ESL Teacher Certification

University College

The ESL Teacher Certification Program is a competency-based program through which educators engage in practical, job-embedded learning experiences over the course of 12 months. Program leads to a RIDE certification in grades Pre-K through Grade 12 in ESL (after passing Praxis 5362).

Certification

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Schedule

The program engages teachers over 12 months, from June to June.

This program is 90% Virtual (competency based), 10% in person (practicum hours)

Mandatory Summer Intensive (50% virtual, 50% in person) July 15-19, 2024 & July 22-26, 2024

Mandatory Virtual Classroom: Monthly

Mandatory Mentor Meeting: Monthly 

Cost

Tuition, inclusive of all costs except books: $6,750 (includes a $675 non-refundable deposit once accepted)

Apply By

Applications will be available January 1, 2024.

Deadline to submit all application documents:  April 22, 2024

Upcoming RWU Virtual Edcamp - FREE - March 9, 2024 - 9:00am - 12:30pm - registration required.

Two UC students in class

Inquiry Form

Application Instructions

Program Eligibility Requirements - To apply, candidates must:

  • Be employed by a partner school district, listed below.
  • Have access to working with MLLs during the program school year.
  • Have a valid R.I. Teaching Certificate
  • Have attained an overall GPA of 3.0 or higher from an undergraduate or graduate degree.
  • Have Proof of Enrollment or Completion of Science of Reading Proficiency

Required Application Documents

  • Submit the online application.
  • Copy of a valid RI teaching certificate
  • OFFICIAL Transcript from an Undergraduate or Graduate Institution, demonstrating a minimum 3.0 GPA. – Electronic submissions can be sent from the degree granting institution to ucadmissions@rwu.edu; or they can be mailed from the degree granting institution to:
    • University College @ Roger Williams University
    • 1 Empire Plaza
    • Providence, RI 02903
  • Two letters of recommendation attesting to your commitment to the profession, your professionalism, and your anticipated success in a self-paced program. Letters used previously for employment purposes will not be accepted.
  • An application essay: 200-300 words, 12pt font, double-spaced indicating why you would like to become certified in ESL and acknowledge the initiative required for participating in a competency-based, self-paced program.
  • Upload Proof of Enrollment or Completion of Science of Reading Proficiency. Completion of Science of Reading Proficiency must be submitted prior to June 2025 in order to receive RWU ESL Certification of Completion.

Virtual Information Sessions

If you have questions about the ESL Teacher Certification program, join us for a virtual information session.

Sign up for an info session that works with your schedule.

  • Thursday, January 4, 2024 @ 4pm 
  • Tuesday, February 13, 2024 @ 4pm
  • Wednesday, March 13, 2024 @ 4:30pm
     

Tuition

Tuition, inclusive of all costs except books: $6,750 (includes a $675 non-refundable deposit once accepted)

Program Description

The program engages teachers over twelve months from June to June.

Two teachers talk about their teaching strategies.Teachers engage in readings, lectures, learning activities, workshops, analyses of videos of their own teaching practice, and a range of meetings.  All content in the program is aligned with the National Teachers of English to Speakers of Other Languages (TESOL) standards and assignments are designed to be practical, job-embedded, and highly associated with classroom learning. 

Each teacher is paired with an instructional coach called a “Learning Guide” (LG).  LGs provide feedback and support to tailor the learner experiences to meet the needs of their individual ESL teacher candidates.

Upon demonstrating evidence of meeting the TESOL competencies and completing all program requirements, teachers are eligible to apply for ESL Teacher Certification through the Rhode Island Department of Education.

Program Objectives

Are you ready to become the best teacher you can be for your English language learners (ELLs)?

Two teachers talk about their teaching strategy.Our program provides teachers with a range of online and face-to-face experiences that include, but are not limited to: readings, lectures, learning activities, workshops, practicum experiences, analyses of videos of your own teaching practice, and a range of meetings.  These experiences are aligned to the TESOL standards and allow you to develop and demonstrate competencies necessary to earn the ESL Teacher Certification.

You’ll discover ways to integrate theory into practice from the start.  Anchored in the TESOL standards, you will engage in learning experiences related to:

  • Language Acquisition and Development
  • Language as a System and Linguistics
  • Cultural as it Affects Student Learning,
  • ESL Research and History
  • Professionalism, Partnerships, and Advocacy.
  • Planning, Implementing and Managing Standards-Based ESL and Content Instruction 
  • Using Resources and Technology Effectively in ESL and Content Instruction
  • Issues of Assessment for ELLs
  • Language Proficiency Assessment
  • Classroom-Based Assessment for ELLs

You will be assigned your own “Learning Guide” (instructional coach) who will guide you in developing your own professional learning plan. Your Learning Guide will support you by facilitating regular Community of Reflective Practice (CORP) meetings where you will learn and collaborate with other program candidates.

