OTHER CERTIFICATES & ENDORSEMENTS
MDE English as a Second Language (ESL) Endorsement
Interns may elect the Michigan Department of Education (MDE) English as a Second Language (ESL) endorsement by completing a sequence of courses and fieldwork, focused on English Language Development (ELD), during their elementary or secondary certification programs at the undergraduate or master’s levels. Fully approved by the State of Michigan, the ELD Coursework is a 20-credit, six course and practicum sequence, which meets Michigan state standards and prepares interns to take the Michigan Test for Teacher Certification (MTTC) ESL exam.
Interns who complete all requirements for elementary certification or secondary certification and the ELD Coursework are considered “highly qualified” to teach multilingual learners (MLs) in the state of Michigan. The MDE ESL endorsement for elementary is for grades K–8, and the MDE ESL endorsement for secondary is for grades 6–12. New for 2023-24 there will only be one PK-12 MDE ESL endorsement offering for interns in both elementary and secondary programs. More details coming soon!
Program Goals
We aim to develop teachers who have the practical skills and knowledge to:
- create meaningful instruction drawing on their specialized knowledge about the English language;
- use formal and informal assessments to assess the needs of multilingual learners and their families and design pathways for their full participation in the school community;
- draw on the full range of knowledge of students, their families, and their communities as they design culturally responsive instruction;
- teach multilingual learners the language and interactional skills to facilitate their entry into school and support their success in increasingly complex social contexts;
- plan, enact, and assess instruction in the areas of literacy and academic content to provide full, equitable access to the learning of content for multilingual learners;
- design and use multiple models of instruction including full integration of multilingual learners into the regular classroom setting;
- advocate for multilingual learners by leading and collaborating with and serving as resources to their colleagues in their schools and communities and to families.
Why do interns elect the ELD Coursework?
Interns elect to take the ELD Coursework for several reasons:
- They see meeting the language and academic needs of multilingual learners as an opportunity to act on their commitments to social justice through education. They want to be classroom teachers who are well prepared to serve the increasing numbers of students who are learning English in their elementary or secondary school classes. The ELD Coursework provides them with additional knowledge, experience, and resources to serve these children well.
- They apply for classroom teaching positions in districts that include multilingual learners, often finding that hiring committees are especially seeking classroom teachers with this additional background.
- They intend to be full or part-time ELD teachers at the elementary, middle or high school levels. They seek jobs as full-time ELD teacher in school districts and charter schools throughout the country.
- They intend to teach in international contexts, either in K–8 or 6–12 classrooms or as ELD teachers. The ELD Coursework provides them with the knowledge and credentials to be viable candidates for these positions.
SESLA
Read what Summer ESL Academy participants from the Marsal School had to say about their experience.
Eligibility
Interns in the following programs are eligible for the endorsement:
Requirements
All interns must meet the following requirements to elect to participate in the ELD Coursework.
Minimum Credit Hours Required
20
Provide evidence of experience learning a world language
Interns who elect the ELD Coursework must provide evidence of significant world language learning experience either through two semesters of college coursework (provide transcripts), or through documented life experience, including native language proficiency or other experiences.
MTTC ESL endorsement test
Interns must pass the Michigan Department of Education MTTC ESL exam for endorsement. The MTTC will be taken in July, after all courses for the endorsement (except the practicum) are completed.
Spring and Summer coursework credits
20
Interns pay for and complete courses in Spring and Summer semesters to finish course requirements in the ELD Coursework. Financial Aid (including federal student loans and/or scholarship support) may be available for these terms of enrollment.
Interns complete one of the following courses depending on their certification program:
- EDUC 407 – Literacy 4: Teaching Language, Literacy and Academic Content to Diverse Learners (3 credits, Elementary interns only)
- EDUC 490 – Teaching Language, Literacy and Academic Content to Culturally and Linguistically Diverse Learners (3 credits, Secondary interns only)
All interns complete the following courses:
- EDUC 590 – English as a Second Language Teaching Practicum and Seminar (3 credits)
- EDUC 592 – Methods for Teaching Language and Literacy to K-12 Culturally and Lingustically Diverse Learners (4 credits)
- EDUC 593 – Educational Lingustics (3 credits)
- EDUC 594 – Education in a Multilingual Society (3 credits)
- EDUC 595 – Leadership and Advocacy Practices for Teachers of Culturally and Lingustically Diverse Learners (4 credits)
These courses are completed in a specific sequence.
