A look into any public school classroom across the state or nation would reveal a
variety of learners with specific needs. It is a common occurrence for a highly gifted
English speaker, a special needs student, and students whose first languages may reflect
Arabic, Burmese, Farsi, Kurdish, Somali, Spanish, and Swahili (to name a few) to be
working together. The multi-lingual classroom is now typical instead of unique. The
challenges posed by the classroom structures and populations require teachers to gain
knowledge and understanding while developing expertise in the areas of second language
acquisition, appropriate strategies and models for effective instruction, assessment
tools and accommodations, and literacy frameworks, practices, and overall language
learning. In addition, today’s classrooms require educators to become skillful examiners
in order to conduct classroom action research that leads to improved practice and
teacher efficacy. The M.Ed. in Curriculum and Instruction in English as a Second Language
is delivered online.
Alumni Profile: Erica Cuevas Flowers
In 2019, I began my teaching career as an ESL teacher at the most amazing school in
Maury County: McDowell Elementary School. Excitement flooded over me as I bought my
very first planner and explored Pinterest for the cutest classroom décor. However,
after meeting my new English Language Learners, excitement quickly spiraled into self-doubt.
I had completed many education courses and obtained some practical experience teaching
children during college, but I quickly realized how unprepared I truly was.
MTSU’s M.Ed. in Curriculum and Instruction with Concentration and Licensure in English
as a Second Language program has filled the numerous gaps in my pedagogical knowledge.
The program fully equipped me with the necessary tools for serving as an ESL teacher.
It taught me various ESL topics, including how to prepare effective curriculum and
assessments, collaboration tips with general education teachers, and how to advocate
for my ELLs. The flexibility of the online program allowed me to apply the skills
I gained in the evenings directly to the classroom the next day.
Currently, I am the ESL teacher for Mount Pleasant Elementary, Middle, and High Schools,
in Mount Pleasant, TN. In order to serve the ELL population in my schools, communication
between myself, the classroom teachers, and parents is essential. My biggest goal,
in addition to teaching my students, is to assist classroom teachers on how to effectively
serve the rapidly increasing ELL population in Maury County. I strive to collaborate
with classroom teachers about providing proper accommodations and instructional strategies
to help each English Language Learner achieve their fullest potential.
Alumni Profile: Sweety Anand
I am currently teaching at Smyrna Middle School, Smyrna TN as an ESL Math teacher.
I completed my Masters in Education Curriculum and Instruction with ESL at MTSU Summer
2021. My first year of teaching was 2018-2019. The best part of teaching and going
to through the program at the same time was being able to apply everything I learned
at MTSU into my classroom. We learn best when we see our teachers model it. The strategies
my professor used to help me complete assignments are the same ones that I am expected
to use in my classroom. I am an ELL myself, the strategies I used to overcome language
challenges while learning math as an undergraduate student are also a blessing. Combining
what I learned from classes and what I taught myself works like magic in my classroom.
I enjoy teaching every single day. I am blessed to have this unique teaching position
as an ESL math teacher. In addition to my teaching—I regularly design and present
Professional Development workshops focusing on strategies for effective Math and Language
of Math instruction.
Related Media
-
MTSU College of Graduate Studies
The M.Ed. in Curriculum and Instruction with Concentration and Licensure in ESL offers
preparation to candidates to teach in public schools, private schools, and faith-based
learning environments. The program also seeks to prepare teachers to work with early
learners who are also second language learners in preschool settings, nursery school
settings, and early learning classrooms. Candidates who successfully complete the
program meet requirements for the Pre-K through 12th grade professional license in ESL.
