Touro College, GSE Candidate work – Page 2

Touro University TESOL Candidate Madison Derwin’s Discussion Board 3 in EDDN 635 Curriculum Development and Classroom Management in the Technology Era

EDDN 635 Curriculum Development and Classroom Management in the Technology Era

This comprehensive course builds upon the foundation of curriculum development and classroom management in the context of teaching English language learners. Expanding its horizons to embrace the digital age, the course adeptly weaves innovative technology integration into the domain of Teaching English to Speakers of Other Languages (TESOL). Crafted to empower prospective TESOL/BLE educators, the course hones in on fostering competence in designing, implementing, assessing, and reflecting within diverse language learning environments, all while capitalizing on the potentials of cutting-edge technology. With a strong focus on practical application and discerning appraisal of technological tools, this course primes upcoming educators to excel amidst the ever-evolving educational landscape. Includes 10 hours of field work.

Personal Opinion: Pedagogical Value of Discussion Boards in Online Courses
I utilize discussion boards as essential scaffolding tools in my online courses at Touro University, providing multilayered support for my master’s degree candidates’ academic development. These course discussion boards function as preparatory spaces where my teacher candidates can practice academic writing conventions, develop critical thinking skills, and experiment with disciplinary discourse before tackling more substantial assignments such as research papers or presentations. Through regular posting requirements, my candidates create meaningful artifacts that demonstrate their evolving command of academic English and pedagogical understanding, including proper APA citation practices which prepare them for graduate-level academic work. The iterative nature of discussion board participation allows me to track my candidates’ linguistic and academic progress throughout the semester, giving me valuable opportunities to observe candidate growth over time and identify when coaching sessions are needed if I notice disconnects between course materials and student responses. Additionally, peer response activities foster collaborative learning and provide authentic audiences for feedback exchange on their larger assignments. Using discussion boards to introduce emerging technologies such as mind mapping tools, multimedia integration, and collaborative platforms helps prepare my teacher candidates for 21st-century classroom instruction and professional communication demands. I believe, that this scaffolded approach ultimately bridges theory and practice while allowing me to provide targeted, individualized support based on ongoing assessment of candidate performance. Madison Derwin submitted an exemplary Discussion board in EDDN 635 Curriculum Development and Classroom Management in the Technology Era and permitted me to share it.

Madison Derwin, holds a Bachelor’s Degree in Inclusive Childhood Education from SUNY Cortland. She currently pursuing a Master’s Degree in TESOL at Touro University while working as a 4th-grade Teacher’s Assistant at an elementary school on Long Island. Her goal as an educator is to create an inclusive, supportive learning environment that empowers every student to reach their full potential and thrive both academically and socially. Her motto is “I’m not telling you it’s going to be easy- I’m telling you it’s going to be worth it.” – Art Williams

Module 3 Discussion Board 3 by Madison Derwin

Try out Wakelet https://wakelet.com/explore

As a teacher’s assistant in a 4^th grade classroom, planning and collaborating with my teacher ensures consistent support for our students’ learning needs. Together, we align lesson goals, share resources, and coordinate instructional strategies to create a fun and engaging environment. Because of this, I chose to focus my Wakelet on the math unit that we just recently finished. The collection includes the four lessons that were learned throughout the chapter. Within each one is a YouTube mini lesson video, a reteach worksheet, and an enrichment worksheet. This is going to best support our students by providing them with additional resources to help them to study for the upcoming exam.

https://wakelet.com/wake/jsZ2OlinRlfYujy77p_EN

Outline the process of aligning a TESOL curriculum with state and national standards as demonstrated in the Newburgh, NYS Curriculum Map using a mindmap tool such as FIGMALinks to an external site. or LucidChart.Links to an external site.

Discuss the English Learner Education Collaboration Tool (PDF is provided in the course). How might this tool help you with your Curriculum map? Be specific!

The English Learner Education Collaboration Tool is a guide that is designed to help educators work together to support English learners in both language and content learning. I believe that its main goal is to offer a framework that integrates the WIDA English Language Development Standards into daily lesson planning. The WIDA Standards “can help you [educators] integrate language development and content learning that is suitable to the grade level and the various English language proficiencies of your students” (WIDA, 2025). The Collaboration Tool addresses three essential questions, such as how to teach language and content at the same time, which language skills to prioritize with limited time, and how language and content teachers can collaborate using shared language and processes (DESE, 2025). There are thinking spaces that are divided into two categories: Language for Learning, Thinking, and Being; and Developing Unit-Level Focus Language Goals. The first Thinking Space is about guiding educators to set learning goals, gather evidence, plan for teaching, and plan for student activities. The other Thinking Space connects language goals with content standards.

