involves two parts: 1) viewing a video clip and determining feedback to the featured teacher. Participants are expected to incorporate their understandings of SEI principles and strategies, as well as their knowledge of the Massachusetts Educator Evaluation rubrics into their integrated post-observation notes and summary. 2) Participants will turn in a final Strategy Observation Tool based on the video. Weight: 40% of final grade. (30 pts for Written Summative Observation and 10 pts for Summative Strategy Observation Tool). Participation (5 Grades - 1 per session) A grade will be given for participation. Weight: 40% of final grade. (8 Points per session) Each assignment will be graded individually using rubrics. Participants will receive Participation grades scored five times throughout the course on a rubric. Final course grades will be determined through a combination of grades on assignments and participation. Administrator Endorsement Course Version 2 Sept

8 Course Assignments Due Dates Assignment Due Classroom Observation 1: Vocabulary Session 3 Classroom Observation 2: Reading Session 4 Classroom Observation 3: Writing Session 5 Capstone Observation & Summary Assignment Within two weeks after the final session Course Grading Rubrics Classroom Observations and Debriefings (30% of final grade) (Evaluated 3 times, 10 pts each, total 30/100pts) Presentation of material Deficient Developing Proficient Distinguished Participant was absent and therefore unable to participate in the activity. (1 point) Minimally or superficially participates in classroom observation debriefing sessions. (2.5 points) Actively participates in classroom observation debriefing sessions. Prepared. (3 points) Proficient PLUS shows leadership. Fully prepared for all contingencies. Task Completion Participant has not completed the assigned task following the directions provided. (1 point) Participant has completed portions of the assigned task following the directions provided. (1.5 points) Participant has sufficiently completed the assigned task following the directions provided. (2 points) Proficient PLUS shows leadership. Participant has comprehensively completed the assigned task following the directions provided. Observation Participant has not completed the assigned task following the directions provided. (2 points) Minimal or superficial understanding of the strategies and concepts. (4 points) Participant has sufficient understanding of strategies and concepts. (5 points) Proficient PLUS shows leadership. Participant has comprehensive understanding of strategies and concepts. Participation, Discussion & Attendance Administrator Endorsement Course Version 2 Sept

9 (35% of final grade) (Evaluated for each of 5 sessions, 7 pts each, total 35/100 pts) Classroom Participation Deficient Developing Proficient Distinguished Participation does not relate to the topic. No knowledge or understanding is demonstrated regarding concepts and ideas pertaining to the discussion topic. Comments do not support claims with either evidence or argument. Comments contain unsupported opinion. Does not participate. (3 points) Participation minimally relates to topic. Minor knowledge or depth of understanding regarding topics or concepts. Attempts to support claims. (5 points) Participation addresses key issues, questions, or problems related to the discussion or activity, offers some insight, analysis, or observation. Statements apply course concepts. Generally supports claims and opinions with evidence or argument. (7 points) Proficient PLUS original insight, analysis, or observation that demonstrates a comprehensive grasp of concepts and ideas pertaining to the discussion topic or activity. Takes discussion to the next level of understanding. Supports all claims and opinions with either rational argument or evidence. Capstone Strategy Observation Tool (10% of final grade) (10/100 pts) Deficient Developing Proficient Distinguished Task Completion Participant has not completed the assigned task following the directions provided. (.25 points) Participant has insufficiently completed the assigned task following the directions provided. (.75 points) Participant has sufficiently completed the assigned task following the directions provided. (1 point) Participant has comprehensively completed the assigned task following the directions provided. Administrator Endorsement Course Version 2 Sept

10 Under-standing and Application The participant demonstrates little to no understanding of applicable readings, classroom discussions, and Educator Evaluation Rubrics. (2 points) The participant demonstrates a minimal understanding of applicable readings, classroom discussions, and Educator Evaluation Rubrics. (5 points) The participant demonstrates a strong understanding of applicable readings, classroom discussions, and Educator Evaluation Rubrics. (6 points) The participant demonstrates a satisfactory understanding of applicable readings, classroom discussions, and Educator Evaluation Rubrics. Content Post-observation conference notes do not discuss instructional strengths and areas for growth. (.5 points) Post-observation conference notes minimally discuss instructional strengths and areas for growth. (1.5 points) Post-observation conference notes satisfactorily discuss instructional strengths and areas for growth. (2 points) Post-observation conference notes effectively and constructively discuss instructional strengths and areas for growth. Mechanics and organization Post-observation notes are not clearly written. (.25 points) Post-observation notes are not entirely clearly written. Frequent errors in spelling, grammar, and/or other writing conventions are present. (.75 points) Post-observation notes are not entirely clearly written. Frequent errors in spelling, grammar, and/or other writing conventions are present. (1 point) Post-observation notes are not clearly written. Numerous errors in spelling, grammar, and/or other writing conventions are present. Administrator Endorsement Course Version 2 Sept