In addition to teaching in public, private, faith-based, and preschool classrooms,
the program enables graduates to pursue the following careers:
- Adjunct professor
- Curriculum writer for PreK-12
- ESL curriculum design for PreK-12
- ESL instructional consultant
- ESL instructor
- Faith-based ESL coordinator
- Faith-based ESL teacher (missionary)
- Lead teacher in ESL
- PreK ESL coordinator
Employers of MTSU Alumni include, but are not limited to, the following:
Public Schools - Tennessee
- Bedford County Schools
- Cannon County Schools
- Coffee County Schools
- Dekalb County School District
- Franklin County Schools
- Franklin Special Schools District
- Giles County Schools
- Hamilton County Schools
- Knox County Schools
- Lawrence County School District
- Lebanon School District
- Lincoln County Schools
- Marshall County School District
- Maury County School District
- Memphis School District
- Metropolitan Nashville Public Schools
- Moore County Schools
- Murfreesboro City Schools
- Robertson County School District
- Rutherford County School District
- Shelby County Schools
- Smith County School District
- Tullahoma School District
- Warren County Schools
- Williamson County School
- Wilson County School District
Public Schools – Outside of Tennessee
- Boston Public Schools
- New York City Department of Education
Private Schools
- Franklin Road Academy
- The Webb School
Other
- Cumberland University
- ELS Nashville
- Grand Valley State University
- International English Institute
- Middle Tennessee State University
- Motlow State Community College
- Nashville State Community College
- Tennessee Foreign Language Institute
- Tennessee Technological University
- Tennessee State University
This online licensure-based program, offered by the Womack Educational Leadership
Department and leading to a Master’s of Education (M.Ed.) with a major in Curriculum
and Instruction and a concentration in English as a Second Language is designed for:
a) candidates seeking the master’s degree with Add-on Endorsement in ESL, b) candidates
seeking the Initial Professional License in ESL, and c) candidates seeking the Add-On
Endorsement in ESL (without degree).
The M.Ed. in Curriculum and Instruction with concentration and licensure in ESL focuses
on preparing professional educators to meet the needs of students who are currently
enrolled in U.S. public school classrooms in grades PreK-12. These populations may
include students who represent immigrant populations, newly arriving non-English speakers,
children of immigrants, and diverse populations with a variety of language and learning
needs. The program is designed specifically for teachers and those who plan to teach
second language learners in multilingual classrooms within the U.S.
Coursework is aligned with the Tennessee Department of Education Professional Licensure
Standards for ESL and the CAEP Standards and Professional Dispositions for public
school educators. The program takes a literacy-based approach to teaching ELs and
is grounded in state and national education initiatives. The program is revised on
an ongoing basis to reflect current practice.
This program is delivered online and does not prepare candidates to work exclusively
with adult learners in EFL settings.
For complete curriculum details, click on the REQUIREMENTS button to the right.
A Master of Education (M.Ed.) with a major in Curriculum and Instruction is offered.
The department also offers a major in Curriculum and Instruction leading to the Specialist
in Education degree (Ed.S.) with a specialization in Culture, Cognition, and the Learning Process.
Also available are both on- and off-campus cohorts.
Other graduate degrees
The Womack Educational Leadership Department offers both the Master of Education (M.Ed.) and Specialist in Education (Ed.S.) with
a major in Administration and Supervision. The specialization in Higher Education
can lead to either an Ed.S. or M.Ed. Students choose either a research or practicum
path.
There is also an Instructional Leader Licensure program specialization delivered through off-campus cohorts meeting at various locations.
Also under the Administration and Supervision major is a concentration in Agricultural Education Leadership leading to the M.Ed.
The major in Library Science leads to a Master in Library Science (M.L.S.)
A major in Professional Counseling includes programs leading to an Ed.S., with concentrations
also available in Clinical Mental Health Counseling and School Counseling.