Satisfactory progress
Interns must demonstrate satisfactory progress toward earning their elementary or secondary certification in order to participate in the ELD Coursework and fieldwork. Satisfactory progress will be determined by course grades, consistent high-quality practice in fieldwork, and consultation with the ELD Coordinator and the Chairs of Elementary and Secondary Teacher Education.
Discover more offerings from EPP
Connect with us
Please contact the coordinator of the ESL Endorsement with your questions.
Contact
Susan Atkins
satkins@umich.edu
(734) 239-2151
Location
610 E. University Avenue
Room 1302 A
Ann Arbor, MI 48109-1259
Office Hours
Monday–Friday
8:00 a.m.–5:00 p.m.
Katherine Hamilton
Katherine Hamilton—Master's 2020
Why did you decide to obtain an endorsement in ESL?
For better chance at getting hired & because I think ESL is important for all teachers to know how to teach.
For better chance at getting hired & because I think ESL is important for all teachers to know how to teach.
What were the challenges of moving to a virtual classroom?
Numerous! With SESLA the curriculum was completely set up for us, though, so we were able to focus on the implementation of the lessons and curriculum (versus designing them).
How did SESLA students respond to the BLM- and activism-centered curriculum?
They enjoyed it. I think it was helpful for them to have a space to learn more about the things they are hearing about online/through social media. They asked really great questions and seemed to be really interested in the material.
What was the most important thing you learned through this experience that you are taking with you into your own classroom?
Explicit teaching and instruction is key to creating a learning space online. Any vague instruction can lead to confusion and inaction. Making sure that I give really clear directions and have a clear sense of what direction the class is taking is important to being able to facilitate everything else. Also, relationship building is key, especially online!
Numerous! With SESLA the curriculum was completely set up for us, though, so we were able to focus on the implementation of the lessons and curriculum (versus designing them).
How did SESLA students respond to the BLM- and activism-centered curriculum?
They enjoyed it. I think it was helpful for them to have a space to learn more about the things they are hearing about online/through social media. They asked really great questions and seemed to be really interested in the material.
What was the most important thing you learned through this experience that you are taking with you into your own classroom?
Explicit teaching and instruction is key to creating a learning space online. Any vague instruction can lead to confusion and inaction. Making sure that I give really clear directions and have a clear sense of what direction the class is taking is important to being able to facilitate everything else. Also, relationship building is key, especially online!
Chelsea Froning
Chelsea Froning—Master's 2020
Why did you decide to obtain an endorsement in ESL?
To be able to more effectively serve ELL populations in schools
To be able to more effectively serve ELL populations in schools
What were the challenges of moving to a virtual classroom?
Accountability, engagement, group work
How did SESLA students respond to the BLM- and activism-centered curriculum?
So well! It was great to see students connecting our lessons to things they were seeing in their daily life.
What was the most important thing you learned through this experience that you are taking with you into your own classroom?
Wait time and materials prep time are crucial!
Accountability, engagement, group work
How did SESLA students respond to the BLM- and activism-centered curriculum?
So well! It was great to see students connecting our lessons to things they were seeing in their daily life.
What was the most important thing you learned through this experience that you are taking with you into your own classroom?
Wait time and materials prep time are crucial!
Conor Callam
Conor Callam—Master's 2020
Why did you decide to obtain an endorsement in ESL?
Although I will not be teaching in and ESL position next year, I wanted to obtain an ESL endorsement to improve my teaching practice and continue to learn how to teach equitably for all students in my classroom.
Although I will not be teaching in and ESL position next year, I wanted to obtain an ESL endorsement to improve my teaching practice and continue to learn how to teach equitably for all students in my classroom.
What were the challenges of moving to a virtual classroom?