11 Capstone Written Observation Report (25% of final grade) (25/100 pts) Deficient Developing Proficient Distinguished Coaching/Guidance Submitted late. Missing or incomplete components. Demonstrates lack of effort to implement targeted strategies or apply central course concepts. Plagiarism. (5 points) Submitted on time. Each component, or work as a whole, partially meets expectations. Demonstrates superficial understanding and minimal reflection or planning of targeted strategies as related to the course. (9 points) Submitted on time. Work is complete. Each component or work, as a whole, meets expectations. Demonstrates solid understanding and reflective planning and analysis for implementation of targeted strategies and course issues. (12 points) Proficient PLUS work is original and insightful. Demonstrates comprehensive understanding, reflection, analysis and implementation of targeted strategies and course concepts. Leadership level abilities evident. Mechanics Substantial errors in grammar and formatting that impede understanding of product. Plagiarism. (2 points) Some errors in grammar and formatting. Lacks coherence. (3 points) Well edited. (4 points) Proficient PLUS reaches professional or publishable level. Attention to Strategies/Concepts Submitted late. Missing or incomplete components. Demonstrates lack of effort to implement targeted strategies or apply central course concepts. Plagiarism. (3 points) Submitted on time. Each component, or work as a whole, partially meets expectations. Superficial understanding, analysis and implementation of targeted strategies and limited understanding of course concepts. Reflection and revision not evident. (6.5 points) Submitted on time. Work is complete. Each component, or work as a whole, meets expectations. Demonstrates solid understanding, analysis and implementation of targeted strategies and course concepts. Shows reflection and thoughtful revision. (9 points) Proficient PLUS work is original and insightful. Demonstrates comprehensive understanding, analysis and implementation of targeted strategies and course concepts with advanced reflection and revision based upon research and self-reflection. Administrator Endorsement Course Version 2 Sept

12 Required Readings Umbrella Resources Calderón, M. (2012). Why we need a new way of schooling language minority children. In Calderón, M. (Ed.). Breaking through: Effective instruction and assessment for reaching English learners Bloomington, IN: Solution Tree Press. (Introduced as a required reading assignment in Session 1; Due by Session 5). Educator Evaluation resources available at: Highlighted portions available in this manual During Session 1 Connie Belin and Jacqueline N. Blank International Center for Gifted Education and Talent Development. (2008). Identifying gifted and talented English language learners, grades K 12. Des Moines, IA: Iowa Department of Education. DeCapua, A., &. Marshall, H. W. (2011). Reaching ELLs at risk: Instruction for students with limited or interrupted formal education. Preventing School Failure 55(1), Menken, K., & Kleyn, T. (2009). The difficult road for long-term English learners. Supporting English Language Learners, 66(7). Association for Supervision and Curriculum Development. By Session 5 For Session 2 Hamayan, E., & Field, R. F. (2012). English language learners at school: A guide for administrators, 8-9, Philadelphia, PA: Caslon Publishing. For Session 3 Coleman R., & Goldenberg, C. (2012, February). The common core challenge for ELLs. Principal Leadership, Zacarian, D. (2011). Transforming schools for English language learners: A comprehensive framework for school leaders, Thousand Oaks, CA: Corwin Press. For Session 4 de Jong, E. J., & Harper, C. A. (2005). Preparing mainstream teachers for English language learners: Is being a good teacher good enough? Teacher Education Quarterly 32(2), For Session 5 Zacarian, D. (2011). Emphasizing the Importance of Parent Engagement, Thousand Oaks, CA: Corwin Press. Calderón, M. (2012). Why we need a new way of schooling language minority children. In Calderón, M. (Ed.). Breaking through: Effective instruction and assessment for reaching English learners Administrator Endorsement Course Version 2 Sept

13 Recommended Readings Course participants are strongly encouraged to familiarize themselves with the recommended readings to expand and deepen their understandings of the SEI content and strategies introduced in the SEI Endorsement course. Vocabulary and Discourse Elementary Calderón, M. (2011). Teaching reading and comprehension to English learners, K 5: Teaching Reading Comprehension and Content, Bloomington, IN: Solution Tree Press. Secondary: Calderón, M. (2007). Teaching reading to English language learners, grades 6 12: Vocabulary Development, the foundation for reading in the content areas, Thousand Oaks, CA: Corwin Press. Reading Comprehension Elementary Calderón, M. (2011). Teaching reading and comprehension to English learners, K 5.Teaching Reading Comprehension and Content, Bloomington, IN: Solution Tree Press. Secondary Calderón, M. (2007). Teaching reading to English language learners, grades Chapter 4: Teaching Reading Comprehension and Content, Thousand Oaks, CA: Corwin Press. Writing Gillespie, A. and S. Graham. (2011). Evidence-based practices for teaching writing. Better Evidence-based Education. Baltimore: Johns Hopkins University. 4-5 Course Information and How To s Blackboard Login When your Blackboard account was created, or will be created if you registered late, the address you used to register for your course(s) became your Username. You were also assigned a temporary password. In order to re-set your password, you need to follow the Lost password process that is described below. Follow the steps below to log into Blackboard for the first time: 1. Go to the address below to navigate to the Blackboard login page: 2. Click on the link labeled First time logging in? Click here to set your password. This link, and the login page, is illustrated in Figure 1 below. Administrator Endorsement Course Version 2 Sept