Professional Licensure Disclosure
The Middle Tennessee State University (MTSU) College of Education’s teacher licensure preparation programs are accredited by the National Council for the Accreditation of Teacher Education (NCATE) and are eligible for accreditation by the Council for the Accreditation of Educator Preparation (CAEP). The Master of Education (M.Ed.) degree with program of study in Curriculum and Instruction and a specialization in English as a Second Language for Initial Licensure program at MTSU is designed to meet the licensure requirements set by the Tennessee Department of Education. Students should be aware that licensure requirements vary from state to state and are subject to change. MTSU has not made a determination whether a specific program will meet all of the requirements of another US state or territory. MTSU recommends that students who plan to seek licensure outside the state of Tennessee contact the appropriate licensing agency and discuss their plans with their advisor. To obtain current information about each state’s and territory’s licensure requirements and any additional regulations, students should consult the US Department of Education’s website for state contacts at https://www2.ed.gov/about/contacts/state/index.html.
Graduates of MTSU teacher education programs certified to teach in Tennessee are eligible for certification reciprocity in many states. Reciprocity is not an automatic or complete transfer of certification, thus individuals should consult the Tennessee Department of Education (TDOE) site at https://www.tn.gov/education/licensing.html and the National Association of State Directors of Teacher Education and Certification (NASDTEC) site at https://www.nasdtec.net/page/Interstate as well as the US Department of Education state contacts site for information about any additional state requirements.
Curriculum and Instruction, English as a Second Language Concentration, M.Ed.
Dorothy Valcarcel Craig, Program Director
(615) 898-2332
Dorothy.Craig@mtsu.edu, www.eslatmtsu.com
The M.Ed. in Curriculum and Instruction offers a concentration in English as a Second Language with several licensure options:
- The degree with add-on licensure endorsement in ESL (PreK-12) is designed for those candidates who already hold an initial license for teaching in Tennessee;
- The degree with initial license in ESL (PreK-12) is designed for those candidates who do not hold an initial license for teaching in Tennessee and who plan to complete the requirements for professional licensure at the initial level;
- The add-on only program may be completed for endorsement only (non-degree; licensure only);
- The M.Ed. in Curriculum and Instruction also offers a specialization for the professional education coursework for teacher licensure (Secondary Education Licensure Path) in a state-approved licensure
Please see undergraduate catalog for information regarding undergraduate programs.
Admission Requirements
For admission into the master's program, a satisfactory score on the Miller Analogies Test, the Graduate Record Examination, or the Praxis II (Principles of Learning and Teaching) or a valid Tennessee Teacher license is required.
Application Procedures
All application materials are to be submitted to the College of Graduate Studies.
Applicant must
- submit an application with the appropriate application fee (online at www.mtsu.edu/graduate/apply.php). Once this initial application has been accepted, the applicant will receive directions on how to enter the graduate portal to be able to submit other materials.
- submit official transcripts of all previous college work;
- submit three letters of recommendation addressing the applicant's potential for completing the Master of Education degree in Curriculum and Instruction;
- submit official scores on the Graduate Record Examination (GRE) or Miller Analogies Test (MAT) or a copy of the teaching license;
- submit copy of Tennessee Teaching license (for those holding initial license);
- submit copy of Tennessee driver's license.
Degree Requirements with Add-On Endorsement in ESL
The Master of Education in Curriculum and Instruction with a concentration in English as a Second Language requires completion of 33 semester hours. No more than 30 percent of the total degree hours may be dually listed as undergraduate/graduate hours.
Candidate must
- hold a bachelor's degree;
- hold an initial Tennessee teaching license. Non-licensure students must meet entry testing requirements for graduate studies (MAT or GRE score).
- successfully complete a written comprehensive examination during the semester of graduation (exam may be retaken once during a subsequent semester).
Curriculum: Curriculum and Instruction, English as a Second Language with Add-On Endorsement in ESL
The following illustrates the coursework requirements.
Core Courses (15 hours)
FOED 6022 - Foundations, History, and Legal Aspects of ESL and Bilingual Education
3credit hours
Emphasizes the impact of history of education in terms of legislation and education initiatives which target and address the needs of second language learners in public school classrooms.
FOED 6610 - Analysis and Application of Educational Research
3credit hours
Qualitative and quantitative research applicable to the field of education. Both producers and consumers of educational research with a literature review presented to support possible solutions to significant hypotheses or problems.