I believe the English Learner Education Collaboration Tool might help me with my Curriculum Map by providing me with a practical framework to integrate meaningful language supports as well as academic content. The tool focuses on combining language development and content learning together, not separately. I am looking forward to seeing how I can use this knowledge while working on my curriculum map while addressing both areas. I can also align my curriculum map with the WIDA standards and proficiency levels, as they will assist me in checking in to ensure that my curriculum map matches the language skills my students are learning.

Discuss the following curriculum analysis and think about how you might do your curriculum analysis. Think about which curriculum you might use for YOUR analysis. (Curriculum analysis example provided in the course)

Personally, I believe that the following curriculum map analysis has many strengths and areas for improvement. For example, the curriculum analysis provided correlates to the Next Generation ELA Standards while integrating the topic of science to reinforce literacy skills. Although the standards are connected to assessment tasks, they are not WIDA or proficiency level aligned. I feel like if the standards were WIDA aligned, then the student who analyzed this curriculum would have had an easier time combining language development and content learning together and not separately. Second, this curriculum analysis does use phenomena-based learning and incorporates multiple learning methods to enhance understanding. This provides support for Multilingual Learners. One thing that I would change within this analysis is the use of technology. There are some digital tools that were mentioned, however expanding the integration of technology could boost learning beyond the classroom. When it comes time for me to start on my curriculum analysis, I am going to align my standards to WIDA as well as include multiple and different uses of technology for my students to use. For my analysis, I am thinking of using the Personal Identity unit that is part of my 4^th grade curriculum.

References:

Common Core State Standards. (2010). Common Core State Standards for ELA & Literacy/Social Studies, Science, and Technical Subjects. CoreStandards.org.
https://corestandards.org/wp-content/uploads/2023/09/ELA_Standards1.pdf.

Department of Elementary and Secondary Education (DESE). (2025). English Learner Education Collaboration Tool. Doe.mass.edu. https://www.doe.mass.edu/ele/instruction/.

Newburgh Enlarged City School District. (2017). Kindergarten through Fifth Grade Curriculum Maps. Newburghschools.org. https://www.newburghschools.org/files/departments/curriculum/documentcenter/FullCurriculumMapFile-8-28-2017N.pdf

New York State Education Department. (2017). New York State Next Generation English Language Arts Learning Standards. nysed.gov.
https://www.nysed.gov/sites/default/files/programs/standards-instruction/nys-next-generation-ela-standards.pdf.

WIDA, University of Wisconsin-Madison. (2025). Teaching with Standards. WIDA. https://wida.wisc.edu/teach/standards.

Touro University Advanced Certificate in TESOL Candidate Dionysia Di Meo’s Teaching Philosophy for EDPN 673

Touro University Bilingual Certification Candidate Johana Matute’s Fieldwork Report in EDPN 673

The fieldwork for EDPN 673 Methods and Materials for Teaching English as a Second Language focuses on exploring and analyzing K–12 pedagogical approaches, methods, and strategies relevant to teaching English to speakers of other languages (ESOL) and bilingual learners in diverse classrooms. The objective is to develop a deep understanding of the strategies that effectively convey state and professional standards-based curricula to students from different age groups, ability levels, and cultural backgrounds. This fieldwork is particularly valuable for TESOL and Bilingual candidates because it sharpens the practical application of observational skills. By systematically documenting, comparing, and evaluating instructional practices, candidates move beyond passive observation to purposeful analysis. They learn to identify nuanced teacher decision-making, scaffolded supports for multilingual learners, and the interplay between language objectives and content objectives. In doing so, TESOL and Bilingual candidates cultivate the ability to translate observations into actionable insights for their own teaching practice, bridging theory with evidence-based application in linguistically and culturally diverse classrooms.

Johana Matute has been teaching for 3 years. She will officially start teaching at a DOE Public School fall 2025. She loves to read books and go for nature walks during my free time.

Her fieldwork report demonstrates an outstanding ability to connect classroom observations with TESOL and bilingual education theories, showing both depth and clarity. The report highlights how instructional strategies supported language and content objectives for multilingual learners with precision and insight. The candidate’s reflections reveal strong professional readiness and a high level of critical analysis.

