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FML-5.3.8 FortiMail 5.3.8 Specialist
Fortinet Specialist teaching

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Question #51 Section 1
If FortiSandbox connects to FortiGuard through a web proxy server, which FortiSandbox interface must have access to the proxy server?
A. port3
B. port2
C. port1
D. port4
Answer: C
Question #52 Section 1
Which is true regarding Microsoft Office on FortiSandbox?
A. Microsoft Word documents (.docx) are not inspected.
B. Office 365 files are not supported.
C. Microsoft Office is not included. You must purchase it separately, then manually install it in the applicable VMs on FortiSandbox.
D. Office 2013 is installed in one of the VMs.
Answer: C
Question #53 Section 1
Which protocols are supported for archiving scan job reports? (Choose two.)
D. NFSv2
Answer: CB
Question #54 Section 1
Which protocols can FortiSandbox use to connect to a network file share? (Choose two.)
C. NFSv2
Answer: AB
Question #55 Section 1
On FortiMail which type of profile is used to configure when files are sent to a FortiSandbox?
A. Content profile
B. Antivirus profile
C. Protocol options profile
D. Antispam profile
Answer: B
Question #56 Section 1
The Windows licenses in a FortiSandbox could be locked because they have exceeded the maximum number of allowed activations. What should the administrator do to fix the problem?
A. Contact Microsoft support.
B. Restore a backup of the configuration taken before the licenses became locked.
C. Reinstall the license files.
D. Contact Fortinet support.
Answer: D
Question #57 Section 1
FortiGate is configured to send suspicious files to a FortiSandbox for in-line inspection. The administrator creates a new VDOM, and then generates some traffic so what the new VDOM sends
a file to the FortiSandbox for the first time. Which is true regarding this scenario?
A. FortiSandbox will store the file, but not inspect it until the administrator manually authorizes the new VDOM.
B. Before generating traffic, the administrator can push the VDOM configuration from the FortiGate to the FortiSandbox. Then when FortiSandbox receives the file, FortiSandbox will
inspect the file.
C. FortiSandbox can be pre-configured to automatically authorize the new VDOM and inspect the file.
D. FortiSandbox will store the file, but not inspect it until the administrator manually adds the new VDOM to the FortiSandbox configuration.
Answer: B
Question #58 Section 1
What information does a scan job report include? (Choose two.)
A. Summary of the file activity
B. Changes to the FortiSandbox’s configuration
C. Details about system files deleted or modified
D. Updates to the antivirus database
Answer: DC
Question #59 Section 1
Which threats can a FortiSandbox inspect when it is deployed in sniffer mode? (Choose three.)
A. Suspicious website access
B. Botnet connections
C. Applications that use excessive bandwidth
D. Known viruses
E. Spam
Answer: ABE
Question #60 Section 1
Which devices can receive logs from FortiSandbox? (Choose two.)
A. SNMP manager
B. FortiAnalyzer
C. FortiManager
D. FortiGate
Answer: BD
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Fortinet Specialist teaching - BingNews Search results Fortinet Specialist teaching - BingNews Masters of Arts in Teaching with Education Specialist Credential

Is this program for me?

Do you:

  • Have your bachelor’s degree (or will the time you start our program)?
  • Aspire to teach and empower families and children with disabilities?
  • Love to work closely with students and families to figure out who they are and what works best for them?
  • Believe ALL individuals can learn and belong in our schools and communities?

Then you should apply to one of our Special Education Programs!

About the Program

Become an Education Specialist while earning your Master of Arts in Teaching!

An Education Specialist is a credentialed special education teacher who is authorized to conduct educational assessments related to access to and progress within the core curriculum and provide educational support to students with disabilities in their area of specialization. Our special education programs are committed to age-appropriate, strengths-based, integrated educational programs for students with disabilities. Special education means support services, not placement in special education classrooms. Our courses are offered in the spirit and practice of inclusive education with a strong emphasis for providing high quality and rigorous special education services in the general education environment. Candidates develop skills in discovering ways for students to participate meaningfully and to be successful without being removed from their peers with or without disabilities.