FOED 6620 - Action Research for Practitioner-Based Learning Environments
3credit hours
Examination of action research processes as related and applied to practitioner-required and work-based settings. Design and implementation of an IRB-approved action research study related to a selected learning environment.
FOED 6860 - Education and Digital Youth: Language Learning in a Participatory Culture
3credit hours
Examines the impact of digital media and the current school-aged population of English language learners. Emphasis on language learning and instruction using a variety of online media, developing multiple literacies, and designing appropriate language and content instruction using appropriate web tools.
SPSE 6430 - Introduction to Curriculum Development
3credit hours
Opportunity to study, discuss, and evaluate modern practices and procedures in curriculum development and reorganization in schools and school systems.
Required Courses (18 hours)
SPSE 6800 - Curriculum Design and Instruction for ELs
3credit hours
Analysis of curriculum models for instruction in the EL classroom. Considers elements of differentiated instruction, transformative literacy frameworks, and standards-based content in lesson planning, embedded assessment tasks, and units plans with appropriate accommodations and adjustments for second language learners. Fieldwork required.
SPSE 6820 - Second Language Acquisition: Language, Culture, Theory, Practice
3credit hours
Focus on specific theories and research pertaining to second language acquisition for the PreK-12 EL and regular education classroom teacher. Emphasis on cultural aspects that influence language acquisition, elements of language, sound systems, cognitive processes, and the psychology of language learning. Required for add-on endorsement in ESL.
SPSE 6830 - Assessment and Evaluation of English Language Learners
3credit hours
Examines the role of assessment in the education of linguistically diverse students in the PreK-12 classroom. Focus on formal and informal methods of assessing language proficiency, state and national testing initiatives, test preparation, and interpretation of test results. Fieldwork required.
SPSE 6712 - Fieldwork and Professional Collaboration in ESL Classrooms
3credit hours
Prerequisite: YOED 6020. A field-based course for English as a Second Language teachers. Examines issues, professionalism, and challenges for working with ELs in public school classrooms. Emphasis on professional collaboration with mentors, community members, and ethnographic practices as a means for building advocacy and improving classroom situations for ELs.
YOED 6020 - Literacy and Content Instruction for ELs
3credit hours
Analysis and application of strategies, instructional methods, and techniques appropriate for developing and implementing transformative literacy and standards-based content instruction for English learners in the classroom. Focus on state and nationally adopted models for addressing culture within integrated language and academic content lessons and unit plans. Fieldwork required.
YOED 6030 - Methods, Instruction, and Assessment for Teaching ELs in Regular Education Classrooms
3credit hours
Focuses on meeting the varied needs of English learners within the regular education (non-ESL) classroom. Examines appropriate accommodations, curriculum adjustments, techniques for building academic language within content instruction, communicative group work, differentiation, and formative assessment strategies to identify needs to inform instruction. Emphasis placed on collaboration between the regular education teacher and the ESL professional.
Degree Requirements for Initial Licensure in ESL
The Masters of Education in Curriculum and Instruction with a concentration in English as a Second Language (with initial license) requires completion of 33 semester hours and 9 hours of Directed Student Teaching. No more than 30 percent of the total degree hours may be dually listed as undergraduate/graduate hours.
Candidates must:
- hold a bachelor's degree;
- meet entry testing requirements for Graduate Studies (MAT or GRE score);
- meet requirements for admission to Teacher Education;
- successfully complete one semester of Directed Student Teaching;
- successfully complete a written comprehensive examination during the semester of graduation (exam may be retaken once during subsequent semester).
Curriculum: Curriculum and Instruction, English as a Second Language with Initial Licensure in ESL
The following illustrates the coursework requirements.
Core Courses (15 hours)
FOED 6022 - Foundations, History, and Legal Aspects of ESL and Bilingual Education
3credit hours
Emphasizes the impact of history of education in terms of legislation and education initiatives which target and address the needs of second language learners in public school classrooms.