As someone who understands the power of speaking more than one language, I chose Touro University’s bilingual certification program to help students thrive in both their native language and English.”
Johana Matute, Bilingual Certification Candidate at Touro University

Matute summer 25EDPN 673 – Fieldwork Part 2 (1)Download

Touro University Master’s Degree Candidate Elizabeth Guallpa’s Fieldwork Instructional Synopsis Observation Report for EDDN 637

EDDN 637 Second Language Learners and the Content Areas

Students will become acquainted with and practice effective approaches, methods, and strategies for teaching and evaluating English language learners in the content areas (ELA, social studies, math and science). Throughout the course, students will explore the impact of culture and language on classroom learning. Special challenges in teaching and assessment in each content area will also be discussed. Includes 15 hours of field work.

Elizabeth Guallpa teaches Spanish to both heritage and non-heritage speakers at Port Richmond High School in Staten Island, New York. In order to enhance her proficiency in assisting multilingual learners, she is presently pursuing a TESOL/Bilingual Extension at Touro University. Elizabeth’s passion as a teacher is helping kids to thrive academically and linguistically via culturally relevant instruction.

My experience at Touro University has changed my life, providing me with the skills, self-assurance, and vision I need to provide excellent, empathetic multilingual instruction. I’ve been reminded of why I selected this road by each course, which has pushed me to develop as an advocate and educator. In addition to improving my professional abilities, Touro has strengthened my resolve to elevate the voices of multilingual and immigrant pupils.
Elizabeth Guallpa, Touro University Master’s Degree Candidate

Fieldwork Synopsis Report E. G. EDDN637

Touro University Master’s Degree Candidate Angelina Libardi’s EDPN 673 Fieldwork Project

EDPN 673 Methods and Materials for Teaching English as a Second Language:This is a specific course within the MS in Teaching English to Speakers of Other Languages (TESOL) program at Touro University’s Graduate School of Education. It focuses on historical theories, current teaching methods, and the practical application of materials for teaching English as a second language.

The fieldwork assignment integrates field inquiry with technology-supported design to build core TESOL competencies. In Part I, candidates observe multiple bilingual or ESOL classrooms, conduct teacher and, where permitted, student interviews, and keep structured descriptive, reflective, and analytic notes with verbatim evidence, including basic documentation of the interview setup. In Part II, they investigate tech tools for instructional materials then produce a concise guide and an example material they created for multilingual learners. The final write up synthesizes pedagogy, materials, and assessment practices, and aligns insights with state and professional standards. In my opinion, this strengthens TESOL teacher education by cultivating evidence-informed analysis, standards-aligned planning and assessment, principled technology integration for differentiation, and reflective practice that centers multilingual learners’ profiles and voices.

Angelina Libardi is an elementary school teacher with a background in Childhood Education and Special Education. She is currently pursuing her master’s degree in TESOL, with a focus on supporting multilingual learning in inclusive classroom settings. Her work reflects a commitment to equality, language access, and empowering all students to thrive.

My experience in the TESOL program at Touro University has deepened my understanding of language, culture, and identity. It has empowered me to create more inclusive, responsive learning environments for every student I teach.
Angelina Libardi, Touro University Master’s Degree Candidate

Fieldwork Paper Download

Touro TESOL Candidate Maria Quiroz’ Curriculum Analysis for EDDN 635 Curriculum Development and Classroom Management in the Technology Era

EDDN 635 Curriculum Development and Classroom Management in the Technology Era

Maria Quiroz is a certified World Language teacher in Spanish for grades 7–12, who also holds a FLES extension for grades K–6. She is currently pursuing her Master’s degree in TESOL at Touro University. Her goal is to create inclusive, engaging learning environments that support diverse language learners across all age levels.

Maria Quiroz’ reflection on the assignment itself: This assignment was part of the Curriculum Analysis project in the Touro TESOL program. I analyzed the Getting to Know New York City unit for high school Emerging-level Multilingual Learners, using the EDDN 635 Alignment Reflection Tool. The work involved examining alignment with New York State Next Generation ELA Standards and WIDA ELD Standards, identifying supports and barriers for multilingual learners, and reflecting on ways to strengthen language and content integration. The process included multiple drafts and revisions, allowing me to develop a deeper synthesis of research-based ESOL strategies and culturally responsive curriculum design.

