Multi-Age Licensure

Program Description

This program will lead to an Ohio Teaching license for grades K-12 in World Languages (French, Spanish, German or Latin), or Teaching English to Speakers of Other Languages.

Licensure and certification requirements vary from state to state, and we have not determined if this program meets educational requirements outside of Ohio. If you are planning to pursue professional licensure or certification in a state other than Ohio, please contact the appropriate licensing entity in that state to seek information and guidance regarding that state’s licensure or certification requirements.

Admissions Requirements

Program Application

Grade of “C” or better in the following courses: ED 2600, ED 2700, ED 2800, and EDS 2900
Grade of “C” or better in required content areas (varies based on content concentration area)
Passing ED 2650 and ED 2750

Undergraduate Cumulative Grade Point Average

Cumulative GPA of 2.6 or higher

Foundational Skills Competency

Demonstration of competency on a nationally normed tests in Reading, Writing and Math via the subtests on the ACT, SAT, and/or Praxis Core Academics for Educators exams. See program website for specific score requirements.

Program Learning Outcomes

Ohio Standards for Teaching Profession (OSTP, 2009)

Standard 1. Teachers understand student learning and development and respect the diversity of the students they teach.
Standard 2. Teachers know and understand the content area for which they have instructional responsibility.
Standard 3. Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.
Standard 4. Teachers plan and deliver effective instruction that advances the learning of each individual student.
Standard 5. Teachers create learning environments that promote high levels of learning and achievement for all students.
Standard 6. Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning.
Standard 7. Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community.

AND ONE OF THE FOLLOWING

American Council on Teaching Foreign Language (ACTFL) Standards: World Languages Concentration

Standard 1. Communication: Communicate in Languages Other Than English.
Standard 2. Cultures: Gain Knowledge and Understanding of Other Cultures.
Standard 3. Connections: Connect with Other Disciplines and Acquire Information.
Standard 4. Comparisons: Develop Insight into the Nature of Language and Culture.
Standard 5. Communities: Participate in Multilingual Communities at Home & Around the World.

Teaching English to Speakers of Other Languages (TESOL): TESOL Concentration

Standard 1. Language - candidates know, understand, and use the major theories and research related to the structure and acquisition of language to help English language leaners’ (ELLs’) develop language and literacy and achieve in the content areas. Issues of language structure and language acquisition development are interrelated.
Standard 2. Culture - candidates know, understand and use major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments for ELLs.
Standard 3. Planning, Implementing, and Managing Instruction - candidates know, understand, and use evidence-based practices and strategies related to planning, implementing, and managing standards-based ESL and content instruction. Candidates are knowledgeable about program models and skilled in teaching strategies for developing and integrating language skills. They integrate technology as well as choose and adapt classroom resources appropriate for their ELLs.
Standard 4. Candidates demonstrate understanding of issues and concepts of assessment and use standards-based procedures with ELLs
Standard 5. Professionalism - candidates keep current with new instructional techniques, research results, advances in the ESL field, and education policy issues and demonstrate knowledge of the history of ESL teaching. They use such information to reflect on and improve their instruction and assessment practices. Candidates work collaboratively with school staff and the community to improve the learning environment, provide support, and advocate for ELLs and their families.