TESOL Endorsement

Program Description

The endorsement in TESOL enables the recipient to teach English as a second language to PreK-12 students. It is attached to an existing state of Ohio teaching licensure in a related field. The licensure can be done independently or as part of an undergraduate program degree.

Admission Requirements 

A bachelor’s degree and a current Ohio teaching license (NOT an alternative or supplemental license) OR must be concurrently enrolled in an initial licensure teacher preparation program.  The endorsement will only be recommended and granted once the candidate is awarded the state of Ohio teaching license.

2.5 minimum cumulative grade-point average

Non-Native speakers of English must obtain a TOEFL score of IBT100/CB250/PBT 600, or for conditional admission, 80/213/550. Students will will tested upon beginning the program and may be required to take ESL courses to improve their English skills.  

Program Learning Outcomes

Students will be able to meet the State of Ohio’s Standards for Initial TESOL Pre-K-12 Teacher Preparation Programs:

• demonstrate knowledge of English language structures, English language use, second language acquisition and development, and language processes to help English Language Learners (ELLs) acquire academic language and literacies specific to various content areas.
• demonstrate and apply knowledge of the impact of dynamic academic, personal, familial, cultural, social, and sociopolitical contexts on the education and language acquisition of ELLs as supported by research and theories.
• investigate the academic and personal characteristics of each ELL, as well as family circumstances and literacy practices, to develop individualized, effective instructional and assessment practices for their ELLs.
• recognize how educator identity, role, culture, and biases impact the interpretation of ELLs’ strengths and needs.
• plan supportive environments for ELLs, design and implement standards-based instruction using evidence-based, ELL-centered, interactive approaches.
• make instructional decisions by reflecting on individual ELL outcomes and adjusting instruction.
• demonstrate understanding of the role of collaboration with colleagues and communication with families to support their ELLs’ acquisition of English language and literacies in the content areas.
• use and adapt relevant resources, including appropriate technology, to effectively plan, develop, implement, and communicate about instruction for ELLs.
• apply assessment principles to analyze and interpret multiple and varied assessments for ELLs, including classroom-based, standardized, and language proficiency assessments. 
• understand how to analyze and interpret data to make informed decisions that promote English language and content learning.
• understand the importance of communicating results to other educators, ELLs, and ELLs’ families.
• demonstrate professionalism and leadership by collaborating with other educators, knowing policies and legislation and the rights of ELLs, advocating for ELLs and their families, engaging in self-assessment and reflection, pursuing continuous professional development, and honing their teaching practice through supervised teaching.

For More Information

• Teaching English Speakers other Languages
• School of Humanities and Cultural Studies
• College of Liberal Arts