Supporting Educators on the path to ESL Teacher Certification

There’s no waiting period, teachers begin to acquire theoretical knowledge and become versed in the laws, regulations, theories of language acquisition and linguistics, and ESL teaching methodologies immediately.  

Practical job-embedded experience allows you to apply these skills as you learn them, receive frequent feedback on your instruction, and develop at a personalized pace that fits your needs and your students’ needs.

To Learn More:

District Administrators and School Leaders:

Interested in Partnering with the RWU ESL Teacher Certification Program? Please reach out our director:
Brooke DeCiccio, UCESL@rwu.edu

Partner Schools and Application Instructions

  • Achievement First
  • Blackstone Valley Prep Mayoral Academy
  • Block Island School
  • Bristol/ Warren Regional School District
  • Burrillville Public Schools
  • Central Falls Public Schools
  • Cranston Public Schools
  • Cumberland Public Schools
  • East Greenwich Public Schools
  • East Providence Public Schools
  • Foster-Glocester Regional Schools
  • International Charter School
  • Johnston Public Schools
  • Lincoln Public Schools
  • Middletown Public Schools
  • Newport Public Schools
  • North Providence Public Schools
  • North Smithfield Public Schools
  • Nowell Academy
  • Paul Cuffee Schools
  • Pawtucket Public Schools
  • Portsmouth Public Schools
  • Providence Public Schools
  • Rhode Island Alternative Academy
  • Rhode Island Nurses Institute Middle College
  • RISE Prep Mayoral Academy
  • Smithfield Public Schools
  • South Kingstown Public Schools
  • The Met School
  • The UCAP School
  • Tides School
  • Trinity Academy of Performing Arts (TAPA)
  • Warwick Public Schools
  • West Warwick Public Schools

RWU ESL Teacher Certification Program  

APPLICATION INSTRUCTIONS  

Program Eligibility Requirements

To apply, candidates must:

  • Be employed by a partner school district, listed below.
  • Have access to working with MLLs during the school year.
  • Have a valid RI Educator Certificate.
  • Have Proof of Enrollment or Completion of Science of Reading Proficiency *New*
  • Have attained an overall GPA of 3.0 or higher from an undergraduate or graduate degree.
  • Have the ability to meet the technology access, and hybrid program proficiency requirements listed below.

Required Application Documents

  • Copy of a valid RI educator certificate from RIDE. 

  • OFFICIAL Transcript from an Undergraduate or Graduate institution, demonstrating a minimum 3.0 GPA.  Electronic submissions ONLY from the degree granting institution to ucadmissions@rwu.edu; or mailed to—RWU/UC Admissions, 1 Empire Plaza, Providence, 02903  

  • Two (2) letters of recommendation written expressly in support of your application to this program. The letters must attest to your professionalism, commitment to the profession, and anticipated success in a self-paced program. Letters of recommendation written for other purposes, such as employment, will not be considered.

  • An application essay: 200-300 words, 12pt font, double-spaced indicating why you would like to become certified in ESL and acknowledge the initiative required for participating in a competency based, self-paced program. See rubric criteria for tips on writing a compelling essay. 

  • Upload Proof of Enrollment or Completion of Science of Reading Proficiency. Completion of Science of Reading Proficiency must be submitted prior to June 2025 in order to receive RWU ESL Certification of Completion.

Application Process

Step 1: Gather and prepare all the required application documents using the following document saving format: Last name First Initial_Title of Document 

For example:   

  • WilliamsR_RICertification 

  • WilliamsR_Transcript

  • WilliamsR_LetterofRecommendation1

  • WilliamsR_LetterofRecommendation2

  • WilliamsR_Essay

Step 2: Complete application during the application period (January 1 to April 1).

Step 3: Create an account in the application system (SLATE) and complete the application questions. 

Step 4: Upload all 6 required application documents (see above list) by April 1st. 

Step 5: Submit your complete application online. Incomplete applications will NOT be considered.

Admissions

Accepted candidates will be notified on a rolling basis BUT no later than by May 1.

 

Questions

If you have additional questions, please reach out to ucesl@rwu.edu.

ESL Certification Candidate Essay Rubric

Criteria to be Assessed.

4321

Organization, Spelling,

Punctuation, and Grammar

  • Nuanced discussion of personal identity and relationship to teaching.
  • Specific and critically reflective. 
    Demonstrates self-knowledge. 
     
  • Writing has a logical flow of ideas. 
    Writing has a few errors to fix, but  
    generally, uses correct conventions.
  • Writing has a few.  
    grammar problems.  Sentences flow well but do not vary.

     

  • Organization is rough but workable. 
  • It is sometimes off topic.
  • Writing has enough errors in the essay to distract a reader. 
  • Some sentences do not flow well and/or are not varied.
     
  • Writing rambles and is disorganized. 
  • Writing has numerous errors that make the paper hard to read. 
  • Writing has numerous grammar mistakes and poor sentence construction that make the paper hard to read.
     