“Touro has inspired me to embrace innovation and equity in my teaching and given me the tools to support multilingual learners with confidence and purpose.”
Thank you again for this opportunity.
Maria Quiroz, Touro TESOL Candidate

Mira 635 FINALcurriculm map analysis Download

Touro University TESOL Candidate Oralia Lainez-Tutka’s Instructional Material Critique & Redesign with Infographic

EDPN 673: Methods and Materials for Teaching English as a Second
Language: The Instructional Material Critique & Redesign with Infographic assignment prepares Touro University TESOL candidates to critically evaluate and adapt instructional materials for multilingual learners across diverse educational contexts. The assignment structure addresses specific TESOL and AAQEP standard requirements while developing essential professional competencies our graduates need in the field.
The dual-material analysis requirement ensures candidates develop expertise in material evaluation across developmental levels, addressing TESOL Standard 2 by requiring deep analysis of how language acquisition intersects with academic content delivery. Candidates must demonstrate understanding of developmental language trajectories and their implications for instructional material selection, a core competency for effective TESOL practice.
The WIDA PRIME protocol integration provides candidates with industry-standard evaluation tools currently used by school districts nationwide for material adoption decisions. This practical application directly aligns with AAQEP Standard 1’s emphasis on evidence-based practice while ensuring our graduates can contribute meaningfully to curriculum adoption processes in their professional contexts.
The non-negotiable criteria assessment develops candidates’ capacity to identify and address systemic barriers that multilingual learners face in accessing grade-level content. This component operationalizes TESOL Standard 3 by requiring examination of cultural representation and linguistic accessibility, while AAQEP Standard 2’s equity focus is addressed through critical analysis of how materials support or hinder multilingual learner success.
The redesign component transforms theoretical knowledge into practical application through differentiated material adaptation. Candidates must operationalize TESOL Standard 5 by creating instructionally sound modifications that maintain academic rigor while providing appropriate linguistic scaffolding across proficiency levels. This authentic assessment demonstrates candidate impact on multilingual learner outcomes, satisfying AAQEP Standard 3 requirements.
The infographic creation simultaneously addresses AAQEP’s technology integration competency requirements and develops visual literacy skills essential for multilingual learner instruction. Candidates must demonstrate proficiency with digital design tools while creating pedagogically sound visual supports that enhance comprehension for diverse learners. This component ensures graduates can effectively integrate educational technology to improve multilingual learner outcomes while building practical skills for immediate classroom application.
This assignment ensures our graduates possess both analytical expertise and practical competencies necessary for effective multilingual learner instruction.

Oralia Lainez-Tutka is a middle school Spanish teacher on Staten Island. Coming from a Spanish-speaking household, she is proud to be a first-generation college graduate now pursuing her master’s in TESOL at Touro College. She’s also a mom to a bilingual toddler, which makes this journey even more meaningful to her. She’s currently in her third semester.

I am already applying new scaffolding strategies and techniques in my teaching. I’ve learned a lot so far during my Touro journey and am truly enjoying the learning process. I feel well supported by my professors and the program as a whole.
Oralia Lainez-Tutka, TESOL Master’s Candidate, Touro University

Oralia Lainez-Tutka_Instructional Material Critique & Redesign with Infographic Download

Touro University TESOL Candidate Maria Fernandez on Assessment and Professional Responsibilities

MS in Teaching English to Speakers of Other Languages: New York is a state that speaks many languages. We need teachers who can find the common ground.The MS in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population.

Maria Fernandez is a former English Language Learner who enjoys exploring other cultures through travel whenever possible. Currently, she serves as a 12:1:1 special education teacher in District 75, where she brings enthusiasm and dedication to her teaching practice.

In EDDN 637 Second Language Learners and the Content Area students will become acquainted with and practice effective approaches, methods, and strategies for teaching and evaluating English language learners in the content areas (ELA, social studies, math and science). Throughout the course, students will explore the impact of culture and language on classroom learning. Special challenges in teaching and assessment in each content area will also be discussed. Includes 15 hours of field work.

One of the discussion boards asks:

What is your responsibility AS A TESOL PROFESSIONAL in terms of Initial Assessment of Language Proficiency?
Demonstrate by showing realia the difference between formal and informal assessment. You can take photos of anonymized assessment types from YOUR classroom. For example, if you used Kahoot, or a test or an exit ticket.
2.How do YOU assess student progress and learning for your ELLs? Take ONE of the realia student samples from telpas-annotated-examples-of-student-writing.pdf and assess the example using academic TESOL terms. Include a photo of your example in your presentation.
What are ways to provide specific constructive affirmations to students to keep them progressing and motivated? (Think about technology tools too, badges etc.) share at least one link, hand-out, exit ticket, or other realia to an assessment tool you use in your professional practice. (Take a photo!)

