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National College Credit Recommendation Service
United Federation of Teachers Educational Foundation
The United Federation of Teachers (UFT), an NCCRS member since August 2019, which represents nearly 200,000 members, is the sole bargaining agent for most of the non-supervisory educators who work in the New York City public schools. It represents approximately 75,000 teachers and 19,000 classroom paraprofessionals, along with school secretaries, attendance teachers, school counselors, psychologists, social workers, adult education teachers, administrative law judges, nurses, laboratory technicians, speech therapists, family child care providers and 64,000 retired members. It also represents teachers and other employees at a number of private educational institutions and some charter schools. It is affiliated with the American Federation of Teachers, the AFL-CIO and the Central Labor Council. It is also the largest member of New York State United Teachers, which is affiliated with the National Educational Association and Education International. The UFT Educational Foundation is the home of the union’s professional learning offerings, including: the UFT Teacher Center, a school-based professional development program that promotes teacher excellence and academic achievement for all students; LearnUFT, which offers low-cost professional learning opportunities specifically designed to meet our members’ needs throughout the five boroughs; and professional learning courses.
Titles of all evaluated learning experiences
Source of Official Student Records
Vice President of Education, United Federation of Teachers
New York City, NY 10004
Descriptions and credit recommendations for all evaluated learning experiences
52 Broadway, New York City and the four other UFT borough offices.
45 hours (approximately 15 weeks).
Instructional delivery format:
Traditional classroom model
Upon successful completion of the course, students will be able to: examine language acquisition theory and research; apply language acquisition theory and research to instructional design; determine the difference between social and academic language and how it impacts learning; identify and discuss the stages of second language acquisition and what students are able to do at each stage; utilize best practices for academic language learning; employ a variety of differentiated strategies to support learners at all levels of language development; analyze the connections between language and culture and discuss how they impact learning; examine aspects of cultural competence and culturally responsive teaching with the lens of increasing student achievement; describe the significance of federal law as it relates to equity and access for diverse learners; examine state law, procedures and policies and their impact on instruction and assessment of diverse learners.
Major topics include: cultural and language development factors that impact the achievement of students learning English as a new language; research-based pedagogical practices to support the design of content-area instruction that meets the needs of English Language Learners; and tools and techniques to foster academic achievement for ELLs at varying levels of language and literacy development. Instructional methods and course activities include: the modeling of best practices for ELLs; required scholarly readings done in and out of class; frequent use of video and collaborative learning (such as discussion and role playing); a midterm assessment and short papers; and a culminating project which includes the design of a performance task and rubric in a content area of their choice for students at varied language proficiency levels.
In the graduate degree category, 3 semester hours in Education (8/19).