SIT TESOL Certificate FAQs

The School For International Training's

TESOL Certificate Course

Santa Fe, New Mexico

FAQS

FAQS

Frequently Asked Questions:

What is the School for International Training (SIT)?
Why should I take the SIT TESOL Certificate course?
Who teaches the course?
Is the course the same at all sites?
What kind of people take this course?
What are the entrance requirements?
What kind of job will I be able to get with this certificate?
Will SIT’s TESOL Certificate enable me to teach ESOL in U.S. public schools?
Can I get college credit for the course?
After I finish the certificate course, if, at a later date, I decide to complete SIT's program leading to a Master of Arts with a concentration in TESOL, is there any special financial aid available for certificate alumni?
Does everyone who attends the course get a certificate?
What's the difference between TESOL and TEFL?
Do I need to speak the language of the people I'll be teaching?
How much money can I except to earn?
What is the TESOL/TEFL field like in terms of job opportunities?

If you have any additional questions you would like answered, contact us!

1. What is the School for International Training?: The School for International Training (SIT), located in Brattleboro, Vermont, offers master of arts degree programs in teaching; conflict transformation; international education; social justice; intercultural relations; sustainable development; intercultural service, leadership, and management; and a master of science degree program in organizational management. Also offered is a certificate and diploma program in NGO leadership and management and more than fifty undergraduate-level study abroad programs. The mission of the School is to enable participants to develop the skills, knowledge, attitudes and awareness needed to contribute effectively to global understanding and world peace.; SIT is recognized nationally and internationally for its work in language teacher education and has been educating learner-oriented and culturally sensitive language teachers in its Master of Arts in Teaching program for over thirty years. It has prepared over 2000 active professionals who are working in the field today making significant contributions as classroom teachers, administrators or consultants throughout the USA and in over 70 countries around the world.

2. Why should I take the SIT TESOL Certificate course?: The SIT course provides practical ESOL teacher-training in which participants develop skills in planning lessons and teaching speaking, listening, reading, writing, grammar, and culture. The sessions are highly interactive and experiential. The course includes planning lessons and teaching thirty six hours of classes to "real" ESOL students. Trainers observe your teaching and give practical advice after each session. There are many TEFL courses, TESL courses, and TESOL courses offered around the world; however, SIT's method of empowering participants via reflective practice and experiential learning place this course apart from the rest.

3. Who teaches the course?: The SIT TESOL Certificate course is taught by two full-time trainers working in tandem. In most cases, the trainers will hold an MAT from the School for International Training. Trainers are experienced ESOL teachers who have worked with adult learners, and have previous training experience. The trainers teach the course content, process discussions, coach participants in developing lesson plans and in planning and teaching. They also observe participants' teaching and provide feedback to participants after each teaching session. See John Kongsvik's background!!

4. Is the course the same at all sites?: All courses follow the same curriculum and are taught by SIT-trained trainers. In addition, each course is assessed by an evaluator who observes lesson planning and practice teaching sessions. The evaluator reviews participants' written work and collects direct feedback from course participants. The evaluator ensures that the course meets SIT standards, and assesses participant ability to meet course goals and requirements before certificates are awarded.

5. What kind of people take this course?: Participants are a diverse group. Many are college-age students who are interested in traveling and working overseas. There are also working professionals preparing to enter TESOL as an alternative career or in retirement. Non-native English speakers with strong English skills also take the course so they can teach English in their own countries or elsewhere. Many experienced teachers find the Certificate course a valuable introduction to SIT's model of reflective practice.

6. What are the entrance requirements?: You must have a high school degree and show a capacity for college-level education including a good understanding of the English language and solid writing skills. You must remain calm under pressure, be willing to accept the authority of your trainers, commit to conveying a difference of opinion in a respectful manner, and be willing to work as a positive team player. All applicants must submit an application along with a one-page essay as well as have an oral interview (which can be done by phone) with the program manager. Non-native speakers need a minimum TOEFL score of 550 for the written test or 213 for the computerized version, or an IELTS Band 6.0 or higher. Non-native speakers must also have a second interview to ensure their listening/speaking skills are adequate to take the course and to teach English. All participants must show a willingness to plan and teach in groups and to work reflectively. Participants who attend the Brattleboro course must fill out a medical form and have a doctor fill out a portion of it as well. The doctor's portion of the form must be based on a physical from within the past 12 months.

7. What kind of job will I be able to get with this certificate?: This certificate can help you find an entry level position in a language institute or an adult education program in the United States or overseas. Most college and university teaching positions, however, require you to have a master's degree. SIT also offers a Master of Arts in Teaching degree. As a graduate of the program, you will have access to information about ESOL teaching positions worldwide through SIT's Professional Development Resource Center, located on SIT's Brattleboro campus.