The challenge that I was most concerned about was fostering a student led classroom environment, where students organically interact and have discussions with each other.
How did SESLA students respond to the BLM- and activism-centered curriculum?
The students responded fantastically to the BLM and activism-centered curriculum. I could tell that they were enthusiastic about learning about current events and the relationship to activism during the 1960's civil rights movement. The engagement was high and students were excited to apply what they learned and make their voices heard.
What was the most important thing you learned through this experience that you are taking with you into your own classroom?
The most important thing that I learned through the SESLA experience is that it is possible to foster a cohesive classroom community, even when teaching online.
The challenge that I was most concerned about was fostering a student led classroom environment, where students organically interact and have discussions with each other.
How did SESLA students respond to the BLM- and activism-centered curriculum?
The students responded fantastically to the BLM and activism-centered curriculum. I could tell that they were enthusiastic about learning about current events and the relationship to activism during the 1960's civil rights movement. The engagement was high and students were excited to apply what they learned and make their voices heard.
What was the most important thing you learned through this experience that you are taking with you into your own classroom?
The most important thing that I learned through the SESLA experience is that it is possible to foster a cohesive classroom community, even when teaching online.
Celeste Havercamp—Master's 2020
Why did you decide to obtain an endorsement in ESL?
I think the skills I learned about through this endorsement are relevant and practical for any and all teachers.
I think the skills I learned about through this endorsement are relevant and practical for any and all teachers.
What were the challenges of moving to a virtual classroom?
It's obviously harder to establish relationships with the students, but with the daily games and the routine to it all creating relationships went surprisingly well. I did log in daily with the first two groups though, so there was consistency in that.
How did SESLA students respond to the BLM- and activism-centered curriculum?
They were interested in it. I loved how many of the activists we learned about were children and it was really neat to see who the students picked to study and create presentations on at the end of SESLA.
What was the most important thing you learned through this experience that you are taking with you into your own classroom?
I liked how the curriculum brought up current issues honestly and directly but also focused on what students can do, i.e. using their voices. This was empowering [for the students] while not glazing over difficult topics.
It's obviously harder to establish relationships with the students, but with the daily games and the routine to it all creating relationships went surprisingly well. I did log in daily with the first two groups though, so there was consistency in that.
How did SESLA students respond to the BLM- and activism-centered curriculum?
They were interested in it. I loved how many of the activists we learned about were children and it was really neat to see who the students picked to study and create presentations on at the end of SESLA.
What was the most important thing you learned through this experience that you are taking with you into your own classroom?
I liked how the curriculum brought up current issues honestly and directly but also focused on what students can do, i.e. using their voices. This was empowering [for the students] while not glazing over difficult topics.
Tori Jovanovski
Tori Jovanovski—2015 ELMAC Alumnus, AAPS Elementary Teacher, and SESLA Teacher Leader
How did students engage with the SESLA program?
Students participated in SESLA by logging into a Google Meet with their teacher and 2-7 classmates for one 45-minute time slot each day. Each session had a Morning Meeting, a teaching focus relating to a particular youth activist, and opportunities for students to apply their learning through writing, discussion, or art. At the elementary level there were also a few extension activities (e.g. interviewing someone in their family or community about their experiences making their voice heard, playing a math game with someone at home) meant to take place outside of class.
Students participated in SESLA by logging into a Google Meet with their teacher and 2-7 classmates for one 45-minute time slot each day. Each session had a Morning Meeting, a teaching focus relating to a particular youth activist, and opportunities for students to apply their learning through writing, discussion, or art. At the elementary level there were also a few extension activities (e.g. interviewing someone in their family or community about their experiences making their voice heard, playing a math game with someone at home) meant to take place outside of class.
What did you learn about transitioning to a virtual classroom?
As teachers we learned that using a virtual classroom can be more engaging and meaningful than we had thought, but that it relies heavily on relationships with students and their families, since there was so much done on the part of families to make sure their children joined us each day. While preparing for SESLA, we grouped students with teachers from their home schools to help them feel grounded in a community they knew. Communication with families was key throughout the program, whether to share materials pickup/dropoff times or announcements: Teachers used the texting app TalkingPoints to provide translations, and teacher leaders contacted families with reminders and tech help as class was starting. Classes built on their experiences from their home schools to form communities that students were excited to be a part of during the program—several families shared with us how much their child had enjoyed logging on each day!