FOED 6610 - Analysis and Application of Educational Research
3credit hours
Qualitative and quantitative research applicable to the field of education. Both producers and consumers of educational research with a literature review presented to support possible solutions to significant hypotheses or problems.
FOED 6620 - Action Research for Practitioner-Based Learning Environments
3credit hours
Examination of action research processes as related and applied to practitioner-required and work-based settings. Design and implementation of an IRB-approved action research study related to a selected learning environment.
FOED 6860 - Education and Digital Youth: Language Learning in a Participatory Culture
3credit hours
Examines the impact of digital media and the current school-aged population of English language learners. Emphasis on language learning and instruction using a variety of online media, developing multiple literacies, and designing appropriate language and content instruction using appropriate web tools.
SPSE 6430 - Introduction to Curriculum Development
3credit hours
Opportunity to study, discuss, and evaluate modern practices and procedures in curriculum development and reorganization in schools and school systems.
Required Courses (18 hours)
SPSE 6800 - Curriculum Design and Instruction for ELs
3credit hours
Analysis of curriculum models for instruction in the EL classroom. Considers elements of differentiated instruction, transformative literacy frameworks, and standards-based content in lesson planning, embedded assessment tasks, and units plans with appropriate accommodations and adjustments for second language learners. Fieldwork required.
SPSE 6820 - Second Language Acquisition: Language, Culture, Theory, Practice
3credit hours
Focus on specific theories and research pertaining to second language acquisition for the PreK-12 EL and regular education classroom teacher. Emphasis on cultural aspects that influence language acquisition, elements of language, sound systems, cognitive processes, and the psychology of language learning. Required for add-on endorsement in ESL.
SPSE 6830 - Assessment and Evaluation of English Language Learners
3credit hours
Examines the role of assessment in the education of linguistically diverse students in the PreK-12 classroom. Focus on formal and informal methods of assessing language proficiency, state and national testing initiatives, test preparation, and interpretation of test results. Fieldwork required.
SPSE 6712 - Fieldwork and Professional Collaboration in ESL Classrooms
3credit hours
Prerequisite: YOED 6020. A field-based course for English as a Second Language teachers. Examines issues, professionalism, and challenges for working with ELs in public school classrooms. Emphasis on professional collaboration with mentors, community members, and ethnographic practices as a means for building advocacy and improving classroom situations for ELs.
YOED 6020 - Literacy and Content Instruction for ELs
3credit hours
Analysis and application of strategies, instructional methods, and techniques appropriate for developing and implementing transformative literacy and standards-based content instruction for English learners in the classroom. Focus on state and nationally adopted models for addressing culture within integrated language and academic content lessons and unit plans. Fieldwork required.
YOED 6030 - Methods, Instruction, and Assessment for Teaching ELs in Regular Education Classrooms
3credit hours
Focuses on meeting the varied needs of English learners within the regular education (non-ESL) classroom. Examines appropriate accommodations, curriculum adjustments, techniques for building academic language within content instruction, communicative group work, differentiation, and formative assessment strategies to identify needs to inform instruction. Emphasis placed on collaboration between the regular education teacher and the ESL professional.
Directed Student Teaching (9 hours)
YOED 5110 - Directed Teaching, Grades 7-12
9 to 12credit hours
Prerequisites: All required professional education courses; appropriate special methods course(s); admission to teacher education. A full-day, full-semester supervised teaching experience in a public school classroom. Pass/Fail.
YOED 5510 - The Teaching Internship, Grades 7-12
3 to 9credit hours
Directed field experience which will meet specific needs related to individual needed competencies. Applicant must meet all prerequisites for directed teaching.
English as a Second Language Add-On Endorsement (non-degree)
Candidates for the Add-On Endorsement (non-degree) program must:
- hold a bachelor's degree;
- hold an initial license for teaching in Tennessee.
Required Courses (12 hours)
Candidates must complete 12 hours in the following course of study. The licensure coursework may be transferred to the full degree program. Please check with current catalog for program changes and updates.