8. Will SIT’s TESOL Certificate enable me to teach ESOL in U.S. public schools?: The SIT TESOL Certificate may qualify you for an aide position in a public school ESOL program. However, to teach in the public schools in the U.S. you need public school certification, a process which generally involves an undergraduate degree followed by a period of full-time student teaching in a public school under the direction of a veteran teacher. Specific requirements vary from state to state.

9. Can I get college credit for the course?

The School for International Training will give 12 CEUs for successful completion of the course. You will need to inform the director before beginning the course that you would like to receive credit for taking the course. You will also have to pay $300 (payable to the School for International Training) at some point before the course ends. You may also receive credit through your local college or university. If you are interested in pursuing this option you should check with the Registrar’s Office at whatever college or university you are attending or plan to attend.

10. After I finish the certificate course, if, at a later date, I decide to complete SIT's program leading to a Master of Arts with a concentration in TESOL, is there any special financial aid available for certificate alumni?: Yes. SIT certificate holders who enroll in any SIT master's degree program will be given tuition reductions in the amount they paid to take the course.

11. Does everyone who attends the course get a certificate?: No. Acceptance into the course is not a guarantee that you will receive the certificate. If trainers feel that any participant has not successfully completed or mastered any segment of the course, or has not completed the written work satisfactorily, the participant will not be awarded the certificate, but will be awarded a letter of course attendance instead. To complete the certificate successfully, you must meet all the program requirements:

attend all the program sessions (allowances are made for emergency situations);

communicate effectively and fluently in written and oral English;

successfully meet the goals and objectives of the program;

successfully complete all the student teaching requirements and all program assignments.

Trainers in the course will meet with you to give you feedback on all aspects of your work in the program. You will also do a self-assessment and a peer assessment as part of your program.

12. What's the difference between TESOL and TEFL?

TEFL stands for " Teaching English as a foreign language". TESL stands for "Teaching English as a Second Language". TESOL is an umbrella over the previous two covering any student that is not a native speaker of English. It stands for " Teaching English to Speakers of Other Languages". It is more common in North America and large state sector colleges in Britain. Because of this, TESOL is the most commonly requested certification on job postings.

13. Do I need to speak the language of the people I'll be teaching?

No, you do not need to speak the learners' languages. Though you certainly are granted the opportunity to learn other languages, many schools prefer you to use the target language {English}. There are many solid reasons for this. First and foremost, if you're speaking their language, who's getting the practice. Secondly, for many learners, the only chance they have to practice speaking and listening to English is with you in class.

14. How much money can I except to earn?

As with anything, you'll need to look at the whole picture to get a good idea of what kind of lifestyle you'll be able to lead. First, note how much you are earning versus the amount of time you teach. A full teaching load is between 20 and 25 hours per week. Secondly, note the cost of living. How much money will you need to spend on rent, food, etcetera? Thirdly, consider the perks of the position. Is your airfare being reimbursed? Is your housing subsidized? Do you receive an end of contract bonus? For more information on this click here! Because salaries are so relative, it's a good idea to consider how much you'll be able to save rather than how much you'll be earning.

15. What is the TESOL/TEFL field like in terms of job opportunities?

The opportunities for individuals with a TESOL certification or a TEFL certification are boundless. Check our our employment page to get an idea of what is out there You'll find tons of links to websites that offer information on overseas jobs, teaching English abroad, and other TESOL related documents..

If you have any additional questions about getting a TESOL certificate or teaching English overseas, please contact us!

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Copyright © 2007 [TESOL Trainers]. All rights reserved

School for International Training and SIT are registered trademarks of World Learning, Inc, all rights reserved.

iCOACH™

PROPOSAL

Consultant: John R. Kongsvik

TESOL Trainers

Client Contact: Steve Malmberg

The College of the Marshall Islands

April 27, 2007

Introduction: The following proposal pertains to the implementation of a Coaching model specific to the needs of the College of The Marshall Islands. In addition to the Coaching model, all support materials will be created for use by the full time teachers working in this institution. In order to provide the maximum level of support, teachers will receive on-going training and support in their implementation Best Practices using iCOACH™ {Connecting, Observing, Assisting, Collecting, and Helping}

Rationale: Providing teachers with on-going and targeted support helps teachers create positive changes in their teaching practices, helps them alter their approach to planning, teaching and assessing. Introducing and training coaches in a uniform manner of interacting with teachers helps coaches grow in their abilities to provide teachers with the best support possible in the varied situations and levels they find themselves in.