Teach Special Education

Why Special Education Teachers matter

Teachers who specialize in supporting and providing educational services to children and youth with disabilities are powerful change agents in their lives. They build meaningful relationships with their students, gain a deeper understanding of who they are so that they can then partner with the students, their families, and their school teams to build a plan of supports and services that tap into students’ unique ways of learning and communicating. In the field of special education, we often celebrate those little successes that make a huge difference, like when a student independently uses their communication device for the first time, or attends the school dance with their friends, or learns a new strategy for reading. We see our job as breaking down barriers in their environment and instruction to increase students’ success and joy. When we are equity-minded, student-centered, and evidence-based then our students and their families feel a sense of belonging, feel empowered, and become as independent as possible.

Our Graduates

Photo of Cynthia Ordonez

I chose Sac State because it offered a Dual Program in which I could obtain my Mild/ Mod with Multiple Subjects Credential—providing me with more education and professional possibilities…. Being a second-grade teacher was an opportunity that I was not willing to pass because it was a chance for me to construct a classroom where all my students felt welcomed, safe, and included—fostering social justice.

Cynthia Ordonez | 2022

Photo of Jacob Mickelsen-Steele

It has been my experience that the professors in the College of Education truly enjoy what they do. They are supportive and they listen to their students. As educators themselves, they know what we are going through, what resources we will need, and how we can obtain our goals.

Jacob Mickelson-Steele | 2022

Hear Jacob's perspective

Photo of Geraldine Pelayo

One of my favorite memories in my career as a special education teacher is when I had a student that was in 3rd grade run her own Individual Education Plan or IEP meeting. We created a PowerPoint so that she could lead the meeting and the student had everyone including the principal laughing but also astonished at how well a 3rd-grade student could run her IEP meeting and bring joy to a meeting in such a natural way.

Geraldine Pelayo | 2021

Hear Geraldine's perspective

Meet the Faculty—Dr. Cindy Collado

Meet the Faculty—Dr. Kathy Gee

Meet the Faculty—Dr. Eric Claravall

Career Options

You have many career options when you earn your Education Specialist credential.

When you earn your ECSE credential you can work as:

  • Early intervention provider, visiting families’ homes to coach them on supporting their infant and/or toddler with disabilities or developmental delays
  • Infant/Toddler center education specialist in special education or inclusive settings
  • Preschool or kindergarten education specialist in special education or inclusive settings
  • Itinerant education specialist, visiting various programs to consult with general education teachers on how to support their preschool, TK, or kindergarten students with disabilities

Depending on your interest in the types of support needs of students, when you earn your MMSN or ESN credential, you can work as:

  • K - 12 Education Specialist in special education or inclusive settings
  • Transition Specialist

And with your masters you can advance over time to more leadership roles such as:

  • Curriculum Development Specialist
  • Education Consultant
  • Curriculum Evaluator

What are the Salaries like?

As a blended Master of Arts in Teaching in Special Education (MAT-SPED) with any of our special education credentials, our graduates start at a higher pay level due to the master’s degree and additional units.

Starting salaries range from $45,000-$55,000. There are currently many signing bonuses available.

Program Pathways

All program applications are due March 1st

Preliminary Credential Program Pathways

Our programs offer a blended preliminary education specialist credential teacher preparation program with Master of Arts in Teaching in Special Education (MAT). Students complete their credential then can opt to continue for one more year to complete their MAT-specific coursework while working in the field. Some students either continue with the MAT in the summer following graduating with their credential or return later to complete it within 7 years from admission into the program.

All Preliminary Credential Programs offer two pathways to earning your preliminary education specialist credential:

  1. 1-year, Summer start (3 semester) Residency/Student Teaching Pathway

    This pathway is an intensive program for non-working student teachers & Residents of the Sacramento Metro Special Education Teacher Residency scholarship (SMSTR). The Field Coordinator places you in a classroom relevant to your credential 4 to 5 days a week. With this option, students are not able to work during the week as they are completing their fieldwork as volunteers in their coordinating teachers’ programs/classrooms and taking courses in the evenings and during the day. Financial supports can make this possible!

