ESL Teacher Certificate (EXT)
About the ESL Teacher Certificate
The ESL Teacher Certification Program at RWU Extension School (EXT) is a non-credit, competency-based program through which educators engage in practical, job-embedded learning experiences over the course of 12 months. Completion of this program leads to a RIDE certification in ESL (grades Pre-K through 12th) after passing Praxis 5362.
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ESL Teacher Certificate Facts
Format
100% virtual with the exception of 45 in-person practicum hours (during Summer Intensive and the School year).
Schedule
Summer Intensive: In-person MLL observation and virtual classroom July 13-17, 2026 & July 20-24, 2026 (9:00am-4:00pm)
School Year (late August-June): see breakdown below
Time Commitment
12 months
Cost
Tuition: $8,200 (includes a non-refundable deposit; excludes books).
Apply By
Application period - January 1, 2026 to April 30, 2026
Upcoming Events
Virtual EdCamp: 3/14/2026- FREE TO ATTEND but registration is required
Information Sessions (registration required):
Tuesday, April 28, 2026 from 4:30pm-5:30pm
Tuesday March 31, 2026 from 4:30pm-5:30pm
Thursday, February 26, 2026 from 4:30pm-5:30pm
Tuesday, January 27, 2026 from 4:30pm-5:30pm
ESL Teacher Certificate Program Overview
The ESL Teacher Certification Program is a non-credit, competency-based program through which educators engage in practical, job-embedded learning experiences over the course of 12 months (June to June). Completion of this program leads to a Rhode Island Department of Education (RIDE) certification in grades Pre-K through Grade 12 in ESL (after passing Praxis 5362).
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 ESL teacher candidate is paired with an instructional coach called a Learning Guide (LG). LGs provide personalized feedback and support, adapting the learning experience to meet the specific needs of each candidate. This program supports educators in Rhode Island on the path to the 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.
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.
Key Program Details
- Program Objectives
- Hands-On Training and Practice
- Program Schedule and Expectations
- Science of Reading Requirement
- Competency-Based Education
Are you ready to become the best teacher you can be for your Multilingual Learners (MLLs)?
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
- Culture 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 MLLs
- Language proficiency assessment
- Classroom-based assessment for MLLs
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.
The ESL Teacher Certification Program is a rigorous, immersive experience designed for educators committed to high standards of learning and professional growth. Over twelve months, candidates engage in a blend of virtual engagement, in-person hands-on practicum hours, and reflective assessments, all aligned to the TESOL standards. The program's schedule and comprehensive curriculum ensure that candidates develop deep expertise in ESL instruction, equipping them to meet diverse classroom needs and achieve certification through sustained, practical application.
This program engages with teacher candidates over a period of 12 months (June to June). The modality is 100% virtual except for 45 in-person practicum hours (24 during Summer Intensive) and 21 during the school year. Other important and mandatory program activities include:
- Pre-Summer Intensive (asynchronous work) (June-July)
- Summer Intensive (in-person) MLL observations (9:00am-12:00pm) and virtual class (1:00pm-4:00pm) July 13-17, 2026 & July 20-24, 2026
- School year (late August-June)
- CORP Meetings: Quarterly
- Virtual Classroom: Monthly
- Learning Guide Meeting: Monthly
- EdCamp Conference: March
- Practicum, readings, key assessments: Ongoing
Beginning in 2025, all educators must demonstrate awareness or proficiency in the Science of Reading and Structured Literacy, as required by 2019 legislation. As per the guidelines, ESL certification candidates should provide evidence of proficiency during the application process. To ensure compliance, those lacking proficiency at the time of application must enroll in a third-party program, such as the AIM Pathway, to fulfill this requirement. Since proficiency in the Right to Read is a requirement for graduation, candidates will not receive their RWU conferral letter until they have demonstrated proficiency in the Science of Reading and Structured Literacy.
This non-credit program uses a Competency-Based Education (CBE) model that does not transfer into a Master's or PhD program but focuses on practical, job-embedded learning experiences that empower educators to apply skills directly in their classrooms. Key aspects of the program’s CBE approach include:
- Competency-Driven Learning: The program is structured around TESOL standards, enabling teacher candidates to develop and demonstrate mastery in areas like language acquisition, assessment for English Language Learners (ELLs), and ESL teaching methodologies.
- Flexible and Personalized: Each candidate works closely with a Learning Guide (LG), receiving feedback tailored to their unique goals and classroom needs. Through monthly check-ins, virtual classrooms, and reflective meetings, candidates progress at a pace that aligns with their development.
- Application and Practice: Candidates engage in virtual coursework and in-person practicum hours, including workshops, analyses of their teaching, and guided community reflections. These experiences support the direct application of competencies, ensuring candidates build relevant skills in real-time.