How did you develop and implement the curriculum?
We had planned to do a climate change-focused curriculum, but the events of this spring led us to change course. I knew that students from my own AAPS class had expressed feeling worried, disconnected, and frustrated while away from school during the COVID-19 pandemic. Then, when the murder of George Floyd brought racist police killings of Black Americans back to the forefront of our national conversation, I decided to aim for an affirming and empowering experience for our Black students and for our students of color more broadly. We began with young activists from the Black Lives Matter movement, and went on to highlight other youth of color and tactics they use to protest injustice. By studying specific forms of direct action and engaging with protest art, I hoped that students might find ways to channel their passion and make their own voices heard. When they created final projects that incorporated all of the activists we had studied (plus some we had not had time to study), it was clear that the activists' stories had resonated with our students!
More concretely, to develop the unit I found different kinds of "texts" for students to learn from—a wide range from podcasts to petitions to music videos and beyond. I wrote the materials directly into daily Google Slides presentations that teachers modified as much as they wanted, then shared with students in their sessions. Students' final projects took a variety of forms, and we compiled the work onto Padlet pages so that students could read classmates' ideas and share with those around them.
As teachers we learned that using a virtual classroom can be more engaging and meaningful than we had thought, but that it relies heavily on relationships with students and their families, since there was so much done on the part of families to make sure their children joined us each day. While preparing for SESLA, we grouped students with teachers from their home schools to help them feel grounded in a community they knew. Communication with families was key throughout the program, whether to share materials pickup/dropoff times or announcements: Teachers used the texting app TalkingPoints to provide translations, and teacher leaders contacted families with reminders and tech help as class was starting. Classes built on their experiences from their home schools to form communities that students were excited to be a part of during the program—several families shared with us how much their child had enjoyed logging on each day!
How did you develop and implement the curriculum?
We had planned to do a climate change-focused curriculum, but the events of this spring led us to change course. I knew that students from my own AAPS class had expressed feeling worried, disconnected, and frustrated while away from school during the COVID-19 pandemic. Then, when the murder of George Floyd brought racist police killings of Black Americans back to the forefront of our national conversation, I decided to aim for an affirming and empowering experience for our Black students and for our students of color more broadly. We began with young activists from the Black Lives Matter movement, and went on to highlight other youth of color and tactics they use to protest injustice. By studying specific forms of direct action and engaging with protest art, I hoped that students might find ways to channel their passion and make their own voices heard. When they created final projects that incorporated all of the activists we had studied (plus some we had not had time to study), it was clear that the activists' stories had resonated with our students!
More concretely, to develop the unit I found different kinds of "texts" for students to learn from—a wide range from podcasts to petitions to music videos and beyond. I wrote the materials directly into daily Google Slides presentations that teachers modified as much as they wanted, then shared with students in their sessions. Students' final projects took a variety of forms, and we compiled the work onto Padlet pages so that students could read classmates' ideas and share with those around them.
Course Sequences
The ELD Coursework is scheduled at times that do not conflict with any required courses in the undergraduate or MAC programs. Ideally, coursework should be completed in the sequence outlined below; please discuss exceptions to this with the Teacher Education advisors and the ELD Coursework.
