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What are the goals of the REDO Project?

Goal 1: Increase the statewide pool of highly qualified, culturally responsive teachers

Goal 2: Increased achievement of English learners (ELs) in reading and writing

Goal 3: Increase educator knowledge schoolwide, using modeling strategies and co-teaching between participants and other school personnel

Goal 4: Provide professional development to improve school, family, and community engagement

What are the requirements to complete a REDO endorsement?

Candidates must (1) complete all course work with a B average or higher and (2) pass the ESOL teacher licensure exam and ACTFL exam-if pursuing the bilingual endorsement. The endorsement can be added to the Idaho teaching license.

  1. The required course work is for the ENL (20 credits) & for the Bilingual (26 credits)

ED-LLC 503 Applied Theoretical Foundations of Bilingual Education/ENL and Multiculturalism  (3 credits)

ED-LLC 505 Applied Linguistics: From Theory to Practice  (3 credits)

ED-LLC 502 Methods of Teaching English as a New Language (3 credits)

ED-LLC 531 Advanced Assessment of Learners in the Bilingual/ENL Classroom (3 credits)

ED-LLC 501 Culturally Diverse Learners (3 credits)

ED-LLC 510/511 Field experience in the ENL/Bilingual Classroom (1-2 credits)

Modern Language ENL (if not already fulfilled) (4 credits)

Modern Language Bilingual (if not already fulfilled) (9 credits)

Pass the ESOL Praxis (5362).

To earn Bilingual endorsement student must have advanced level score on ACTFL and three upper division Spanish language courses (9 credit hours) in writing and in literature.

The program’s curriculum is structured around four core learning outcomes: 1) critical questionnaire, 2) scholar, 3) educator, and 4) social justice collaborator

What do I need to do to obtain a master’s degree?

The 20/26 credits from the ENL or B endorsement can be applied towards the 32 credits for a master’s degree. 12 more credits will need to be completed to receive a M.Ed.

What do participants have to say about the REDO program?

Ashlee Hillin

1st grade teacher, Jefferson Elementary School, Jerome School District, Jerome, Idaho

Recipient of REDO Scholarship 2017-2018

“I applied for the REDO program looking for an opportunity to better prepare myself to support the learning of my English Language Learner students. The tools and strategies I learned in the program have made a meaningful impact on my students and their families. One assignment challenged me to get to know the community in which I teach in order to better understand the culture and experiences of my students. Using the home visit model taught in this program, I learned how to step outside of the school and into my students’ home. By taking the time to visit with families in their own homes, it is easier to understand and meet students’ individual needs, work as a team with parents to ensure their children meet learning goals, and help parents find ways to be more involved in our classroom and our school. I highly recommend participation in the REDO program in order to learn and practice implementing valuable tools and strategies for working with English Language Learners and their families.”

Melinda Hubbard

Language Arts Teacher, Kuna High School, Kuna School District, Kuna, Idaho

Recipient of REDO Scholarship 2017-2018

“When I entered in to the ESL program, I wasn’t sure what I should expect as a secondary language arts teacher, but I knew I wanted to understand how to better help my language-learner students. And that is what I learned: through the knowledge of my professors, the textbooks assigned, and the camaraderie formed with other teachers in the cohort, I gained a range of tools that help me understand and help my students who are still learning English.  But the knowledge I gained informs my teaching of not only my ESL students, but also my students for whom English is their first language.”

Other Testimonials

“Relationships are key within a classroom. With this, I develop relationships with students and families through my cultural awareness, as well as their familial background history related to their culture.” (Elementary teacher, final reflection, 2017)

“I have learned how to integrate families and communities into my classroom culture. I have also learned about resources and other models to help me in my teaching practices.” (Elementary teacher, final reflection, 2017)

“I am glad that I pushed past my fears and went through the home visits. I will never forget them, and I will make a point of doing more of them in the future…” (Elementary teacher, final reflection, 2017)

“Encouraging educators to go into the homes of the learners and given them time to explore and assurance that something valuable exits to be found help increase sensitivity to the openness and mindful required.” (Elementary teacher, final reflection, 2018)

“…we left with knowledge about our students that we would never have been able to learn had we not ventured beyond the walls of our school and into the living rooms of our students.” (Elementary teacher, final reflection, 2018)

What do administrators have to say about the REDO Program?

Kelee Robinson – English Learners Teacher, Kuna High School, Kuna School District, Kuna, Idaho

“As an instructor for English language learners in a rural high school, I can attest to the immeasurable benefits the REDO program provides. A few years ago, I was one of the only faculty members who had training specific to the linguistic needs of English language learners. Now, our ELs go to their language arts, science, and even foreign languages classes with teachers highly qualified in the subject areas and in ENL or bilingual education. This has extended our ELL program beyond its earlier confines, allowing me to collaborate more effectively on my students’ behalf.

But ELs aren’t the only students to benefit. All students are English language learners in the sense that academic language is the vehicle of instruction. Teachers who are more aware of how to build academic language into their lessons teach more effectively. Because I work closely with these teachers, I have seen first-hand the professional growth they have experienced because of the professional development they have participated in. I am immensely grateful for what the REDO program has done for our district and school.”