These research and standards-based graduate programs prepare
professional, competent, caring and multicultural educators of
English Language Learners (ELLs), K-12. The Master of Science
degree in Teaching English to Speakers of Other Languages (TESOL),
K-12, is a 33 credit, 11 course program. The Career Change
Master of Science degree in TESOL and Childhood Education, a
48-credit, 16 course program, is intended for students who do not
possess New York State Certification.
The program prepares graduates
Demonstrate knowledge of language and culture, the diverse
language, cognitive and cultural background characteristics of
English Language Learners (ELLs), grades K-12, including
exceptional learners, and their individual instructional needs
- Demonstrate knowedge of language as a system that serves as a
basis for literacy development
- Demonstrate knowledge of concepts, theory, practice and
research related to first and second language acquisition and
- Demonstrate knowledge of the nature and role of culture,
socio-cultural processes, linguistic, cognitive, proficiency and
academic aspects of diverse students and how this knowledge
supports literacy development, academic achievement and cultural
- Demonstrate knowledge of national, state and city policies,
regulations, legislation, laws, scientifically-based research and
practices regarding assessment and instructional design
Demonstrate knowledge of a variety of
instructional programs for ELLs (K-12) for varied linguistic,
cognitive, and socio-cultural backgrounds
- Demonstrate the applicable state and national standards in
TESOL and related content areas
- Identify and articulate the alignment of relevant standards and
instructional practices as they relate to curricula and materials
for ELLs, K-12
- Identify exemplary instructional practices for developing
English proficiency in listening, speaking, reading and writing for
ELLs which focus on content areas of mathematics, science, social
studies, art and include uses of technology, K-12
Demonstrate knowledge of quantitative and
qualitative research, and research-based formal and informal
evaluation and assessment procedures, materials and
- Identify, describe and apply concepts, theory and practice
related to TESOL research, assessment and evaluation of ELLs in
language and in the academic content areas of instruction,
classroom research and in collaborative assessment models to
address the needs of diverse and exceptional ELLs, K-12.
- Identify, describe and use various types of evaluation and
assessment data needed to implement classroom research and
data-based instructional planning, including ELLs with
- Identify, describe and apply a variety of formative, summative
and standardized tests for ELLs and describe their purpose.
- Demonstrate authentic classroom assessment for determining
linguistic, cognitive and academic progress of diverse ELLs in all
- Describe reflective teaching, action research and related
approaches to improve teaching and learning, assess student
progress and modify curricula and instructional strategies.
Identify, adopt, adapt and design
curricula, instruction, materials and resources that address the
varied linguistic, proficiency, cognitive levels and socio-cultural
backgrounds of individual ELLs, based on relevant state and
national standards and research-based exemplary practices in TESOL,
- Identify appropriate materials and resources for regular,
bilingual and dual language classroom instruction for varied
linguistic and cognitive levels and cultural backgrounds.
- Identify, adopt, adapt and design curricula, units, lesson
plans and activities in constructing learning environments which
address the individualized needs of ELLs.
- Identify and develop curricula and instruction designed to
support individual student learning in terms of language, academic
and social development in settings including regular classrooms,
self-contained classes, dual-language, special education and
Demonstrate the implementation and
management of effective instruction of ELLs of diverse
linguistic, cognitive levels and socio-cultural backgrounds for
language development, literacy in English and achievement in
the content areas, K-12.
- Apply relevant concepts, research, theory, evaluation,
assessment and data in planning, design and management of exemplary
instruction for ELLs, K-12, in various classroom settings,
including special education and gifted and talented.
- Demonstrate management of multilevel ESOL classrooms based on
the diverse background characteristics of ELLs using
standards-based ESL, and content curricula and instruction.
- Demonstrate ability to serve as effective English language
model, advocate, collaborator and creator of supportive classroom
Demonstrate knowledge of theory, research and strategies for
self-evaluation, reflective teaching and action research to improve
teaching and learning for ELLs, K-12.
- Demonstrate the ability to structure and implement various
learning environments which facilitate higher levels of achievement
for students with interrupted formal learning.
Demonstrate the alignment of classroom
instruction with respect to state and national standards in TESOL,
Literacy, Special Education, Content Areas of instruction,
Technology and the Arts, and scientifically based,
research-based exemplary practices in TESOL, K-12, in a
- Demonstrate collaborative strategies to implement effective
standards and research-based, aligned instruction for ELLs of
diverse linguistic, cognitive and cultural backgrounds, K-12.
- Demonstrate the integration and use of findings from
professional development conferences, seminars and the field of
TESOL which focus on up-to-date research-based practices and
individualized and standardized assessment and evaluation in the
implementation of exemplary classroom instruction for ELLs,
Dr. Yvonne Pratt-Johnson
Monday - Thursday 8:30 a.m. - 4:30 p.m.
Friday 8:30 a.m. - 3:00 p.m.
The School of Education
Office of Graduate Admissions
Sullivan Hall G 9
The School of Education
Graduate Admission Information
The School of Education