Communities of Practice Homepage
This is the central location for the collaborative efforts of Communities of Practice: The Learner at the Center. Our team will provide online resources through CANVAS for educators to learn with each other so that the adult learning community intentionally focuses on:
1. Using strategies that build relationships with each student as a capable learner;
2. Creating communities of practice across the state to better learn from and with each other;
3. Developing a culture of student and family advocacy to ensure equitable access to high quality instructional opportunities for each student as a Civil Right;
4. Sharing the diverse cultural assets of our multilingual learners, their families, and communities to create a future for Utah that we all love.
MIDAS CATALOG FOR CREDIT:
Directions: Login in to MIDAS and click on the PD Courses and in Search type in Estrada (Name of Instructor), then click on List icon to the right.
The list of all the online courses will be posted for you to enroll for credit: Each ESL Course is 3.0 USBE Credits and not graded, but with a Final Assessment.
USBE Canvas Instructions
If you do not already have a Utah State Board of Education Canvas account please follow the instructions below. Otherwise you may continue on to the course catalog below.
- Go to: https://usbe.instructure.com/register
- Click on the green "I'm a Student" button
- Enter the Join Code: XGYBPX
- Fill out the rest of the information and check the "Terms of Use" box
- Select "Start Learning"
USBE Course Catalog
The following courses are offered to teachers and are eligible for USBE credit when successfully completed.
Below is the title of the course and a course description.
Click the title of the course or link to self-enroll into the course. The course will be at your own pace.
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Teaching Writing to Students Learning English Open enrollment, self-paced, for credit only (no grades) |
Teaching Writing to Students Learning English MIDAS COURSE #64281 Here is the link:
This 12-week online class is designed for teachers to create opportunities for students to enjoy writing through learning to read like a writer. All materials will be Open Source with the Creative Commons copyright so that you can use them in your classrooms for well-scaffolded instruction. |
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and Teaching Academic Language: Domain I |
LANGUAGE: MIDAS Course # 63944 - Domain One of the TESOL Teacher Preparation Requirements for Utah's ESL Endorsement. PCBL DESIGN DIRECT LINK TO ENROLL: https://usbe.instructure.com/enroll/CA9EGP
UPDATED: April 1, 2024 (For credit only - no grades, Self-paced) This interactive course focuses on the effective research-based practices for second language acquisition (SLA): that is, how a second language is acquired and factors that contribute to the rate of growth toward proficiency in a second language. Topics addressed during the course will include the following: 1) the TESOL explanations and Performance Indicator rubric for the standards for language acquisition; 2) the foundational research on language acquisition and the implications of this research for teaching and lesson design; 3) the role of the heritage language in the development of literacy in the second language; 4) the role of vocabulary in second language acquisition; 5) teaching academic conversation; 6) the role of dual immersion programs for language acquisition; and 7) the socio-cultural implications of language acquisition for English learners. Videos and Case Studies will also be used for concrete examples of effective practices for a wide range of learners at various levels of proficiency. |
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CULTURE: MIDAS Course # 58054 - Domain Two of the TESOL Teacher Preparation Requirements for Utah's ESL Endorsement. PCBL DESIGN IN THE PROCESS OF BEING UPDATED This interactive course focuses on the nature and role of culture and the interrelationship between language, culture, learning, academic achievement and the social conditions of students’ lives. The content of a culture includes values, beliefs, and expectations; roles and status; family structure, function, and socialization; humanities and the arts; assumptions about literacy and other content areas; communication and communication systems. A wide range of topics will be addressed, including, but not limited to developing cross-cultural competency, identifying stereotyping, understanding the importance of cultural identity, and researching the wide range of cultural groups, tribal nations, and refugee communities in Utah. |
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Planning and Implementing Instruction: Domain III |
INSTRUCTION: Domain Three of the TESOL Teacher Preparation Requirements for Utah's ESL Endorsement. PCBL DESIGN
IN THE PROCESS OF BEING UPDATED Based on 2020 WIDA STANDARDS AND KEY USES: Opening March 1, 2021 This interactive course assumes that you are teaching students learning English whom we consider Multilingual Learners. Multilingual learners are learning the language of instruction at the same time they are learning rigorous academic content. An example would be: An EL student is learning algebra, and Algebra is being taught in English by an English-speaking teacher. This situation is challenging for the student because English is not the student’s primary language, so it is difficult for the student to understand instruction as well as the content being taught. The instruction includes language specific to algebra as well as ways of communicating and engaging with the content that may be unfamiliar to the student. These all pose challenges to someone learning the English language while working to achieve academically. The course provides resources to address the learning needs of individual students as well as working collaboratively within and across content teams. |
