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Performance Standards for English for Speakers of Other Languages (ESOL)
Cluster 1: Academic Content —The pre-professional teacher uses knowledge of ESOL best practices to evaluate resources and technology, develop materials, plan instruction, scaffold communication, and create assessments in the areas of Math, Science, Literature, Social Studies, and Art/Music/P.E./Health appropriate for ELLs at various levels of proficiency.
ESOL Performance Standards 4, 5, 6, 7, 12, 14, 16, 17, 18, 19, 21
Cluster 2: Culture—The pre-professional teacher uses knowledge of sociolinguistics and cross cultural communication to develop materials and plan interactions that promote culturally appropriate communication within the classroom, with parents, and with the community.
ESOL Performance Standards 2, 3, 13, 14, 18, 22, 23
Cluster 3: Language Acquisition and Literacy Development—The pre-professional teacher uses knowledge of linguistics, English grammar, interlanguage, and the process of second language acquisition to further ELL students' development in listening, speaking, reading, and writing English, through evaluating data, choosing resources including technology, planning instruction, scaffolding communication, and developing assessments to promote integrated language development.
ESOL Performance Standards 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 16, 17, 19, 20, 21
Cluster 4: ELL Exceptionalities—The pre-professional teacher uses knowledge of maturational, cultural, and linguistic factors in distinguishing issues of exceptionalities from language and cultural differences and in planning instruction and assessment for ELL students with established exceptionalities.
ESOL Performance Standard 25
Cluster 5: Policy and Program Issues—The pre-professional teacher uses knowledge of national and state law, policy, and research on ELL issues and program models to guide practice and to evaluate district LEP plans, school ESOL policies and procedures, and classroom environment and instruction.
ESOL Performance Standards 1, 15, 19, 22, 24
Frequently Asked Questions
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What is ESOL?
In 1990 a lawsuit was issued against the State of Florida by a united group of organizations for Florida’s failure to make accommodations in instruction to ensure the academic success of all English language learners (ELLs). The resultant mandate, the Consent Decree (also referred to as the META Agreement), requires ESOL training for all teachers in Florida who have one or more ELLs in their classroom. See the Florida Department of Education Website for further information regarding district training and timelines at http://www.fldoe.org/aala
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Have there been any recent updates?
In Fall 2006, the ESOL Competencies (11th Edition of Competencies and Skills were cross walked with the 25 ESOL Performance Standards. By 2008 every state-approved university/college will submit documentation of both the ESOL standards and the competencies across state approved education programs. This means that university students (pre-service teachers) must become familiar with and demonstrate competency in the 25 ESOL Performance Standards and the 11 ESOL Competencies
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What is the distinction between a subject area certificate and an endorsement?
A subject area certification or coverage is defined as the area in which an individual has a content knowledge base, such as exceptional education, early childhood, elementary education, math, English, social studies, etc. An endorsement signifies a pedagogical knowledge base which targets particular levels, stages of development, or circumstances. Consequently once the ESOL Endorsement is placed on the teaching certificate, the endorsement remains on the certificate indefinitely
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Who is required to graduate with the ESOL Endorsement in the state of Florida?
Students pursuing certification in Early Childhood Education, Elementary Education, Exceptional Education, or English Education (grades 6-12) must complete all of the requirements to qualify for the ESOL Endorsement. These program areas are the areas primarily responsible for language development and literacy.
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