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Continuing Teacher and Leader Education (CTLE) Requirements for ELL/MLL Educators

In order to support ELL educators in the terrific work that they are doing, we are working with the Regional Bilingual Education Resource Network (RBERN), Stanford University’s Understanding Language Institute, and other Continuing Teacher and Leader Education (CTLE) approved sponsors to deliver high-quality professional development that fulfills the requirements of Part 154 and Subpart 80-6 of the Regulations of the Commissioner of Education. These include co-teaching seminars, NYSESLAT training, the annual ELL Leadership Institute, and the annual English Language Learners/Multilingual Learners Literacy Conference. In keeping with Principle 1 of the Blueprint for ELL Success, which states that “all teachers are teachers of ELLs” CR Part 154 requires that 15% of classroom teacher professional development and 50% of ESOL certified and BE teacher professional development be dedicated to language acquisition addressing the needs of ELLs

New provisions in CR  Part 154 regarding professional development specific to English Language Learners indicates:

Each school district shall provide professional development to all teachers and administrators that specifically addresses the needs of English Language Learners.

(1) Consistent with section 80-3.6 and section 100.2(dd) of this Title, a minimum of fifteen percent (15%) of the required professional development clock hours for all teachers prescribed by Part 80 of this Title shall be dedicated to language acquisition, including a focus on best practices for co-teaching strategies and integrating language and content instruction for English Language Learners. For all Bilingual and English as a Second Language teachers, a minimum of fifty (50%) of the required professional development clock hours prescribed by Part 80 of this Title shall be dedicated to language acquisition in alignment with core content area instruction, including a focus on best practices for co-teaching strategies and integrating language and content instruction for English Language Learners. All school districts must align and integrate such professional development for Bilingual and English as a Second Language teachers with the professional development plan for core content area for all teachers in the district.

Continuing Teacher and Leader Education (CTLE) Language Acquisition Addressing the Needs of English Language Learners Requirements

Click here for a downloadable PDF of a detailed table outlining, by certificate title, the CTLE language acquisition requirements. 

Click here for the NYSED Office of Teaching Initiatives CTLE page that provides full information on these requirements.

Click here for full information on the CTLE requirements related to language acquisition and for a table that details suggested activities for meeting the requirements.

ELL Professional Development Requirement Exemption

This form is to be used by New York State school districts that have fewer than thirty (30) ELLs enrolled or in which ELLs make up less than five percent (5%) of the district’s total student population.

According to CR Section 154-2.3(k) such districts may “seek permission from the Commissioner on an annual basis for an exemption from the professional development requirements” and such request must include evidence that:

“All teachers, level III teaching assistants, and administrators receive training sufficient to meet the needs of the district’s or BOCES’ ELLs, in language acquisition, including a focus on best practices for co-teaching strategies and integrating language and content instruction for ELLs” and that

“All Bilingual and English to Speakers of Other Languages (ESOL) certified teachers receive training, sufficient to meet the needs of the district’s ELLs, in language acquisition in alignment with core content area instruction, including a focus on best practices for co-teaching strategies and integrating language and content instruction for ELLs.”

Note that this waiver does not exempt districts from providing professional development sufficient to meet the needs of its ELLs. It exempts districts from the minimum number of professional development hours required by CR Part 154 (15% of total required for classroom pedagogues and 50% of total required for those with a certificate in ESOL or who hold a bilingual extension).​

For full details, refer to CR Part 154 or contact OBEWL at obewl@nysed.gov.  All districts seeking the waiver must submit the following form:

CR Part 154 ELL Professional Development Requirement Waiver form

More Information?

For general information about CTLE requirements and for questions about certification, visit the Office of Teaching Initiatives website. Also, visit the Intensive Teacher Institute page for information on Bilingual Extension and TESOL certification programs available online and in your area.

Professional Development Opportunities

Please refer to this page for a calendar of upcoming professional development opportunities that will be posted as they become available.

MOOCs at Stanford University's Understanding Language Institute

Kenji Hakuta of Stanford University has created FREE Massive Open Online Courses (MOOCs). We encourage you to take advantage of this resource but please note that at this time the MOOCs do not fulfill the CTLE requirements.  Supporting English Language Under New Standards and Learning from Your Students: A Lab Course in Formative Assessment Practice in the Era of Common Core State Standards are just two of several that are available.

Stanford University Graduate School of Education’s Understanding Language website is where District Leadership Institute Blueprint for ELL Success facilitators Maria Santos and Kenji Hakuta, along with their colleagues, have developed a site rich with resources.  As noted on their “about” page: “We seek to improve education for all students—especially English Language Learners. To that end, we are synthesizing knowledge and developing resources that help ensure teachers can meet their students' evolving linguistic needs as the new standards are implemented. We are bringing policy makers in the fields of language, learning, and the subject areas to explore and promote pragmatic approaches to addressing these issues systematically.”