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Assessing Linguistically Diverse Students: Domain IV |
ASSESSMENT: MIDAS Course # 58056 - Domain Four of the TESOL Teacher Preparation Requirements for Utah's ESL Endorsement. PCBL DESIGN IN THE PROCESS OF BEING UPDATED In this 12 week course participants will use various assessments for a variety of purposes and understand principles of assessment and related issues such as accountability, bias, language proficiency, accommodations in formal testing situations, and evaluation of multilingual learners for special education eligibility. The types of assessment practices discussed in this course include formative and summative assessment, as well as performance-based assessment and self-assessment of student work products as aligned to the English Language Proficiency (ELP) and content literacy standards including content-specific and academic language. |
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Family, Community Engagement - Professionalism: Domain V |
PROFESSIONALISM: MIDAS Course #58057 - Domain FIVE of the TESOL Teacher Preparation Requirements for Utah's ESL Endorsement. PCBL DESIGN IN THE PROCESS OD BEING UPDATED This twelve-week course investigates how course participants can work collaboratively with school staff and community to create a learning environment that supports and advocates for multilingual learners and their families. As the course progresses, participants will (1) know the court cases and civil rights of students learning English, (2) check for implementation of the 10 EL obligations from the Dear Colleague Letter, (3) compare new requirements in the Every Student Succeeds Act (ESSA) with the 10 obligations, (4) review the Utah Title III plan as well as the SLIFE Guidance (Students with Interrupted/Limited Formal Education (5) create an action plan for increasing educational opportunities and family communication, (6) design a personal philosophy to ensure equitable access to educational opportunities, and (7) write a case study of one student learning English and family's experiences with education. |
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Survey of All Five Domains and Fulfills Practice Requirement - Supporting Students Learning English |
PRACTICE: MIDAS Course # 57954 -Required supervised teaching experience or student/intern teaching in Utah's ESL Endorsement. WILL CONTINUE TO BE OFFERED THROUGH USBE CANVAS This interactive course provides an opportunity for each participant to set a goal for themselves on the rubric in each of the five required TESOL Domains, used to accredit University programs for preparing educators to teach English Learners in K-12 public education. The TESOL rubric is a self-assessment tool for each domain. TO DEVELOP:
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Preventing Bullying as a Public Health Issue Open Enrollment eBook Study For 3.0 USBE Credits
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PREVENTING BULLYING AS A PUBLIC HEALTH ISSUE This interactive course is designed as an eBook study from the National Academy of Sciences, Engineering and Medicine. It is best used in school and/or district teams.
Although bullying behavior endures through generations, the milieu is changing. Historically, bulling has occurred at school, the physical setting in which most of childhood is centered and the primary source for peer group formation. In recent years, however, the physical setting is not the only place bullying is occurring. Technology allows for an entirely new type of digital electronic aggression, cyberbullying, which takes place through chat rooms, instant messaging, social media, and other forms of digital electronic communication. Recognizing that bullying behavior is a major public health problem that demands the concerted and coordinated time and attention of parents, educators and school administrators, health care providers, policy makers, families, and others concerned with the care of children, this report evaluates the state of the science on biological and psychosocial consequences of peer victimization and the risk and protective factors that either increase or decrease peer victimization behavior and consequences. |
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USING THE TOOLKIT FOR STUDENTS LEARNING ENGLISH: EBOOK 12-WEEK PCBL DESIGN MIDAS Credit only, no grades based on competency (not hours), and Self-Paced. This course has enabled open enrollment. Students can self-enroll URL: https://usbe.instructure.com/enroll/BP68CN Alternatively, students can sign up at https://usbe.instructure.com/register and use the following join code: BP68CN |
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USING THE NEWCOMER TOOLKIT: EBOOK 12-WEEK OPEN ENROLLMENT COURSE Direct Link to Enroll: https://usbe.instructure.com/enroll/3ENGFW MIDAS Credit only, not grades based on competency (not hours) and Self-Paced PCBL DESIGN
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USBE INTERPRETER CERTIFICATION
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USBE INTERPRETER CERTIFICATION By Application Only at USBE Title III Website By COHORT ONLY
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CIVIL RIGHTS FOR STUDENTS LEARNING ENGLISH AND THEIR FAMILIES DESCRIPTION: MIDAS credit only, not graded, OPEN ENROLLMENT and self-paced. It would be beneficial to take this as a grade level team or as a school. Each module contains an assignment focused on texts that are relevant to your work as an educator. And then a discussion to share your thoughts with at least two colleagues. LEARNING INTENTIONS: By the end of the 8 weeks, participants will be able to:
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