  2. 2-year, Fall start (4 to 5 semester) Working/Intern Pathway

    This pathway is for those seeking to work in a classroom/program while completing their credential; typically for those pursuing an intern credential in their second year of the program (click here to learn more about our intern option: Guidelines for EDSP Intern Credentials). With this option, students intend to work in a classroom or program relevant to their credential such as a paraprofessional or emergency permit teacher (perhaps eventually as an intern). They work with Sac State education specialist program’s field coordinator to review and approve their place of employment as their fieldwork site since you they will be working in a program or classroom where you they will complete their fieldwork experience during the day while taking courses in the evenings. Note: students will need to gain experience in a variety of classrooms thus may need to change positions in their second year or find time to observe and complete fieldwork in other classrooms/programs.

Early Childhood Special Education - Added Authorization

For current credentialed Education certified or those enrolled in our Mild to Moderate Support Needs (MMSN) or Extensive Supports Needs (ESN) programs, the ECSE-AA offers a one-year pathway to adding on the authorization to teach young children with disabilities birth to preschool. This is an online program.

Explore more about our programs

Sac Metro Special Education Teacher Residency (SMSTR)

In 1 year, become a “Day One” ready teacher while getting paid to earn your credential. Residents receive $23,000 in scholarship to pay for tuition, books, etc. and support in applying for additional grants up to $20,000. Learn more about our NEW Sacramento Metro Special Education Teacher Residency scholarship program.

Why a Teacher Residency flyer

Credential Concentrations

Early Childhood Special Education (ECSE)

The ECSE credential authorizes you to provide educational services to young children with all types of disabilities birth to kindergarten. Students learn to partner with and coach families raising infants & toddlers with disabilities in their homes and work with a team supporting young children with disabilities in preschool and kindergarten programs. The ECSE program is a distance learning program with courses offered in an online format for students who live more than 30 miles from campus and in a hybrid format for local students. We also offer the ECSE-Added Authorization for current Education Specialists.

Mild to Moderate Support Needs (MMSN)

The MMSN credential authorizes you to provide educational services to children and youth with mild to moderate support needs ages 5 to 22 years old. Students learn to work with a school team to provide supports and services to students with a variety of disabilities who have mild to moderate support needs. We also offer the Dual MMSN with Multiple Subject credential.

Extensive Support Needs (ESN)

The ESN credential authorizes you to provide educational services to children and youth with significant support needs ages 5 to 22 years old. Students learn to work with a school team to provide supports and services to students with a variety of developmental disabilities who have significant support needs. We also offer the Dual ESN with Multiple Subject credential.

MAT in Special Education

The MAT-SPED program focuses on inquiry-based education which includes hands-on instruction with problem-based learning and issues-centered curriculum and a focus on reflection during the teaching and research process. The program foundation rests in social justice and equity in education for all children and youth, including those with disabilities, and their families. The materials and associated activities presented in the MAT coursework are highly integrated to support candidates with successful completion of the Master of Arts in Teaching degree. The MAT-only courses are taken in the summer, fall, and spring after completion of the ECSE, MMSN, or ESN Preliminary credentials. Students have up to 7 years to earn the Master of Arts in Teaching (MAT-SPED) with some continuing the summer following their graduation from the credential program while others take a break for one year (or more) before returning to complete their MAT-SPED. Note: taking a Leave of Absence is possible as long as they complete their requirements within the 7 years from admission to the credential + MAT-SPED program.

Have questions about the specialties? Contact one of the program coordinators

  • Early Childhood Special Education (ECSE) Programs and Field Coordinator - Cindy Collado
  • Mild to Moderate Support Needs (MMSN) Programs and Field Coordinator - Kathy Gee
  • Extensive Support Needs (ESN) Programs and Field Coordinator - Kathy Gee
  • Master of Arts in Teaching in Special Education (MAT-SPED) Program/Graduate Coordinator - Jean Gonsier-Gerdin
  • Teaching Credentials Chair: Jenna Porter

Learn more!

Information sessions

Financial Supports

Program flyers

Advising Forms

Ready to Apply?

To apply to one of our two pathways, follow the application procedures for the specific special education program concentration that interests you. Applications for the next cohort to begin each Summer or Fall are due March 1. After March 1st, you will be contacted to sign up for an interview day; at this time, you will indicate your interest in applying to the 1-year, Summer start Residency/Student Teaching Pathway or 2-year, Fall start Working/Intern Pathway by choosing your pathway interview day.