14 Figure 1: Blackboard login page 3. A page titled Lost Password, will pop up. Here, you will find two sections. You can either enter your first and last name and your username. Or, you can enter your first and last name and your address. Since the address you used to register for your course IS your username, Figure 2 below shows the steps for filling out this form. Note, you can fill in EITHER section. You do not need to fill in BOTH sections. If you choose to fill in the second section where you enter your first name, last name, and address, you MUST use the same address you used to register for your course(s). After filling in either section 1 or 2, click the button labeled Submit. Figure 2: The Lost Password page 4. After clicking the Submit button, you will be taken back to the login page and you will have a confirmation message stating that an message has been sent to you with a link in which you can re-set your password. This screen is shown in Figure 3 below. Administrator Endorsement Course Version 2 Sept

15 Figure 4: Confirmation Message 5. Check your account for a message with Blackboard Administrator in the From: field (note: this is an automated message). In this message, you will find a link where you can re-set your password. Figure 5 shows an example of this message with personal information blocked out. Figure 4: Automated message 6. After clicking or copying and pasting the link in the message, you will be taken to a page labeled Change Password. Figure 5 below shows the steps for filling in this form. You will enter, then re-enter a password, and click the button labeled Submit. Figure 5: Change Password page Administrator Endorsement Course Version 2 Sept

16 7. After click the Submit button, you should receive a confirmation message as shown in Figure 6 below. You will then be able to log in with your username (again, the address you used to register for your course) and the new password you created. Figure 6: Password Update page 8. After logging into Blackboard, you will be able to find your course in the area labeled My courses. This area is shown in Figure 7 below. To enter the area for your course, click on the course title. On this page, you will also find an area for system-wide announcements and a link to a help center. Figure 7: My Courses area Instructions for retrieving your User Name and/or resetting your Password 1. At the Security Portal click on Forgot User Name/Password. 2. Click on Retrieve User Name/Reset Password. 3. Enter personal information on the User Registration page and click submit. 4. The system will retrieve your User Name. 5. Click on Forgot Your Password? and answer your security question. Please remember that the security answer is case, space, and punctuation sensitive. 6. Reset your Password by creating a brand new Password and confirm the Password. Please write down or remember your User name and Password for future use. 7. Click submit. 8. Click close. 9. Click yes. Administrator Endorsement Course Version 2 Sept

17 Blackboard Support A support function has been established to help with the online portion of the course and any questions with Blackboard. Please go to the following site for support documents and to access customer support. How to Apply for the SEI Endorsement Step 1) Visit rs and click on the ELAR logo on the right-hand side of the screen. Step 2) Enter your User Name and Password. If you are not sure of your User Name and Password, click on Forgot User name/password (for instructions, see below). 1. Close your browser window follow steps 1-7, above. If additional assistance is required, please contact the Licensure Call Center (Monday-Friday, 2:00-5:00 p.m.) at (781) Administrator Endorsement Course Version 2 Sept

18 Step 3) After logging into ELAR, you may be asked to update some information or you may be directed right to the welcome screen. Please select apply for a new license, or advance to the next level license. Step 4) Review the steps to apply for a license and click next. Verify your profile information and click next. On the following page, select Endorsements from the drop down list and then select the appropriate SEI Endorsement (teacher or administrator), select the Level and Type: and then and click add. Step 5) Select the path to earn the endorsement and click next. For Administrators there is one path and for teachers there is either path 1 (for those taking the ESE course, that have an ESL/ELL license, will pass the SEI MTEL, etc.) or path 2, which will be a transcript review based on a related degree or graduate level training. Administrator Endorsement Course Version 2 Sept

19 Step 6) Click next to continue to the next page of the application. On the following page, update or enter your affidavit information and click sign. Step 7) Click okay to continue to the next page of the application. Complete the application by clicking sign and then okay. On the Payment screen, click done. Please note that no fee is required for the SEI Teacher or Administrator Endorsement. Administrator Endorsement Course Version 2 Sept