Social Identity 
  • Nuanced discussion of personal identity and relationship to teaching.
  • Specific and critically reflective.
  • Demonstrates self-knowledge. 
     
  • General discussion of personal identity and relationship to teaching.
  • Somewhat specific and reflective.  
  • Demonstrates some self-knowledge.
  • Vague discussion and understanding of personal identity and its relationship to teaching.
  • Demonstrates limited self-knowledge.
  • Social identity is minimally or not addressed.
Commitment to supporting MLLs.
  • Nuanced discussion of commitment to supporting MLLs.
  • Demonstrates deep commitment to asset perspective.
     
  • General discussion of commitment to supporting MLLs.
  • Demonstrates asset perspective.
  • General discussion of commitment to 
    supporting MLLs. 
     
  • Commitment to supporting MLLs is minimally or not addressed.
  • May include a deficit perspective.
     

Acknowledgment of program  
requirements and commitment to  
engaging fully in program.

  • Acknowledges responsibilities and expresses commitment to engaging fully in program with substantive detail.
     
  • Acknowledges responsibilities and expresses commitment.
  • Some acknowledgements of responsibilities and commitment.
     
  • Does not acknowledge responsibilities and offers no plans or goal for committing to program.
     

Technology Access and Hybrid Program Proficiency Requirements  

This program is designed to utilize a hybrid model. Many program components require access to the Internet. You will also need access to your own computer, a webcam, and a headset or microphone for your computer. The following list outlines the expectations for candidates’ dispositions, skills, and technology access to effectively engage in the program. 

  • Individual Attributes 
    • Ethical and honest 
    • Self-motivated to study and learn independently. 
    • Self-disciplined in time management and pacing of work requirements.  
    • Proactive about reaching out with inquiries and when facing issues. 
    • Open to collaboration and communication through multiple platforms 
  • Access to Technology and Study Space 
    • Desktop computer, laptop, tablet or Chromebook 
    • Broadband Internet Access (at least 5MBPS) 
    • Updated security & virus protection 
    • Web Camera 
    • Headset with microphone or speakers/microphone in device 
    • Physical space for studying and completing assignments. 
  • Digital Literacy Skills 
    • The ability to be self-directed in learning new technology skills (e.g. following a handout, a step-by-step tutorial, online video tutorials, or access to support to learn necessary skills) 
    • Basic understanding of computer hardware and software 
    • Maneuvering a mouse 
    • Using a keyboard 
    • Saving, naming, copying, moving, backing up, renaming and deleting electronic files and folders 
    • Installing software and virus protection 
    • Using software applications like Microsoft Word, Excel, PowerPoint 
    • Using web-based applications (apps) like Google Docs, Sheets, and Gmail 
    • Copying and pasting text images 
    • Spell-checking documents 
    • Saving files in various formats (.doc, .pdf, etc.) 
    • Attaching and downloading files and images via email 
    • Navigating the Internet 
    • Finding resources through search engines  
    • Familiarity with using browser plug-ins (e.g. PDF reader, video, audio) 
    • Familiarity with recording and saving video and audio using an electronic device. 
    • Familiarity with using document scanners or document scanning apps to convert handwritten work to PDF file.

This is what our alumni have to say about the experience.

"I am so grateful to have had the opportunity to pursue ELL certification through the RWU program. It has been an amazing experience! The hands-on and practical application of learning has provided real and invaluable experience. I would highly recommend this program to anyone seeking certification." - Dianne A.

"I appreciated how succinct and flexible this program is for current teachers seeking certification. Although the course was definitely intensive and demanding, I was grateful to have the ability to do the large majority of the work during my school day through preparing and implementing ESL instructional lessons and working closely with my learning guide. Thank you RWU!" - 2019-2020 Cohort Alum

"I would definitely recommend the RWU ESL certification program to any teacher. The hands on experiences paired with the readings and the relationships that are built among cohort members is what separates this program from others." - 2019-2020 Cohort Alum

“The RWU ESL Teacher Certification Program has allowed me to grow in my teaching practice through a continuous cycle of learning, collaborating, applying strategies and reflecting on my practice.  All activities are rigorous but meaningful and applicable to my practice as an ESL teacher.” - Caroline A.

“It is so refreshing to be a part of a program that genuinely connects theory to practice... I have never once felt like I am stuck in a stuffy classroom discussing disconnected topics.  By learning, discussing, implementing, and reflecting constantly, I can feel my practice truly grow.  My notebook is not filled with mindless doodles, but rather fresh new ideas to bring into my classroom.” - Gwendolyn R. 

“The RWU Cohort has provided an exceptional opportunity to combine learning with practice.  The ability to collaborate and learn from each other in a positive, professional, and challenging environment has been invaluable.  The knowledge, resources, and practice we acquired are tools we can use in our classrooms immediately.” - Kerilynn V. 

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