General and Program Specific Requirements for Teaching English to Speakers of Other Languages
11. Teaching English to Speakers of Other Languages (all grades) Standards for Programs Leading to an Initial Certificate
Content Core Requirements
For teaching English to speakers of other languages the content core shall be a major, concentration, or the equivalent, which, in combination with the pedagogical core, provides a knowledge base for assisting students in elementary and secondary schools in meeting the State learning standards for students in English language arts; mathematics, science, and technology; and social studies, as prescribed in Part 100 of this Title; and also includes at least 12 semester hours or the equivalent of study of a world language other than English.
General Pedagogical Core Requirements
The program shall include the following:
(i) human developmental processes and variations, including but not limited to: the impact of culture, heritage, socioeconomic level, personal health and safety, nutrition, past or present abusive or dangerous environment, and factors in the home, school, and community on students’ readiness to learn -- and skill in applying that understanding to create a safe and nurturing learning environment that is free of alcohol, tobacco, and other drugs and that fosters the health and learning of all students, and the development of a sense of community and respect for one another;
(ii) learning processes, motivation, communication, and classroom management -- and skill in applying those understandings to stimulate and sustain student interest, cooperation, and achievement to each student’s highest level of learning in preparation for productive work, citizenship in a democracy, and continuing growth;
(iii) means for understanding the needs of students with disabilities, including at least three semester hours of study for teachers to develop the skills necessary to provide instruction that will promote the participation and progress of students with disabilities in the general education curriculum. The three semester hour requirement shall include study in at least the following areas: the categories of disabilities; identification and remediation of disabilities; the special education process and state and federal special education laws and regulations; effective practices for planning and designing co-teaching and collaboration with peers; individualizing instruction; and applying positive behavioral supports and interventions to address student and classroom management needs. When such requirements cannot be completed in three semester hours, the remaining study requirements may be included in other courses. This three semester hour requirement may be waived at the discretion of the commissioner, upon a showing that the program provides adequate instruction to prepare candidates on understanding the needs of students with disabilities through other means;
(iv) language acquisition and literacy development by native English speakers and students who are English language learners -- and skill in developing the listening, speaking, reading, and writing skills of all students;
(v) curriculum development, instructional planning, and multiple research-validated instructional strategies for teaching students within the full range of abilities -- and skill in designing and offering differentiated instruction that enhances the learning of all students in the content area(s) of the certificate;
(vi) uses of technology, including instructional and assistive technology, in teaching and learning -- and skill in using technology and teaching students to use technology to acquire information, communicate, and enhance learning;
(vii) formal and informal methods of assessing student learning and the means of analyzing one’s own teaching practice -- and skill in using information gathered through assessment and analysis to plan or modify instruction, and skill in using various resources to enhance teaching;
(viii) history, philosophy, and role of education, the rights and responsibilities of teachers and other professional staff, students, parents, community members, school administrators, and others with regard to education, and the importance of productive relationships and interactions among the school, home, and community for enhancing student learning -- and skill in fostering effective relationships and interactions to support student growth and learning, including skill in resolving conflicts;
(ix) means to update knowledge and skills in the subject(s) taught and in pedagogy;
(x) means for identifying and reporting suspected child abuse and maltreatment, which shall include at least two clock hours of coursework or training regarding the identification and reporting of suspected child abuse or maltreatment, in accordance with the requirements of section 3004 of the Education Law;
(xi) means for instructing students for the purpose of preventing child abduction, in accordance with Education Law section 803-a; preventing alcohol, tobacco and other drug abuse, in accordance with Education Law section 804; providing safety education, in accordance with Education Law section 806; and providing instruction in fire and arson prevention, in accordance with Education Law section 808; and
(xii) means for the prevention of and intervention in school violence, in accordance with section 3004 of the Education Law. This study shall be composed of at least two clock hours of course work or training that includes, but is not limited to, study in the warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; the statutes, regulations and policies relating to a safe nonviolent school climate; effective classroom management techniques and other academic supports that promote a nonviolent school climate and enhance learning; the integration of social and problem solving skill development for students within the regular curriculum; intervention techniques designed to address a school violence situation; and how to participate in an effective school/community referral process for students exhibiting violent behavior.