SPSE 6712 - Fieldwork and Professional Collaboration in ESL Classrooms
3credit hours
Prerequisite: YOED 6020. A field-based course for English as a Second Language teachers. Examines issues, professionalism, and challenges for working with ELs in public school classrooms. Emphasis on professional collaboration with mentors, community members, and ethnographic practices as a means for building advocacy and improving classroom situations for ELs.
SPSE 6800 - Curriculum Design and Instruction for ELs
3credit hours
Analysis of curriculum models for instruction in the EL classroom. Considers elements of differentiated instruction, transformative literacy frameworks, and standards-based content in lesson planning, embedded assessment tasks, and units plans with appropriate accommodations and adjustments for second language learners. Fieldwork required.
SPSE 6820 - Second Language Acquisition: Language, Culture, Theory, Practice
3credit hours
Focus on specific theories and research pertaining to second language acquisition for the PreK-12 EL and regular education classroom teacher. Emphasis on cultural aspects that influence language acquisition, elements of language, sound systems, cognitive processes, and the psychology of language learning. Required for add-on endorsement in ESL.
SPSE 6830 - Assessment and Evaluation of English Language Learners
3credit hours
Examines the role of assessment in the education of linguistically diverse students in the PreK-12 classroom. Focus on formal and informal methods of assessing language proficiency, state and national testing initiatives, test preparation, and interpretation of test results. Fieldwork required.
YOED 6020 - Literacy and Content Instruction for ELs
3credit hours
Analysis and application of strategies, instructional methods, and techniques appropriate for developing and implementing transformative literacy and standards-based content instruction for English learners in the classroom. Focus on state and nationally adopted models for addressing culture within integrated language and academic content lessons and unit plans. Fieldwork required.
YOED 6030 - Methods, Instruction, and Assessment for Teaching ELs in Regular Education Classrooms
3credit hours
Focuses on meeting the varied needs of English learners within the regular education (non-ESL) classroom. Examines appropriate accommodations, curriculum adjustments, techniques for building academic language within content instruction, communicative group work, differentiation, and formative assessment strategies to identify needs to inform instruction. Emphasis placed on collaboration between the regular education teacher and the ESL professional.
Program Notes
Students taking courses for licensure renewal, add-on endorsements, or "plus 30" upgrade on teacher licensure should register as non-degree-seeking students, Students enrolling in 6000-level courses must hold a bachelor's degree, and students enrolling in 7000-level courses must hold a master's degree. Non-degree-seeking students cannot register for 7000-level courses without departmental permission.
Our adjunct faculty bring outstanding professional experience to our programs. Many are industry leaders with decorated careers and honors. Importantly, they are innovative educators who offer hands-on learning to our students to prepare them to enter and thrive in a dynamic, and oftentimes emerging, industry and professional world. They inspire, instruct, and challenge our students toward academic and professional success.
MTSU Resources
Professional Resources
Research Resources
Online Resources
Professional Advocacy Resources
Add-On Endorsement in English as a Second Language – PreK-12th grade
Middle Tennessee State University offers the Add-on Endorsement in English as a Second
Language, which is specifically designed to prepare initially-licensed teachers to
work with English learners in public school classrooms.
Program FAQs for Teachers, Administrators, and Undergraduates
What are the program requirements?
The Add-On Endorsement in ESL is an ONLINE program. All classes are delivered online
through the Desire@Learn course management system. Requirements include successful
completion of 12 hours of prescribed graduate classes, successful completion of the
PRAXIS II / ESL Specialty Area Exam and the application for licensure (submitted to
the Office of Professional Lab Experiences).
Which classes should I take?
The following classes are required for the Add-On Endorsement in ESL
- SPSE 6820 – Language, Culture, Theory & Practice
- SPSE 6830 – Assessment & Evaluation of ELs
- SPSE 6712 – Fieldwork & Professional Collaboration in the ESL Classroom
- YOED 6020 – Literacy & Content Instruction for ELs
How do I enroll in classes?