Maria Fernandez’s contribution shows her attention to detail and depth of contribution.

Chapter 9 Review & Assessment (3)Download

Touro University TESOL Candidate Madison Derwin’s Field Log

MS in Teaching English to Speakers of Other Languages: New York is a state that speaks many languages. We need teachers who can find the common ground.

EDPN 673: Methods and Materials for Teaching English as a Second
Language

This course provides an historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods and techniques, with attention to the effective use of materials, in teaching English as a second language. Students will engage in the planning and implementation of standards-based ENL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. The course also analyzes the applicability of applied linguistic studies to such teaching and the appropriateness of various methods and techniques to different developmental and skill levels. Special attention is given to curriculum development, planning and executing instructional activities. Additional emphasis is given to the selection of materials and the design of evaluation instruments for measuring cognitive development if the core subject areas.

This assignment focuses on exploring and analyzing K-12 pedagogical approaches, methods, and strategies relevant to teaching English to speakers of other languages (ESOL) in diverse classrooms. The objective is to develop a deep understanding of the strategies that effectively convey state and professional standards-based curricula to students from different age groups, ability levels, and cultural backgrounds. Additionally, the assignment aims to facilitate the development, adaptation, and evaluation of materials for lesson planning and assessment.

Originally from Long Island, New York, Madison Derwin holds a bachelor’s degree in Inclusive Childhood Education and is currently pursuing a graduate degree in TESOL. As an aspiring educator, Madison’s goal is to inspire students to reach their full potential through engaging lessons and hands-on learning experiences.

Ms. Derwin clearly connected her fieldwork to the course objective on second language teaching methods. Her interactions with the ENL-certified educator and attention to culturally responsive practices demonstrate strong professional engagement. Her descriptive focus on practical strategies such as scaffolding and visual aids, along with her recognition of the importance of inclusion and collaboration, reflects a thoughtful and intentional approach to her teaching observations.

“The only dreams impossible to reach are the ones you never pursue.”
Michael Declan

Madison FIELDWORK EDPN 673 Download

Lauren Eisenman a Master’s Degree Candidate for TESOL at Touro University on Instructional Materials & Redesign

Publishing my students’ work in a blog or other professional outlet is a deliberate choice to affirm their professional identities and position them as active contributors to the TESOL field. It highlights the professionalism, academic rigor, and exceptional quality of our program, while honoring the dedication and intellectual engagement our TESOL teacher candidates at Touro University bring to their work. By showcasing their scholarship publicly, I want to reinforce my commitment to cultivating educators who are prepared to shape and elevate the discourse around multilingual education.

Lauren Eisenman is a third-grade teacher who has been teaching for the past four years in a diverse school district. She currently holds a Bachelor’s Degree in English and Elementary Education and a Teacher of Students with Disabilities Endorsement from Monmouth University. She is enrolled to receive her Master’s Degree in TESOL at Touro University in order to enhance her teaching practices and better support Culturally and Linguistically Diverse (CLD) students in her classroom.

Touro University has empowered me to better support multilingual learners through meaningful, research-based instruction. The program has strengthened my understanding of language acquisition and culturally responsive teaching. I feel more confident and equipped to meet the diverse needs of my students.
Lauren Eisenman, Master’s Degree Candidate for TESOL at Touro University

Intstructional Material Critique & Redesign with Infographic Lauren E)Download

New York is a state that speaks many languages. We need teachers who can find the common ground. Request Info Apply School CatalogSchool Catalog (opens in a new tab) The MS in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population. Academically rigorous and practice-intensive, the 33-credit program includes 5-15 hours of fieldwork embedded in each course and at least 10 days or 50 hours of supervised student teaching experience. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification. Online courses are available, and students can transfer up to twelve credits from previous graduate-level study toward our requirements. Students pursuing an Advanced Certificate in TESOL may apply their credits toward the Master’s degree. Completion of the program makes you eligible for New York State certification as a TESOL teacher for PreK-12. If you have questions about our admissions requirements, certification guidelines, or transfer credits, feel free to contact us. Contact Wanda Agosto
Program Associate for TESOL & Teaching Literacy
wanda.agosto@touro.eduwanda.agosto@touro.edu (opens in a new tab)
646-777-9296 or Seong-Shin Kim, Ph.D.
Program Chair for TESOL, Bilingual Programs & Teaching Literacy
seongshin.kim@touro.edu
646-777-9857