Learn about pre-requisites for the credential programs, get the application and resources, and see who to contact for help with your application:


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Thu, 22 Aug 2019 23:57:00 -0500 en text/html
Educational Specialist in Elementary Education

Mon, 26 Aug 2019 22:23:00 -0500 en-US text/html
Microsoft warns of Volt Typhoon, latest salvo in global cyberwar
A cyber attack visualization.
Image: pinkeyes/Adobe Stock

Microsoft’s warning on Wednesday that the China-sponsored actor Volt Typhoon attacked U.S. infrastructure put a hard emphasis on presentations by cybersecurity and international affairs experts that a global war in cyberspace is pitting authoritarian regimes against democracies.

Jump to:

China’s commitment to cyberwarfare

Microsoft’s notification pointed out that Volt Typhoon — which hit organizations in sectors spanning IT, communications, manufacturing, utility, transportation, construction, maritime, government and education — has been pursuing a “living off the land” strategy focused on data exfiltration since 2021. The tactic typically uses social engineering exploits like phishing to access networks invisibly by riding on legitimate software. It uses a Fortinet exploit to gain access and uses valid accounts to persist (Figure A).

Figure A

Volt Typhoon attack diagram.
Volt Typhoon attack diagram. Image: Microsoft

Nadir Izrael, the chief technology officer and co-founder of the Armis security firm, pointed out that China’s defense budget has been increasing over the years, reaching an estimated $178 billion in 2020. “This growing investment has enabled China to build up its cyber capabilities, with more than 50,000 cyber soldiers and an advanced cyberwarfare unit,” he said.

He added that China’s investment in offensive cyber capabilities has created “a global weapon in its arsenal to rattle critical infrastructure across nearly every sector — from communications to maritime — and interrupt U.S. citizens’ lives.” He said, “Cyberwarfare is an incredibly impactful, cost-effective tool for China to disrupt world order.”

According to Armis, he has been predicting these threats since January after finding that 33% of global organizations are not taking the threat of cyberwarfare threats seriously. He has been urging governments and businesses across sectors to start putting in place procedures to counteract these threats.

“As the world becomes increasingly digitized, cyberwarfare is modern warfare,” Armis said. “This has to be a wake-up call for the U.S. and western nations.”

At the WithSecure Sphere23 conference in Helsinki, Finland, before this security news had crossed the wires, Jessica Berlin, a Germany-based foreign policy analyst and founder of the consultancy CoStruct, said the U.S., the European Union and other democracies have not awakened to the implications of cyberwarfare by Russia, China and North Korea. She said these countries are engaged in a cybernetic world war — one that autocracies have the upper hand in because they have fully acknowledged and embraced it and have committed to waging it as such.

She told TechRepublic that tech and security companies could play a key role in awakening citizens and governments to this fact by being more transparent about attacks. She also noted the European Union’s General Data Protection Regulation, which has been in effect for five years, has been a powerful tool for oversight of digital information, data provenance and misinformation on social platforms.

Professionalization of cybercrime lowers bar to entry

Stephen Robinson, a senior threat intelligence analyst at WithSecure, said the cybercriminal ecosystem’s mirroring of legitimate business has made it easier for state actors and less sophisticated groups to buy what they can’t make. This professionalization of cybercrime has created a formal service sector. “They are outsourcing functions, hiring freelancers, subcontracting; criminal service providers have sprung up, and their existence is industrializing exploitation,” said Robinson.

The success of the criminal as-a-service model is expedited by such frameworks as Tor anonymous data transfer and cryptocurrency, noted Robinson, who delineated some dark web service verticals.

  • Initial access brokers: These brokers are key because they thrive in the service-oriented model and are enablers. They use whatever method they can to gain access and then offer that access.
  • Crypter as a service: Crypter is a tool to hide a malware payload. And this, said Robinson, has led to an arms race between malware and antimalware.
  • Crypto jackers: These actors break into a network and drop software and are often one of the first actors to exploit a server vulnerability. They constitute a low threat yet are a very strong indicator that something has happened or will, according to Robinson.
  • Malware-as-a-service: Highly technical and with advanced services like support and contracts and access to premium products.
  • Nation state actors: Nation state actors use the above tools, which enable them to spin up campaigns and access new victims without being attributed.

WithSecure has a fresh report on multi-point extortion ransomware groups that employ several extortion strategies, including encryption, to pressure victims for payments.

