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Massachusetts Licensure Renewal Requirements for Professional License-ONLINE and FACE to FACE

All professional educators must successfully complete two 15 hour courses,one SEI course and one Special Education course, to meet Massachusetts License Renewal Requirements for a Professional License effective July 1, 2016.

The following courses are state approved for professional licensure renewal:

 

Title Date Time Cost PDPs

SEI:  Promoting Language Development and Content
Area Learning for Specific ELL Subgroups

TBD 8:00 am to 3:30 pm $200* 15

SEI:  Understanding Academic Language to Improve Content
Area Instruction for ELLs (Differentiated by Content Area)

Also, offered as a course for non-core professional educators who do not have

teaching responsibilities

Monthly Self-paced online $150 15

SEI:  Using Technology to Support ELLs in SEI and ESL/ELD Classrooms

Monthly Self-paced online $150 15

SE:  Instructional Strategies for Exceptional Learners

Monthly Self-paced online $150 15

 

*One Graduate credit is available for $280.

Promoting Language Development and Content Area Learning for Specific ELL Subgroups:

This course focuses on promoting academic language development and content area learning for ELL students of diverse backgrounds.

The two focus areas include:

Establishing effective programs for SIFE (Students with Interrupted Formal Education)  to meet their specific needs by exploring SIFE students’ specific needs; strategies and supports for addressing those needs; guidance for educators, administrators, and school/district support staff (e.g., guidance counselors, social workers, special education teachers); assessment considerations; and opportunities to practice strategies aimed at promoting content learning, literacy, and language development for SIFE students.

Working with Secondary (6 – 12) newcomers and ELLs with disabilities on issues such as distinguishing between normal stages of language learning and learning disabilities; assessment considerations; appropriate supports; instructional strategies to address the specific needs of ELLs with disabilities; and how to establish programs that successfully promote language development, literacy, and content learning for this particular ELL population.


Understanding Academic Language to Improve Content Area Instruction for ELLs (Differentiated by Content Area):

Course Description: This course will provide in-service teachers with the subject matter knowledge, professional standards, skills, and dispositions essential to effectively shelter their content instruction to ensure English language learners (ELLs) in their classrooms will successfully access curriculum and achieve academic success in the area of academic vocabulary.  Teachers will learn about theories and experience evidence-based instructional practices, protocols, methods, and strategies to develop academic vocabulary. Teachers will have opportunities to practice specific modeled instructional strategies for teaching identified features of academic language in different disciplines (math, science, social studies, and ELA) while promoting language development in all language domains (reading, speaking, listening, writing) in ways appropriate for ELL students at different language proficiency levels.   Teachers will take into account the English Language Development (ELD) World Class Instructional Design and Assessment (WIDA) standards and the Massachusetts Curriculum Framework, which incorporates the CCSS (Pre K-12), when creating lesson plans. They will use the Teacher Endorsement Lesson Plan Template, approved by the Massachusetts Department of Elementary and Secondary Education, to create mini-lessons focused on integrating academic vocabulary for the target grade level/content area.  


Using Technology to Support ELLs in SEI and ESL/ELD Classrooms:

Course Description: This course will provide in-service teachers with the subject matter knowledge, professional standards, skills and dispositions essential to effectively shelter their content instruction through the effective use of technology to ensure English language learners (ELLs) in their classrooms will successfully access curriculum and achieve academic success.  Teachers will learn about theories and experience evidence-based instructional practices, protocols, methods and strategies to support students in the application of the MA ELA standards using technology as a scaffold and as a means of demonstrating content area knowledge. Teachers will have opportunities to practice specific modeled instructional strategies and technology applications for teaching English Language Learners while promoting language development in all language domains (reading, speaking, listening, writing) in ways appropriate for ELL students at different language proficiency levels.   Teachers will take into account Universal Design for Learning (UDL), the English Language Development (ELD) World Class Instructional Design and Assessment (WIDA) standards and the Massachusetts Curriculum Framework, which incorporates the CCSS (PreK-12), when creating and/or revising lesson plans. They will use the Teacher Endorsement Lesson Plan Template, approved by the Massachusetts Department of Elementary and Secondary Education, to create mini-lessons focused on integrating technology for the target grade level/content area.  


Instructional Strategies for Exceptional Learners:

Course Description: 

The purpose of this online course is to present evidence-based classroom strategies for   modifying instruction and behavior management to meet the unique learning needs of students with disabilities.

Readings, reflective discussions, module content, and online activities will describe specific teaching strategies to facilitate and support student progress. Utilizing a case study approach course participants will develop an Instructional Strategy Plan for at least one student with a mild or moderate disability. 

These action plans will spell out in detail specific instructional strategies matched to annual goals in a student's Individual Education Plan.  The following teaching priorities will be addressed:  student learning style, discipline, classroom routines, classroom organization, test taking procedures, and general/special education collaboration.

The components of the Instructional Strategy Plan will include: description of student strength and weakness,  instructional/behavioral interventions, classroom accommodations/modifications, data collection method,  and evaluation timeline.

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