(xiii) means for the prevention of and intervention in harassment, bullying (including cyberbullying) and discrimination in accordance with section 14 of the Education Law. Such study shall include six clock hours of course work or training on the social patterns of harassment, bullying and discrimination, as defined in section 11 of the Education Law, including but not limited to those acts based on a person’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender or sex; the identification and mitigation of harassment, bullying and discrimination; and strategies for effectively addressing problems of exclusion, bias and aggression in educational settings.
Program-Specific Pedagogical Core Requirements
*NOTE: Programs must ensure that candidates in teaching English to speakers of other languages programs have completed at least 12 semester hours or the equivalent of study of a world language other than English.
The program shall include the following:
(i) study in cultural perspectives, language acquisition, linguistics, English grammar, and methods of second-language teaching at the elementary and secondary levels, including methods of teaching reading to students who are English language learners and students with disabilities at the elementary and secondary levels, including methods of reading enrichment and remediation; and
(ii) at least six semester hours of study in teaching the literacy skills of listening, speaking, reading, and writing to native English speakers and students who are English language learners. This six-semester- hour requirement may be waived upon a showing of good cause satisfactory to the Commissioner, including but not limited to a showing that the program provides adequate instruction in language acquisition and literacy development through other means.
Field Experiences, Student Teaching and Practica Requirements
For registered programs with students who first enroll prior to the Fall 2023 semester:
- The program shall include at least 100 clock hours of field experiences related to coursework prior to student teaching and at least two college-supervised student-teaching experiences of at least 20 schools days each. At least 15 of the 100 clock hours of field experience shall include a focus on understanding the needs of students with disabilities.
- The program shall include field experiences and student teaching with students learning English as a new language in both elementary and secondary schools.
- For candidates holding another classroom teaching certificate or for candidates who are simultaneously preparing for another classroom teaching certificate and completing the full field experience for that other certificate, the programs shall require such candidates to complete at least 50 clock hours of field experiences with students learning English as a new language; and practica or student teaching with students learning English as a new language in both elementary and secondary schools totaling at least 20 days.
For registered programs with students who first enroll for the Fall 2023 semester and thereafter:
The program shall include:
at least 100 clock hours of field experiences related to coursework prior to student teaching or practica, provided that at least 15 of the 100 clock hours of field experiences shall include a focus on understanding the needs of students with disabilities.
The program shall also include:
A student teaching or practicum experience of at least a full semester of at least 14 weeks in length, full-time with students learning English as a new language, and in alignment with the daily schedule and annual calendar of that educational setting; provided that candidates pursuing more than one certificate title may complete two placements of at least 7 weeks or one placement of at least 14 weeks.
- The student teaching or practicum must address each of the applicable general and program-specific pedagogical core requirements for teaching English to speakers of other languages program.
- The student teaching or practicum must be designed to provide candidates with opportunities to practice teaching skills identified in the New York State Teaching Standards with students who are learning English as a new language, co-supervised by a university-based teacher educator and a certified school-based teacher educator.
- For the student teaching experience, the candidate shall be credited with at least the number of semester hours required to obtain full-time status at the institution.
The combination of clinical experiences must:
- meet or exceed the specific requirements for the teaching English to speakers of other languages certificate and,
- address the full range of student developmental levels, both elementary and secondary.
Limited Exemption for candidates with prior teaching experience:
A candidate who is enrolled in a graduate-level program leading to certification in one or more certificates shall be exempt from the requirements for clinical experiences if such candidate satisfies one or more of the following conditions: 1) they have completed a New York State registered teacher preparation program prior to enrollment and hold an Initial and/or Professional certificate 2) hold National Board certification or 3) have at least one year of effective teaching under a valid New York State or out-of-state teaching license or certificate.
Clinical experience requirements for candidates that qualify for the limited exemption:
The clinical experience shall require the candidate to complete at least 50 clock hours of student teaching or practica, where such experiences focus on the applicable program-specific pedagogical core requirements for the teaching English to speakers of other languages certificate and must occur with actual students that are learning English as a new language in the educational setting.