- Elementary Undergraduate ELD Coursework Sequence
-
Semester Course Credits Notes Fall
(Aug/Sep–Dec)No ELD Coursework Winter
(Jan15–April/May)EDUC 407 – Literacy 4: Teaching Language, Literacy, and Academic Content to Culturally and Linguistically Diverse Learners 3 EDUC 407 is required for both ELD Coursework and regular certification EDUC 593 – Language Development & Second Language Learning 3 Class sessions are completed at the same time as student teaching Spring
(May–early Jun)EDUC 592 – Methods for Teaching Language & Literacy to K-12 Culturally and Linguistically Diverse Learners 4 All ELD interns EDUC 594 – Education in a Multilingual Society 3 Elementary undergraduate, Secondary undergraduate, and SECMAC interns only EDUC 595 – Leadership and Advocacy Practices for Teachers of Culturally and Linguistically Diverse Students 4 All ELD interns Summer
(mid-Jun–mid-July)EDUC 590 – Practicum and Seminar 3 All ELD interns - 3 weeks
- Mon–Fri
- Usually concludes between July 9–12
Total credits: 20 Complete coursework in senior year. - ELMAC ELD Coursework Sequence
-
Semester Course Credits Notes Summer
(mid-Jun–mid-July)EDUC 594 – Education in a Multilingual Society 3 EDUC 594 is required for both ELD Coursework and regular certification Fall
(Aug/Sep–Dec)No ELD Coursework Winter
(Jan–April/May)EDUC 407 – Literacy 4: Teaching Language, Literacy, and Academic Content to Culturally and Linguistically Diverse Learners 3 EDUC 407 is required for both ELD Coursework and regular certification EDUC 593 – Language Development & Second Language Learning 3 Elementary undergraduate and ELMAC interns only Spring
(May–early Jun)EDUC 592 – Methods for Teaching Language & Literacy to K-12 Culturally and Linguistically Diverse Learners 4 All ELD interns EDUC 595 – Leadership and Advocacy Practices for Teachers of Culturally and Linguistically Diverse Students 4 All ELD interns Summer
(mid-Jun–mid-July)EDUC 590 – Practicum and Seminar 3 All ELD interns - 3 weeks
- Mon–Fri
- Usually concludes between July 9–12
Total credits: 20 - Secondary Undergraduate ELD Coursework Sequence
-
Semester Course Credits Notes Fall
(Aug/Sep–Dec)EDUC 593 – Language Development & Second Language Learning 3 Secondary undergraduate and SECMAC interns only Winter
(Jan–April/May)EDUC 490 – Teaching Language, Literacy, and Academic Content to Culturally and Linguistically Diverse Learners 3 Secondary undergraduate and SECMAC interns only Spring
(May–early Jun)EDUC 592 – Methods for Teaching Language & Literacy to K-12 Culturally and Linguistically Diverse Learners 4 All ELD interns EDUC 594 – Education in a Multilingual Society 3 Elementary undergraduate, Secondary undergraduate, and SECMAC interns only EDUC 595 – Leadership and Advocacy Practices for Teachers of Culturally and Linguistically Diverse Students 4 All ELD interns Summer
(mid-Jun–mid-July)EDUC 590 – Practicum and Seminar 3 All ELD interns - 3 weeks
- Mon–Fri
- Usually concludes between July 9–12
Total credits: 20 Complete coursework in senior year. - SECMAC ELD Coursework Sequence
-
Semester Course Credits Notes Fall
(Aug/Sep–Dec)EDUC 593 – Language Development & Second Language Learning 3 Secondary undergraduate and SECMAC interns only Winter
(Jan–April/May)EDUC 490 – Teaching Language, Literacy, and Academic Content to Culturally and Linguistically Diverse Learners 3 Secondary undergraduate and SECMAC interns only Spring
(May–early Jun)EDUC 592 – Methods for Teaching Language & Literacy to K-12 Culturally and Linguistically Diverse Learners 4 All ELD interns EDUC 594 – Education in a Multilingual Society 3 Elementary undergraduate, Secondary undergraduate, and SECMAC interns only EDUC 595 – Leadership and Advocacy Practices for Teachers of Culturally and Linguistically Diverse Students 4 All ELD interns Summer
(mid-Jun–mid-July)EDUC 590 – Practicum and Seminar 3 All ELD interns - 3 weeks
- Mon–Fri
- Usually concludes between July 9–12
Total credits: 20
Connect with us
Please contact the coordinator of the ESL Endorsement with your questions.
Contact
Susan Atkins
satkins@umich.edu
(734) 239-2151
Location
610 E. University Avenue
Room 1302 A
Ann Arbor, MI 48109-1259
Office Hours
Monday–Friday
8:00 a.m.–5:00 p.m.