The firm’s analysis of more than 3,000 data leaks by these groups showed that organizations in the U.S. were the most targeted victims, followed by Canada, the U.K., Germany, France and Australia.

In addition, the firm’s research showed that the construction industry accounted for 19% of the data leaks; the automotive industry accounted for only 6% of attacks.

“In pursuit of a bigger slice of the huge revenues of the ransomware industry, ransomware groups purchase capabilities from specialist e-crime suppliers in much the same way that legitimate businesses outsource functions to increase their profits,” said Robinson. “This ready supply of capabilities and information is being taken advantage of by more and more cyberthreat actors, ranging from lone, low-skilled operators right up to nation state APTs. Ransomware didn’t create the cybercrime industry, but it has really thrown fuel on the fire.”

The firm offered an example that resembled the mass looting of a department store after the door had been left ajar. One organization was victimized by five threat actors, each with different objectives and representing a different type of cybercrime service: the Monti ransomware group, Qakbot malware-as-a-service, the 8220 crypto-jacking gang, an unnamed initial access broker and a subset of Lazarus Group associated with North Korea.

In these incidents, WithSecure threat intelligence reported encountering six distinct examples of the “as a service” model in use in the kill chains observed (Figure B).

Figure B

Six "as a service" models.
Six “as a service” models. Image: WithSecure

According to the report, this professionalization trend makes the expertise and resources to attack organizations accessible to lesser-skilled or poorly resourced threat actors. The report predicts it is likely the number of attackers and the size of the cybercrime industry will grow in the coming years.

How to mitigate Volt Typhoon

In Microsoft’s report about Volt Typhoon, the company said detecting an activity that uses normal sign-in channels and system binaries requires behavioral monitoring and remediation requires closing or changing credentials for compromised accounts. In these cases, Microsoft suggests that security operations teams should examine the activity of compromised accounts for any malicious actions or exposed data.

To preclude this variety of attacks, Microsoft suggested these tips:

  • Enforce strong multifactor authentication policies by using hardware security keys, passwordless sign-in and password expiration rules and deactivating unused accounts.
  • Turn on attack surface reduction rules to block or audit activities associated with this threat.
  • Enable Protective Process Light for LSASS on Windows 11 devices. New enterprise-joined Windows 11 (22H2 update) installs have this feature enabled by default, per the company.
  • Enable Windows Defender Credential Guard, which is turned on by default for organizations using the Enterprise edition of Windows 11.
  • Turn on cloud-delivered protection in Microsoft Defender Antivirus.
  • Run endpoint detection and response in block mode so Microsoft Defender for Endpoint can block malicious artifacts.
Thu, 25 May 2023 15:57:00 -0500 en-US text/html
Online Education Specialist Degree No result found, try new keyword!An online education specialist degree program is a popular choice for educators with a master’s degree who wish to continue their education but are not interested in a doctorate program. Fri, 26 Apr 2019 03:16:00 -0500 text/html Preliminary Education Specialist Credential

The Special Education program at CLU offers course work for three speciality areas:

  • Mild to Moderate Support Needs (MMSN)
  • Extensive Support Needs (ESN)
  • Deaf and Hard of Hearing (DHH)

The MMSN and ESN specialty areas authorize service in grades K-12 and in classes organized primarily for adults through age 22, including the authorization for the teaching of students with autism. The D/HH program authorizes service from birth through age 22, which includes the teaching of students with autism. All teaching programs at Cal Lutheran are CTC-approved to provide English Learner Authorization.

The CTC requirements for the Preliminary Education Specialist Teaching Credential are:

Prior to application for recommendation for the credential or certificate, an academic exit must be completed with your faculty adviser.  If you submit an application and a hold has been placed on your account by the Business Office due to outstanding charges, the application will be returned to you. You may submit an application without final grades posted after May 1st for spring completion, and after December 1st for fall completion.  However, the application will not be processed until eligibility and all grades have been verified.

Step 1: Read about the application process
Step 2: Pay the application fee
Step 3: Submit required documents
Wed, 27 Jan 2016 09:59:00 -0600 en text/html
Master of Specialist Teaching – MSpecTchg

Admission to Massey

All students must meet university entrance requirements to be admitted to the University.

