The School For International Training's

TESOL Certificate Course

Santa Fe, New Mexico

SIT TESOL

SIT TESOL

Do you want to teach your way around the world?

Would you like to be teaching English overseas?

Are you considering a new career in TESOL?

Have you been looking at TESOL and TEFL courses?

Have you thought about getting a TESOL Certificate? a TEFL Certificate?

Would you like to get certified to teach English abroad and in the USA?

Would you like to be trained to teach EFL? ESL? ESOL?

This is the place where you can find out about....

how to teach English to speakers of other languages (TESOL)

what the differences are between TEFL courses and TESOL courses

how to get a teaching certificate to teach EFL, ESL, ESOL

why to get a TESOL Certificate in beautiful Santa Fe, New Mexico

how to prepare for teaching English overseas and teaching ESL in the USA

why it's a good idea to get a TESOL certificate/TEFL certificate before looking for overseas jobs

how you can sign up for the SIT TESOL Certificate course!!!

If you're interested in professional development for your institution click here!

Read on to learn all about the most effective way to improve your understanding of the fundamental principles of language learning & teaching and the best investment you can make to enhance your chances of having a successful career as a TESOL or TEFL teacher, finding innumerable overseas jobs and teaching your way around the world™!!!

Why teach English to speakers of other languages?
W hat is a TESOL Certificate?
W hat is the difference between TESOL, ESL, EFL, and TEFL?
What does the course entail?
Who takes the course?
What will taking this course do for me?
What is the focus of the course?
When is the SIT TESOL Certificate Course offered?
What does the SIT TESOL course format look like?
Who can I contact for more information?

Why teach English to speakers of other languages?

4 The need for qualified English language teachers continues to grow worldwide.

4 This need translates into literally hundreds of overseas jobs and in the USA.

4 Graduates of the SIT TESOL Certificate course can teach their way around the world™!!!.

4 Teaching English abroad is an excellent way to finance your travels, learn about other cultures, and follow your dreams.

The need for certified ESOL/ESL/EFL teachers for employment in teaching English overseas or in your community is a field that continues to grow with opportunities. If you have a TESOL certificate (or a TEFL certificate), you can begin teaching English abroad and open a new door to overseas jobs. You can also begin by teaching ESL in your own community. In almost any country, there is a need for qualified TESOL instructors. Likewise, teaching ESOL/ESL in the US or Canada to adult immigrants is no longer reserved for big metropolitan areas. There are probably many opportunities to teach English where you live for those with the right teaching certificate. Whether teaching English abroad or in the USA, an SIT TESOL Certificate can help prepare you for the challenges of finding overseas jobs and teaching English to speakers of other languages (TESOL).

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W hat is a TESOL Certificate?

The School for International Training's TESOL Certificate is a 130 hour course which provides participants with professional knowledge and skills in Teaching English to Speakers of Other Languages (TESOL) as well as tools for their own reflection and growth as teachers.

W hat is the difference between TESOL, ESL, EFL, and TEFL?

TESOL stands for teaching English to speakers of other languages. ESL stands for English as a second language; EFL means English as a foreign language, and TEFL stands for teaching English as a foreign language. With all of the acronyms, it can be challenging to navigate through the myriad of courses offered. While TEFL courses focus on specifically teaching English as a foreign language (say, for example, in Germany or China), TESOL courses focus on skills to teach English anywhere in countries where it is spoken as a foreign language as well as countries in which it is spoken by the majority of the population (e.g. the United States, Great Britain, etc).

About the Course

The SIT TESOL Certificate course provides practical training in all of the fundamental aspects of teaching the English language whether you're considering teaching English abroad (EFL) or teaching ESL at home. These include: pronunciation, speaking, listening, reading, writing, grammar, and culture. Participants also learn how to plan a lesson, evaluate its effectiveness, and develop strategies for continuous professional growth. In addition to these, participants learn all about finding overseas jobs and navigating through the plentiful resources related to teaching English overseas.

	The SIT TESOL Certificate course provides useful ESOL teacher-training necessary for teaching English overseas.
	The TESOL/TEFL strategies and techniques covered in the course are essential to successful teachers.
	The sessions are highly interactive and experiential in order to prepare you to teach English abroad.
	The course includes teaching REAL CLASSES to REAL ESOL students.
	An accredited TESOL Certificate ( teaching certificate) is vital if you'd like to be teaching English abroad.
	This course will provide you with what you need to *teach your way around the world*.

Who takes the course?

Participants are a diverse group. Many are people who are interested in traveling and teaching English abroad. They are also working professionals preparing to enter the TESOL/TEFL field as an alternative career or in retirement. Many experienced teachers find the course an invaluable addition to their own education and experience. Anyone who is looking for jobs in teaching English overseas will find this course to be highly beneficial.

From the novice to the experienced teacher, the SIT TESOL Certificate Course helps participants develop a solid TESOL foundation and awards them with an accredited TESOL Certificate that is recognized world-wide. It's a vital step to take before you decide to begin traveling and teaching English overseas.

What will taking this course do for me?