- Clear, Measurable Outcomes: The program is organized around achieving the TESOL standards. Upon demonstrating proficiency in all required competencies, candidates are eligible to apply for ESL certification through the Rhode Island Department of Education, fully equipped to support ELLs.
- Comprehensive Support and Resources: Through readings, lectures, and structured activities, candidates receive the theoretical foundation, resources, and support needed to meet certification requirements.
Virtual Information Sessions
If you would like to learn more about the program or have additional questions, join us for a virtual information session. Sign up for an info session that works with your schedule:
- Tuesday, April 28, 2026 from 4:30pm-5:30pm
- Tuesday, March 31, 2026 from 4:30pm-5:30pm
- Thursday, Feb 26, 2026 from 4:30pm-5:30pm
- Tuesday, Jan 27, 2026 from 4:30pm-5:30pm
Application Instructions and Partner Schools/Districts
- Program Eligibility Requirements
- Application Process
- Application Essay Guidelines & Rubric
- Partnering Schools and Districts
- Admissions
To apply, candidates must:
- Be employed by a partner school or district listed below.
- Have access to working with MLLs during the school year.
- Have a valid RI Teaching Certificate.
- Have proof of enrollment or completion of Science of Reading proficiency
- 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
- Submit the online application.
- 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 EXT 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 acknowledging the initiative required for participating in a competency-based, self-paced program. See rubric criteria for tips on writing a compelling essay.
- Proof of enrollment or completion of Science of Reading (proficiency level). Completion of Science of Reading (proficiency level) must be submitted in order to receive the letter of conferral from this program.
Step 1: Gather and prepare all the required application documents (see list above). Use the following document saving format (when sending documents): Last name First Initial_Title of Document
For example:
- WilliamsR_RICertification
- WilliamsR_Transcript
- WilliamsR_LetterofRecommendation1
- WilliamsR_LetterofRecommendation2
- WilliamsR_Essay
Step 2: Complete online application during the application period (January 1 to April 30).
Step 3: Upload all required application documentsthe above list) with the application.
Step 4: Submit your complete application. Incomplete applications will NOT be considered.
Use this rubric as a guide to develop a compelling essay that highlights your experience, reflection, and commitment to supporting multilingual learners.
| Criteria to be Assessed | 4 | 3 | 2 | 1 |
| 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. |
- Achievement First
- Blackstone Valley Prep Mayoral Academy
- Block Island School
- Bradley Schools
- Bristol/ Warren Regional School District
- Burrillville Public Schools
- Central Falls Public Schools
- Charette High School
- Cranston Public Schools
- Coventy Public Schools
- Cumberland Public Schools
- DCYF
- East Greenwich Public Schools
- East Providence Public Schools
- Excel Academy Rhode Island
- 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
- PVD Prep
- Rhode Island Alternative Academy
- Rhode Island Nurses Institute Middle College
- RISE Prep Mayoral Academy
- Sargent Center
- Smithfield Public Schools
- South Kingstown Public Schools
- The Compass School
- The Met School
- The UCAP School
- Tides School
- Trinity Academy of Performing Arts (TAPA)
- Warwick Public Schools
- West Warwick Public Schools
Accepted candidates will be notified on a rolling basis, but no later than May 15.
Applicants may receive a decision at any point during the review period as applications are evaluated.
Partner with the ESL Teacher Certification Program
Partnering with our ESL Teacher Certification Program positions your school or district as a leader in supporting multilingual learners. This collaboration equips educators with specialized skills to enhance teaching effectiveness and improve student outcomes, enriching the learning environment and better serving diverse classrooms.
Partnership ensures access to structured communication strategies, to encourage teachers to apply. Coordinating with key leadership teams ensures the program is actively promoted and accessible to all eligible staff.
Through this partnership your district can choose to offer funding assistance (if available) to help cover tuition costs and minimize financial barriers. But note that his partnership is not solely dependent on financial sponsorship, schools are welcome to join this collaboration without the obligation to provide financial support. This partnership focuses on fostering educational growth, mutual learning opportunities, and professional development for the teachers, ensuring that participation remains accessible and beneficial for all involved, regardless of financial contributions. We encourage schools or districts to participate based on their capacity and objectives, prioritizing the shared goal of enriching educational practices and outcomes.
Join this impactful partnership to invest in your educators and foster a more inclusive, skilled, and effective teaching community. If you do not see your district on our listing of partners, please reach out to us at rwuesl@rwu.edu so you can learn more about our fantastic partnership and the ESL teacher certification process.
To Learn More About this Program
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. 
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! 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. 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. 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. 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. News
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