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The No Child Left Behind federal legislation requires that teachers be licensed in the area(s) they teach. The licensure requirements to teach ESL in Virginia include passing Virginia Communication and Language Assessment (VCLA) score effective January 1, 2006 (or qualifying Praxis I/SAT/ACT in lieu of VCLA until December 31, 2006) and a license to teach ESL in Virginia or have the necessary coursework to qualify for a ESL teaching license. You may qualify for a provisional Virginia ESL license if you have completed 6 out of the 8 ESL endorsement courses and the passing ESL credits are listed on an official transcript from an accredited college or university. The requirements are listed at the end of this message.
The application process in Fairfax County Public Schools (FCPS) is a three-part process:
- Submit a resume at www.fcps.edu/DHR/careerquest.
- Complete automated on-line interview and a Teacher Insight interview.
- Contact the ESOL central office (703.846.8632) to set up an ESOL content interview.
- Send resumes to schools with vacancies. The vacancy list will be posted on www.fcps.edu under "Job Opportunities".
The Human Resources Office offers contract to candidates at the request of school administrators. Please free to contact Mary Howlette (Maryfrances.Howlette@fcps.edu or 703.846.8633) if you have further question.
VIRGINIA LICENSURE REGULATIONS GOVERNING PREK-12 ENDORSEMENTS, SPECIAL EDUCATION, SECONDARY GRADES 6-12 ENDORSEMENTS, AND ADULT EDUCATION.
8 VAC 20-21-160. PreK-12 endorsements, special education, secondary grades 6-12 endorsements, and adult education
Individuals seeking licensure with preK-12 endorsements, special education, secondary grades 6-12 endorsements, or adult education may meet requirements through the completion of an approved program or, if employed by a Virginia public or nonpublic school, through the
alternative route to licensure. Components of the licensure program include a degree in the liberal arts and sciences (or equivalent), professional teacher's assessment requirement prescribed by the Board of Education, specific endorsement requirements, and professional studies requirements.
8 VAC 20-21-250. English as a second language preK-12.
A. The program in English as a second language will ensure that the candidate has demonstrated the following competencies:
1. Knowledge of general linguistics and English linguistics;
2. Skills in elementary and secondary teaching methods and student assessment for English as a second language;
3. Skills in the teaching of reading;
4. Knowledge of the effects of socio-cultural variables in the instructional setting;
5. Proficiency in spoken and written English;
6. Knowledge of another language and its structure; and
7. Understanding of and proficiency in grammar, usage, and mechanics and their integration in writing.
B. Endorsement requirements. The candidate must have:
1. Graduated from an approved teacher preparation program in English as a second language; or
2. Completed a major in English as a second language or 24 semester hours of course work distributed in the following areas:
a. Teaching of reading: 3 semester hours
b. English linguistics (including phonology, morphology, syntax of English): 3 semester hours
c. Cross-cultural education: 3 semester hours
d. Modern foreign languages (if an applicant's primary language is other than English, all hours must be in English): 6 semester hours
e. Electives in: second language acquisition, general linguistics, applied linguistics, psycholinguistics, sociolinguistics ESL assessment, or ESL curriculum development: 6 semester hours
f. Methods of teaching English as a second language at the elementary and secondary levels: 3 semester hours
8 VAC 20-21-170. Professional studies requirements.
Professional studies requirements for adult education, preK-12 endorsements, special education, and secondary grades 6-12 endorsements:15 semester hours.
1) Human growth and development (birth through adolescence): 3 semester hours. Skills in this area shall contribute to an understanding of the physical, social, emotional, and intellectual development of children and the ability to use this understanding in guiding learning experiences. The interaction of children with individual differences -- economic, social, racial, ethnic, religious, physical, and mental -- should be incorporated to include skills contributing to an understanding of developmental disabilities and developmental issues related to but not limited to attention deficit disorders, substance abuse, child abuse, and family disruptions.
2) Curriculum and instructional procedures: 6 semester hours. Skills in this area shall contribute to an understanding of the principles of learning; the application of skills in discipline-specific methodology; communication processes; classroom management; selection and use of materials, including media and computers; and evaluation of pupil performance. Teaching methods appropriate for exceptional students, including gifted and talented and those with disabling conditions, and appropriate for the level of endorsement sought shall be included.
Curriculum and instructional procedures for secondary grades 6-12 endorsements must include middle and secondary education. Pre-student teaching experiences (field experiences) should be evident within theses kills. For preK-12, field experiences must be at the elementary, middle, and secondary levels.
3) Foundations of education: 3 semester hours. Skills in this area shall be designed to develop an understanding of the historical, philosophical, and sociological foundations underlying the role, development and organization of public education in the United States. Attention should be given to the legal status of teachers and students, including federal and state laws and regulations, school as an organization/culture, and contemporary issues in education.
4) Reading.
a. Adult education, preK-12, and secondary grades 6- 12 -- reading in the content area 3 semester hours. Skills in this area shall be designed to impart an understanding of comprehension skills in all content areas, including a repertoire of questioning strategies, summarizing and retelling skills, and strategies in literal, interpretive, critical, and evaluative comprehension, as well as the ability to foster appreciation of a variety of literature and independent reading.
b. Special education -- language acquisition and reading: 6 semester hours. Skills in this area shall be designed to impart a thorough understanding of the complex nature of language acquisition and reading to include: phonemic awareness, an understanding of sound/symbol relationships, explicit phonics instruction, syllables, phonemes, morphemes, decoding skills, word attack skills, and a knowledge of how phonics, syntax, and semantics interact. Additional skills shall include proficiency in a wide variety of comprehension strategies, as well as the ability to foster appreciation of a variety of literature and independent reading.
5) Supervised classroom experience. The student teaching experiences should provide for the prospective teacher to be in classrooms full time for a minimum of 300 clock hours with at least half of that time spent supervised in direct teaching activities (providing direct instruction) in the endorsement area sought. If a preK-12 endorsement is sought, teaching activities must be at the elementary and middle or secondary levels. Individuals seeking the endorsement in library media must complete the supervised experience in a school library media setting. Individuals seeking an endorsement in an area of special education must complete the supervised classroom experience requirement in the area of special education for which the endorsement is sought. One year of successful full-time teaching experience in the endorsement area in any accredited public or nonpublic school may be accepted in lieu of the supervised teaching experience. A fully licensed, experienced teacher must be available in the school building to assist a beginning teacher employed through the alternative route.
Source: Virginia Licensure Regulations for School Personnel Website:
http://www.pen.k12.va.us/VDOE/Compliance/TeacherED/nulicvr.pdf
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