	*Acquire* the knowledge, skills, attitude, and awareness needed of an *effective teacher of ESOL*. The practical content presented is relevant to people who would like to begin teaching English overseas or within their own communities.
	*Gain Confidence* in being able to teach ESL/EFL in any context whether you are teaching English abroad or at home; whether teaching part or full time.
	*Develop Competence* in planning, teaching, and examining learner-centered teaching sessions necessary for teaching English overseas or in the USA successfully.
	*Build* a *reflective approach* to teaching and learning that gives participants the tools to continuous self-development long after the course has finished and they've begun teaching English overseas.
	*Earn* a *fully accredited teaching certificate* from one of the most respected universities in the field of language teacher education: invaluable if you'd like to be teaching English overseas.
	Receive a Subscription to the SIT's worldwide job bank delivered to you via email daily. highlighting opportunities for teaching English abroad and listing many jobs in and outside this country.
	Gain access to SIT's discussion listserv that instantly connects you to people who live, work, and teach English abroad. It's an excellent approach to finding overseas jobs and a good way to begin teaching ESL/EFL.
	*Access* excellent job research tools both online and in hard copy to help you find employment whether you're thinking of teaching English abroad or at home.

The Focus

Learning

Participants engage in a language-learning experience in order to explore the relationship between language learning, teaching, and aspects of second language acquisition from the point of view of the learner. This experience provides the foundation for the examination of ESOL teaching practices. By putting participants in the place of the language learner, it gives them the necessary sensitivity they will need for teaching English overseas.

Teaching

Participants examine the theory & practice of planning, teaching, grammar, culture, and assessing lessons in the four skills (speaking, listening, reading, and writing) through experiential activities, teaching demonstrations, discussions, lesson planning, materials development, and readings. Fundamental principles of ESL/EFL language teaching and learning are covered in order to prepare participants for careers in teaching English overseas or in their communities.

Classroom practices

Participants put their new knowledge and skills into practice through 18 teaching sessions with real learners. Trainers observe and facilitate feedback sessions after these lessons. Participants learn to reflect on and assess their own teaching as well as to examine the teaching of their peers. Through this process, participants develop reflective teaching skills that help them grow as ESL/EFL teachers long after the course is over and they've begun teaching English abroad.

For more information on how the SIT TESOL Certificate course can help you begin teaching English abroad, visit our FAQs page.

When is the SIT TESOL Certificate Course offered?

Course	Course Dates	Application Deadline
Fall 2007- Extensive	September 21 - December 1, 2007	September 1, 2007
Spring 2008 - Extensive	January 25 - Mary 29, 2008	January 5, 2008
July 2008 - Intensive	July 6- August 1, 2008	May 6, 2008

Where is it being held?

The College of Santa Fe in beautiful Santa Fe, New Mexico

What does the SIT TESOL course format look like?

The Fall Extensive Course meets on weekends and two evenings per week.

See the Fall 2007 Schedule!

See the Spring 2008 Schedule!

The Summer INTENSIVE Course meets Monday – Friday.

See the July 2007 Schedule!

Teaching Practice: Participants put into practice the theory and techniques they’ve covered during the workshops by teaching real ESL students for a total of 6hrs!
Workshops: These are usually 3hr blocks that focus on hands-on experiential activities. During these session participants are fully engaged in discovering and developing their own set of ESL/EFL language learning/teaching principles. Practical knowledge and skills in the fundamental aspects of language teaching are covered to prepare participants to teach in their communities (TESOL) or to teach English abroad (TEFL).
Lesson Planning: These sessions are devoted to lesson planning during which participants prepare for teaching practice with trainer and team guidance. During this time, participants increase their understanding and ability to plan a learner-centered lesson. Whether you'd like to begin teaching in the USA or teaching English overseas, this is fundamental step in the teaching process. Participants who are not scheduled to teach have this as free time.

Where do I go for more information?

For more information about the School For International Training's TESOL Certificate and teaching English overseas, please visit SIT's website: http://www.sit.edu/tesolcert/index.html

For a list of online resources devoted to TESOL and teaching English abroad, click here!

Who can I contact for specific information about this course in Santa Fe?

To learn more about the course, the benefits of getting this teaching certificate, teaching English abroad, receiving application materials, and speaking with former TESOL Certificate participants, contact John R. Kongsvik, the Director of the Program:

John R. Kongsvik

1126 Morning Drive

Santa Fe, NM 87507

Telephone: (505) 204-4361

Fax: (501) 325-2744

Email: info@tesoltrainers.com

	To download the SIT TESOL Info Sheet {Word format} now, click here
	To download the entire Fall 2007 information packet, click here

the SIT TESOL Certificate & teaching English abroad

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This webpage is supported by the TESOL Trainers
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

Do you want to teach your way around the world?

Would you like to be teaching English overseas?

Are you considering a new career in TESOL?

Would you like to get certified to teach English abroad and in the USA?

how to prepare for teaching English overseas and teaching ESL in the USA

Why teach English to speakers of other languages?

Why teach English to speakers of other languages?

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