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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 childcare 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.
Students and admissions representatives please note: NCCRS does not provide transcripts. Transcript requests and inquiries should be directed to the organization offering the courses, examinations or apprenticeship. See the Source of Official Student Records in the sidebar near the top right side of this page.
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).
UFT offices and virtually.
45 hours (approximately 15 weeks).
Instructional delivery format:
Traditional classroom model, Online/distance learning
Upon successful completion of the learning experience, students will be able to: analyze the connections between language and literacy development for English Language Learners (ELLs); identify and examine the components of literacy instruction; assess the role of vocabulary instruction and its implications for academic achievement; employ researched–based best practices that foster literacy skills and reading comprehension; integrate writing for multiple purposes; create learning conditions to promote discussion and interaction that contribute to literacy development; create an instructional plan that utilizes literacy best practices for ELLs; develop authentic tasks and projects that will provide multiple opportunities for ELLs to demonstrate their literacy skills and reading comprehension; facilitate engagement that motivates and promotes the literacy achievement of ELLs; apply strategies that increase the academic language production of ELLs; formulate knowledge building learning experiences that increase comprehension across the content areas; examine and apply a variety of differentiated strategies to support learners at all levels of language development; identify and design inclusive practices that incorporate culturally-responsive pedagogy; design summative and formative assessments to inform teaching and learning; identify and recommend meaningful strategies to strengthen parental engagement; and create an effective parent engagement plan to target specific academic outcomes for ELLs.
This course covers best practices to foster reading comprehension for English Language Learners (ELLs); the role of discussion protocols in supporting reading and writing; and strategies to foster the use of academic language across content areas. 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; a midterm assessment and research paper; and a culminating project which includes the design of a performance task incorporating listening, speaking, reading, and writing in a content area for students at varied language proficiency levels.
In the graduate degree category, 3 semester hours in Education, Early Childhood Education, Teaching English as a Second Language, Teacher Leadership, or Curriculum and Instruction (12/22).