To enroll in classes you must first apply as a non-degree seeking / licensure only student to MTSU Graduate Studies. All that
is needed is your application and application fee.
What is the cost of the program and is there any financial assistance available?
Please visit the tuition website for more information regarding tuition and fees. Please contact the MTSU Financial Aid Office to inquire about any funding that you may qualify for.
When are the classes offered and how long will it take to complete the endorsement?
Classes for the Add-On Endorsement in ESL are offered in Fall and Spring semesters.
We are willing to work with schools and systems include additional offerings for possible
cohorts. Please contact Dr. Craig at Dorothy.Craig@mtsu.edu for more information. See prescribed list of courses by viewing the Add-On Endorsement flyer.
Can I apply to the program as an undergraduate?
If you are currently enrolled in a teacher preparation program at the undergraduate
level AND if you are in your last semester (Residency II), then you may apply to MTSU Graduate
Studies as a non-degree seeking / licensure only student. Once you are admitted to
Graduate Studies—you may begin taking classes. However, your initial license requirements
must be met and the application submitted to the Tennessee Department of Education
BEFORE you can submit your Add-On Endorsement application. This means that once you
graduate with you B.S.—you may begin taking graduate classes but cannot submit the
endorsement paperwork until you have completed all requirements and until you receive
your Initial License.
Vision of English as a Second Language Teacher Preparation Programs
MTSU’s Masters with Concentration in ESL and Add-On Endorsement in English as a Second
Language programs seek to prepare candidates who are have the skills, knowledge and
dispositions that enable them to create welcoming, safe, and secure learning environments
that encourage language acquisition, language use, literacy, and academic success
within the today’s linguistically and culturally diverse classrooms.
Mission
The program mission seeks to prepare knowledgeable professional educators who have
the ability to meet the needs of second language learners including immigrant children,
children of immigrants, refugees, asylum seekers, and lifelong English learners.
In addition, the program’s mission is to equip a new teaching force with the skills
and abilities needed to rise to the challenges posed by multilingual classrooms and
to serve as advocates and community partners to assist English learners in becoming
successful and productive members of our society. The program endeavors to support
the mission and values of the College of Education and the university in continuing
to serve as leaders in the preparation of educators across the state and nation.
The mission encompasses the following key elements that are critically important to
professional educators of second language learners:
- Engage in practitioner-based action research with the goal of improving practice for
English learners as well as all learners in public school classrooms;
- Apply skills, knowledge, and dispositions needed to serve as advocates for English
learners, their families, the community in which they live, building relationships
that lead to community literacy, and in creating and providing learning environments
conducive to language learning and literacy development;
- Embrace opportunities for professional collaboration with practitioners, administrators,
and school leaders with the goal of meeting the needs of English learners;
- Serve as leaders in helping to build appreciation for culturally and linguistic diversity
in our classrooms;
- Seek out partnerships that support English learners and their families beyond the
PreK-12 learning environment.
The program supports the mission of the College of Education with student-centered
learning environments through:
- Excellence in teaching,
- Applied practitioner-based classroom research,
- Creative endeavors,
- Meaningful advisement,
- Mentorship from practitioners, and
- Field-based collaboration.
Goals
The ESL program goals include:
- Providing a graduate program that meets the needs of practicing teachers and the growing
number of English learners in schools across the state;
- Establishing strong partnerships and collaborative field-based practices with public
schools in order to keep deliver up-to-date content, support, and mentoring that reflects
today’s classrooms;
- Engaging candidates in relevant coursework that includes a well-rounded blend of theory,
application, practice, and self-reflection;
- Delivering a dynamic overall program that enables candidates to build skills, knowledge,
and dispositions needed to be able to realize self-efficacy, promote literacy, and
become lifelong advocates for second language learners.