Specific requirements

This programme is a selected entry qualification. This means there are a number of extra requirements you must meet.  

To enter the Master of Specialist Teaching you will have:

  • been awarded or qualified for a bachelor’s degree with a minimum B grade average across the highest level courses, (or equivalent) and
  • been awarded or qualified for a relevant professional qualification, and
  • completed at least two years relevant professional experience, or
  • been awarded or qualified for a Postgraduate Diploma in Specialist Teaching (or equivalent) with a minimum B average.

Please see individual webpages for specific entry requirements for specialisation in Advisor on Deaf Children.

You will also provide the following documents as part of the selection process:

  • verified copies of all academic transcripts for studies taken at all universities other than Massey University
  • a copy of your current CV (including education and employment for at least the last five years. If you have recently changed jobs to a resource teacher role, please ensure the new role is included as your current employment)
  • verified copy of your current practising certificate issued by the Teaching Council of Aotearoa New Zealand (if a registered teacher with a current full practising certificate)
  • a summary of any short or long-term disability including learning disability or heath issue that may affect your study.

If you are not a registered teacher or you are a registered teacher without a current full practising certificate, you will also need to supply:

  • a completed NZ Police Request and Consent form, along with two pieces of Verified identification (one of which must be photographic) from the list of acceptable forms of identification
  • a copy of a police report from every overseas country you have lived in for more 12 months in the last 10 years. Please do not supply originals as these will need to be supplied to the Education Council at a later date.

If you have been previously selected for and enrolled in a Specialist Teaching programme at Massey University you will apply online but will not go through the selection process.

English language requirements

If your first language is not English or Te Reo Māori and you have not gained a New Zealand university entrance qualification, or an overseas entrance qualification in a country where the main language is English, you will be required to provide evidence of proficiency in English in the form of an academic International English Language Testing System (IELTS) score of 7.0 with no band less than 7.0 (or the equivalent TOEFL score) or other evidence that is acceptable to Academic Board.

IELTS EXEMPTION: A teacher who has registered with the Teaching Council of Aotearoa New Zealand and holds a current Practising Certificate, will be exempted from meeting this English language requirement. For more information, see:

Closing date for applications

Applications close on 10 December for study the following year.

For applicants who have completed a Massey University Postgraduate Diploma in Specialist Teaching, the closing date for Semester Two applications is 10 June.

Police vetting

If you do not hold a current New Zealand professional registration you will be required to undergo police vetting prior to gaining entry into the qualification.

Curriculum vitae

Your curriculum vitae should include details of your educational and professional qualifications, employment history with dates and descriptions of roles and responsibilities, membership of associations/organisations, and a list of professional publications and research reports.

Health and disability

If you have any short or long-term disability including learning disability or heath issue that may affect your study, please upload a summary in your application. If you disclose any disability, health or personal information as part of your application, this will be assessed during the selection process and is confidential to the University staff processing your application.

Prior learning, credit and exemptions

For information on prior learning, exemptions and transfer of credit or other questions:

English language skills

If you need help with your English language skills before you start university, see our English for Academic Purposes (EAP) courses.

Maximum time limits for completion

There are maximum time limits to complete postgraduate qualifications.  If you do not complete within the maximum time, you may be required to re-apply for the qualification if you wish to continue your studies.

Time limits for Honours, Distinction and Merit

Where your qualification is completed within the stated time limit and to a high standard, you may be able to graduate with a class of Honours, Distinction or Merit. 

For returning students, there may be changes to the majors and minors available and the courses you need to take. Go to the section called ‘Transitional Provisions’ in the Regulations to find out more.

In some cases the qualification or specialisation you enrolled in may be no longer be taking new enrolments, so may not appear on these web pages. To find information on the regulations for these qualifications go to the Massey University Calendar.

Please contact us through the Get advice button on this page if you have any questions.

Sun, 23 Apr 2017 13:14:00 -0500 en-NZ text/html
ESL Program Specialist Certification

The 15-credit ESL Program Specialist Certification will qualify instructionally certified educators to teach others whose first language is not English. Graduates of our flexible, online program will be prepared to teach English as a Second Language (ESL) in a variety of educational settings.

Program Snapshot

Why Study ESL at Wilkes?

