Touro University Advanced Certificate in Teaching English Candidate Yeimy Alvarado’s Fieldwork Observations

Purpose and Importance of the Fieldwork

The Touro University TESOL EDDN 637 fieldwork experience is an essential component of TESOL preparation because it requires candidates to connect course theory with authentic instructional practice. Through focused observations, candidates examine how teachers support multilingual learners through comprehensible input, academic language development, differentiation, culturally responsive practices, technology, SIOP, and Science of Reading strategies. Rather than simply identifying instructional techniques, candidates must analyze how and why particular practices support, or fail to support, the linguistic, literacy, and academic development of multilingual learners.

This fieldwork also aligns with AAQEP expectations for high-quality educator preparation. AAQEP emphasizes candidate knowledge and skills, professional growth, responsiveness to diverse learners, evidence-based decision-making, and meaningful clinical experiences. The EDDN 637 fieldwork provides candidates with opportunities to demonstrate these expectations by observing instruction, documenting evidence, analyzing teacher and student interactions, and connecting observations to professional standards and course scholarship. The assignment therefore serves as more than a required number of field hours. It provides evidence that candidates can apply professional knowledge to the complex realities of TESOL practice.

Fieldwork as an AI-Resistant Assignment

This fieldwork is intentionally designed to require sustained, authentic engagement that cannot be replaced by AI. AI may assist with editing or organization, but it cannot complete the observation experience for the candidate. Candidates must closely examine actual teaching, maintain detailed field logs, document specific instructional events, include transcripts, and connect particular moments from lessons to SIOP, Science of Reading principles, course readings, and the needs of multilingual learners. Successful completion therefore depends on the candidate’s own observation, interpretation, and professional judgment.

The assignment also emphasizes the higher levels of Bloom’s Taxonomy. Candidates move beyond remembering and understanding course concepts to applying them to real instructional situations, analyzing relationships among teaching practices and student responses, and evaluating the effectiveness of instruction for multilingual learners. Candidates also engage in creating as they synthesize observations, transcripts, course scholarship, and professional reflection into a coherent analysis and propose ways instruction could be strengthened. In this way, the fieldwork assesses not only what our Touro University TESOL candidates know, but how effectively they can think, reason, and make evidence-based professional decisions.

Yeimy Alvarado is a graduate student at Touro University completing an Advanced Certificate in Teaching English to Speakers of Other Languages (TESOL). She is passionate about literacy and finding ways to support all students through effective and meaningful teaching practices. The summer 2026 semester at Touro has helped her to see the importance of the SIOP model and the Science of Reading and how she can use both to create a classroom where every student feels included, supported, and confident in their ability to learn and grow.

I have learned that teaching is not just about what we teach, but also about making sure students can understand and access the content. The Science of Reading has taught me the importance of explicit instruction, while SIOP has shown me how important it is to provide multilingual learners with the right language support, background knowledge, and opportunities to participate and learn. As an educator, these strategies have strengthened my understanding that making content comprehensible does not mean making the academic task easier, but rather providing students of all levels with the support they need to access challenging content and be successful.

Yeimy Alvarado, Touro University Advanced Certificate in Teaching English Candidate