Benefits: The benefits of ICOACH™ are as follows:

Participants develop strong reflective teaching skills.
Participants show demonstrable confidence in using the Experiential Learning Cycle as a vehicle for supporting change.
Participants build knowledge of how to create a safe, supportive learning environment.
Participants develop skills in being about to communicate their strengths and challenges.
Participants learn how to interpret data objectively and use the data to promote changes in their approach to teaching and learning.
Participants expand understanding of positive teaching practices.
Participants portray demonstrable confidence in using Best Practices in the classroom.
Participants demonstrate competence in employing Best Practices in the classroom.
Participants improve in their ability to plan using Best Practices.
Participants receive key strategies in giving and receiving feedback.
Having a uniform Coaching System throughout the college facilitates training, success, and accountability.
Participants may have the option of receiving graduate credit for successful completing of iCOACH™ from the School for International Training {SIT}.

About the Consultant: John Kongsvik has spent the past 16 years teaching and teacher training in public and private institutions. For the past 7 years, John Kongsvik has trained and coached teachers nationally and abroad in TESOL methodology, Sheltered Instruction, Best Practices, and Differentiating Instruction. He has trained trainers and coached coaches. John has designed curricula and professional development programs for schools, public programs and universities. Moreover, he runs a Teacher Training Institute in Santa Fe, NM in conjunction with the School for International Training, one of the most well recognized teacher training institutions in the world.

All courses, workshops, and trainings reflect experiential learning, interactive teaching, reflective teaching practices, and research-driven strategies and techniques that promote learner-centeredness. Due to the experiential nature of all courses, all participants leave having experienced the technique as a learner, explored the technique as a teacher/learner, and examined it for use in the classroom as a teacher. As a result, they leave with a deep understanding of the strategies and a clear vision of how to use them in their context.

Guiding Philosophy: The design and implementation of these courses are based on the principles of experiential learning, learner-centered teaching, and reflective teaching practices. All course design is centered on providing students with the support they need to achieve the objectives of the course. The curriculum in each course is designed to be highly interactive and engaging.

Scope: The objective of this project is to implement a Coaching framework, iCOACH™, for the College of the Marshall Islands. The course also will also help participants develop skills to support the learning and success of all teachers and students regardless of their native language, challenges, or needs. Included in the proposal package are:

All supporting materials defining and exemplifying each facet of the Coaches responsibilities and routines.

Two day information gathering session at the end of AY 2006-2007 (Can be done in conjunction with the following phase).

Two full day workshops at the start of AY 2007-2008 to introduce iCOACH™, and its components to the participants.

Four follow up on-site trainings throughout AY 2007-2008 (dates TBA).

One full day workshop at the end of AY 2007-2008.

Optional intersession support via the online Blackboard Learning Platform.

Overview of iCOACH™

COACH

Role

Responsibilities

Connect

Coaches primary goal must be to connect with her colleagues. In doing so, a Coach is able to let their peers know what role they play, what skills they have to offer, and how they may be able to help. The first step in any coaching relationship is to create a sense of trust and mutual respect. From that, grows a positive relationship of sharing, support, and success.

1. Coaches must inform teachers of the role a Coach plays.

2. Coaches must foster a safe environment of trust.

3. Coaches must educate teachers on what skills a Coach can offer.

4. Coaches must learn from their teachers on how best to support them.

Observe

Coaches are keen observers. They observe their fellow teachers as they interact with their subject, students, and strategies. They observe the students as they work in the learning environment. Finally, and equally important, they observe themselves and how they interact within the learning community.

1. Coaches observe teachers in order to help them grow, not to evaluate them.

2. Coaches observe students in order to meet their needs, not to assess them.

3. Coaches observe themselves in order to adapt to the needs of each individual teacher and every unique situation.

Assist

Coaches assist teachers on a variety of levels. They assist in the understanding of strategies and the learning/teaching paradigm. They assist their peers in planning and implementing strategies and techniques. Coaches also assist by modeling positive teaching practices and in any technique their teachers are striving to develop.

1. Coaches assist teachers as colleagues not as experts.

2. Coaches assist teachers in planning not to do the planning for them.

3. Coaches assist teachers in modeling based on their level of comfort.

4. Coaches assist teachers in acquiring positive teaching practices using varying degrees of support depending on the teacher’s needs.

Collect

Coaches collect data. They collect information on what is working, what isn’t, and, of primary importance, why. They collect information from their fellow teachers that highlights how they may best be of assistance. They collect information from the students that points towards which approaches are most beneficial in helping every learner succeed. They collect data on themselves in order to direct their own growth as coaches.

1. Coaches collect data to gain insight into how best to help teachers.

2. Coaches collect information to target their efforts and support.

3. Coaches collect information to raise the awareness of individual teachers.

4. Coaches collect information to improve their ability to support the teachers in and out of the classroom.

Help

Coaches help raise the level of awareness. They help teachers identify strengths and challenges. They help them build strong reflective teaching practices. They help their fellow teachers make concrete action plans in order to create positive, sustainable change in their teaching practices. They help themselves become more aware of their interactions with their peers and what effects these interactions have.