There is a growing demand for educators equipped with the training and experience in teaching English as a second language. Jobs in the TESOL/ESL fields are projected to increase by 11 to 14% through 2030, creating a diverse number of opportunities in K-12 districts and other educational settings, as well as organizations abroad.

As the world becomes more linguistically diverse, students with a certification in ESL have the potential to seek out exciting careers in classrooms, or to pursue new roles in  healthcare organizations, businesses, or within government organizations. The Wilkes program offers you the opportunity to learn from other educators and participate in experiences that allow for you to observe, assist, and teach ESL in public schools.

    CurriculumAdmission Requirements

What Will You Learn as an ESL Program Specialist Student?

  • You’ll learn various approaches to teaching second languages as well as effective techniques for assessment, including standardized tests, standards based instruction, and second language test design and evaluation.
  • You’ll build a strong foundational understanding of linguistics and its importance to the teaching of foreign or second languages. You’ll examine phonology, morphology, syntax, semantics, and discourse structure as different approaches to the study of language are discussed.
  • You’ll gain field experience in teaching reading, writing, listening, and speaking of English to second language learners. Students will learn how to assess student needs, develop syllabi, design educational materials, and apply theory to lessons.
  • You’ll explore how to develop and implement second language programs while understanding the cultural conflict and biases, both social and linguistic, faced by multilingual students.
Fri, 04 Jun 2021 03:11:00 -0500 en text/html
Finding his niche at the intersection of basketball and teaching

Caleb South has a lot on his plate.

As a senior in the University of Dayton's Department of Teacher Education, he spends his weekdays student teaching at Stebbins High School, working with students with special needs. He'll be an intervention specialist at Centerville High School starting next fall. 

His passion, however, is basketball. After a day of student teaching, South spends his evenings training kids between third and 12th grade — sometimes one-on-one, sometimes an entire team — to Excellerate their skills in the sport he loves. In the winter he coaches a high school team. In the spring he spends his weekends as the director of player development for Midwest Basketball Club, a regional organization sponsored by Adidas for high school students, and is the head coach of their 17u gold team — an elite team for athletes 17 years old and under.

On a typical day during basketball season, South wakes up at 4:45 a.m. and doesn't stop working until after 9 p.m. His time is divided between teaching, training and coaching.

"I want to impact lives," he said. "I think the whole point of life is how many lives you touch."

South has always loved basketball. As a high school player, he scored 1,700 career points before a number of injuries prevented him from playing basketball in college and beyond. Now he takes his skills and passion and redirects it into helping young people play the sport. 

In his UD teacher education classes, South learned a number of research-based teaching practices: social-emotional learning, trauma-informed practice, scaffolding, and differentiated instruction, to name a few. 

Novea McIntosh, assistant professor in the Department of Teacher Education, taught South in a course about educating diverse student populations in inclusive settings, and saw how he took these concepts from class immediately into real-life application. 

"As a male of color, he is intent on attending to the emotional needs of students by understanding their narratives, developing trusting relationships and practicing reciprocal vulnerability in coaching," McIntosh said. "He arms them with the tools to be successful on the court and in life."

For example, differentiated instruction means to know that the needs of one student differ from the needs of another student, and to tailor a teaching strategy for what that specific student needs. In addition to applying this concept to lesson plans, he also applies it to the workout plan for an athlete or team. 

Connie Bowman, associate professor in the Department of Teacher Education, said that teaching and coaching go hand-in-hand — determining students' strengths and weaknesses, then making a plan to help them achieve their goals and objectives. 

"He has taken what he has learned in teacher education, and used those strategies as a coach-teacher," Bowman said. "To me, that is what teaching is about. Working with the whole person. Helping them to be able to achieve their potential."

He teaches kids about basketball, but knows that he's also responsible for teaching them skills off-court too: to have a good work ethic and to be a good person. He knows that they see him as a leader and mentor, and he does his best to act like it.

"I love teaching. I chose education because I want to serve, to impact lives," he said. "Basketball is teaching. There are kids that look up to me in my program — I just never want to let them down."

South doesn't like to look too far into the future. 

"There's something to be said for just being present," he said. "Not focusing too far into the future. I always say, 'be where your feet are.'"

Caleb South has a lot on his plate, and he wouldn't change a thing.

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