Values
The program is aligned with the Core Values outlines by TESOL—a professional international
organization dedicated to advancing the quality of English language teaching through professional development,
research, standards, and advocacy. The program holds the following core values adapted
from TESOL Core Values (2017):
- Professionalism demonstrated by excellence in standards, research, and practice that
improve learning outcomes, learning environments, and opportunities for second language
learners;
- Respect for diversity, gender, religious diversity, multilingualism, multiculturalism,
and individuals’ language and civil rights
- Integrity guided by ethically sound actions
- Commitment to life-long learning and advocacy for second language learners
ESL Leadership Advisory Team
- Brandi Harvey, ESL Teacher Metropolitan Nashville Public Schools
- Brandy Klaers, ESL Teacher Sumner County Schools
- Suzi Lilley, ESL Teacher Loudon County Schools
- Collin Olson, ESL Teacher Rutherford County Schools
- Rebecca Zanolini, Director Office of Global Learning Lipscomb University
How MTSU Maintains Its Standards in the M.Ed. C&I ESL and Add-On Endorsement in ESL
Programs
Triangulation of Ongoing Improvement Data Collection and Analysis Cycle
| Target |
Fall Data Sets |
Spring Data Sets |
Summer Data Sets |
| Course Effectiveness and Relevancy Feedback for Ongoing Improvement |
- Course Evaluation for Ongoing Improvement Anonymous Survey
- Anonymous Feedback Forum
- Comments, Questions, and Communication with Students
- Alumni Surveys
|
- Course Evaluation for Ongoing Improvement Anonymous Survey
- Anonymous Feedback Forum
- Comments, Questions, and Communication with Students
- Alumni Surveys
|
- Course Evaluation for Ongoing Improvement Anonymous Survey
- Anonymous Feedback Forum
- Comments, Questions, and Communication with Students
- Alumni Surveys
|
| Effectiveness of Field Experiences |
- Mentor Feedback Survey
- Candidate Feedback Survey
- Candidate Portfolio
|
- Discussions with Mentors to prepare for upcoming Fall Semester
|
|
| Evaluation of Candidates by Mentors in Fieldwork Class |
- Evaluation of Candidate Survey completed by Mentor
|
|
|
| Effectiveness of Mentor and Mentoring |
- Evaluation of Mentor Survey completed by Candidate
|
|
|
| Meeting School System Needs |
- ESL Coordinator Survey
- Questions and Comments Gathered as a Result of Onsite Recruitment and Presentation
|
- ESL Coordinator Survey
- Questions and Comments Gathered as a Result of Onsite Recruitment and Presentation
|
- Discussions with ESL Coordinators to prepare for upcoming academic year
|
Use of Data to Inform the Continuous Improvement Process
- End of Each Semester: The program director conducts a thorough analysis of all qualitative
data and completes a comparison of program data, program goals, alignment, and results
from candidate assessments in order to identify any gaps, weaknesses, and/or revisions
to coursework needed.
- End of Each Semester: The program director also conducts a systematic analysis of
qualitative data using the constant comparative framework in order to identify patterns
and themes that may inform the continuous improvement process.
- May-June: The program director conducts a comparative analysis of the program goals,
targets, and student assessment results. An Action Plan for each target area not
met is designed and implemented. If available—alumni data are evaluated, compared,
and integrated into revisions to curriculum.
- July-August: Revisions and adjustments are completed based on data analyses and results.
The implementation of Action Plans begins with the start of the new academic year
and the process continues in a cyclical manner.
Fieldwork Materials
Candidates for licensure must complete fieldwork related to assignments in each of
the ESL Concentration courses. In addition, to meet the requirement for field-based
experience—all candidates complete SPSE 6712: Fieldwork and Professional Collaboration
in ESL Classrooms. This course is required for the following programs and meets the
requirement for Residency I for Initial Licensure.
- M.Ed. in Curriculum & Instruction with Concentration and Add-On Endorsement in ESL
PreK-12
- M.Ed. in Curriculum & Instruction with Concentration and Initial License in ESL PreK-12
- Add-On Endorsement in ESL PreK-12
Fieldwork Materials For Mentors