1. Coaches help teachers identify their strengths and their challenges.

2. Coaches help teachers create targeted personal action plans for growth.

3. Coaches help teachers raise their awareness of self, students, and subject.

4. Coaches help one another identify their own strengths and challenges and how to address them.

Objectives

By the end of the first year of iCOACH™, participants will be able to:

Use the Experiential Learning Cycle {ELC} as a means of reflecting on what happened, why it happened, and how past experiences affects future interactions.

Introduce the ELC to peer teachers as a vehicle for positive change in teaching practices.

Promote a safe, collaborative, and healthy working relationship with peers.

Use constructive communicative techniques in speaking with peers about the teaching and learning paradigm.

Observe with objectivity all facets of the learning environment including teachers, students, and their interactions with the content.

Deliver knowledge and skills to teachers in a learner-centered manner.

Encourage the use of effective teaching practices using the 4-step model: Teacher does as students watch; teacher does as students help; students do as teacher helps; students do as teacher watches.

Give teachers feedback in a manner that supports autonomy, growth, and responsibility.

Identify the level of support teachers need based on individual needs and environments.

Assist teachers in planning to implement strategies and techniques in the classroom.

Assist teachers in identifying what is working, what isn’t, and possible future actions.

Model strategies effectively inside and outside of the active classroom.

Collect and use data as a means of identifying areas which need short and long term attention.

Help teachers identify their own strengths and challenges.

Help teachers create observable personal action plans to stimulate positive change.

Project Outline:

Phase One: Information Gathering Sessions

Dates: Two Days of Observation of teaching practices at the end of AY 2006-2007 (This can be done in conjunction with Phase Two).

Description: The initial phase of the project is to meet the current teachers prior to the implementation of iCOACH™.

Purpose:

To meet current teachers personally.

To observe teachers in their work environment.

To collect data from teachers, students and administrators on their needs surrounding this initiative.

To discuss with teachers their experiences, their strengths and the challenges they face.

Comments: It is imperative to take into consideration the needs of every facet of the learning community. By meeting with these individuals, the program they will use the following year will not be foreign boxed solution but a familiar, welcomed initiative.

Phase Two: Introduction to iCOACH™

Dates: Two Full Day workshops prior to the start of AY 2007-2008

Description: The initial phase of the project is to introduce Coaches to iCOACH™

Purpose:

To provide Coaches with an overview of each aspect of iCOACH™.

To introduce the Experiential Learning Cycle as the framework for working with teachers.

To uncover the fundamental aspects of reflective teaching practices and their benefits for ISTs and teachers alike.

To discover ways to create a safe, supportive collaborative environment.

To develop strategies designed to communicate the Coaches job.

To create a framework for speaking with teachers about teaching and learning.

To explore past successes and challenges.

To create personal action plans for individual growth for each Coaches.

Comments: Beginning with an overview of the initiative, iCOACH™, and grounding their work in the Experiential Learning Cycle and reflective teaching practices, participants acquire a baseline from which they will be able to recognize their own strengths, their own challenges, and create observable action plans to meet those challenges. If we are asking our teachers to adapt their approach to teaching, we must be willing to adapt our own.

Phase Three: AY Academy

Dates: Four follow up visits throughout AY 2007-2008 (dates TBA).

Description: The third phase of the project focuses on building Coaches skills and deepening their understanding of the iCOACH™ model. It involves observing the Coaches in their working environment and providing explicit modeling when appropriate and/or requested. Each Coach will be observed on an average of four times during the academic year depending on their needs and those of the institution.

Purpose:

Different aspects of the iCOACH™ initiative: Connecting, Observing, Assisting, Collecting, Helping.

Increasing participants’ understanding of the Experiential Learning Cycle and reflective teaching practices.

Specific topics based on the immediate and future needs of the Coaches.

To observe Coaches implementing the strategies and techniques in iCOACH™.

To model positive coaching practices.

To gain feedback on the successes and challenges Coaches face.

Comments: Learning is not linear but cyclical. Providing participants with continuous opportunities to deepen their knowledge, skills, attitudes, and awareness supports their growth and provides an excellent model for working with their colleagues. Providing observational and modeling support to Coaches increases their ability to create positive change within themselves, their peers, and the students they serve. It also serves as an explicit model for the principles espoused in the iCOACH™ initiative.

Phase Four: Post-AY Academy

Dates: One full day workshop at the end of AY 2007-2008.

Description: This is the wrap up stage in the iCOACH™ initiative.

Purpose:

To help Coaches reflect on their successes and challenges during the academic year.

To share experiences with fellow Coaches.

To create an individualized action plan for the next academic year.

To assess the effectiveness of the program and the support offered.

Comments: After the first year of the program, Coaches need an opportunity to stop, share, and reflect. They also need a structure for identifying the successes they’ve had, challenges they’ve faced, and an opportunity to create an action plan for the next year in this role.

Revised: 10/10/07