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 The Graduate Certificate in Elementary STEM is designed for educators looking to enhance their teaching expertise in elementary-level mathematics, science and STEM integration. This program equips participants with the latest pedagogical strategies and digital tools to engage young learners in hands-on, problem-solving experiences across STEM subjects. Students may pursue the certificate alongside a graduate degree or as a standalone credential.

The Graduate Certificate in Advanced Literacy Practices for Engaging Learners is designed for educators who want to deepen their expertise in evidence-based literacy instruction, motivation and engagement strategies, as well as integrating literacy skills across the curriculum. This certificate prepares teachers to meet the diverse needs of students, including those with reading difficulties and English Language Learners (ELLs), by using research-based practices in literacy education. The certificate can be pursued alongside a graduate degree or as a standalone program.

The program includes the following courses:

1. RED6657: Evidence-Based Literacy Instruction (3 Credits)
   This course equips educators with the skills to implement scientifically based reading instruction that supports the development of oral language, phonological awareness, decoding and fluency. Students will explore early language acquisition, the structures of language and the relationship between oral language and early reading skills. The course emphasizes multisensory intervention strategies and evidence-based practices for identifying and addressing reading difficulties, including dyslexia and English language learners. Educators will also learn to use data to inform individualized instruction.

2. RED6345: Motivation and Engagement in Literacy Learning (3 Credits)
   This course focuses on the critical role of motivation and engagement in literacy learning. Educators will explore key motivational constructs such as autonomy, relatedness, and self-efficacy and examine the impact of intrinsic and extrinsic motivation on student learning. The course highlights research-based practices for fostering engagement with texts, both in and out of school, and explores how children’s and young adult literature, as well as digital literacies, can enhance student motivation. The culminating project involves developing classroom strategies to support motivation and engagement in literacy.

3. RED6334: Reading and Writing Across the Curriculum (3 Credits)
   In this course, educators will learn to integrate reading and writing skills across different subject areas. The course focuses on distinguishing between decoding and active, meaning-making reading strategies. Teachers will explore how to scaffold texts based on students' cultural backgrounds, interests, and reading abilities, using readability measures and Vygotsky’s Zone of Proximal Development theory. The course helps educators adapt their instruction to meet students where they are and support their literacy development across the curriculum.

This certificate prepares educators to apply advanced literacy practices that promote both academic success and a lifelong love of reading and learning.

The Graduate Certificate in Teacher Inquiry is designed for educators who seek to enhance their professional practice through reflective and systematic inquiry. This program equips teachers with the skills and tools necessary to engage in action research, promoting ongoing improvement in teaching and learning. The certificate is ideal for educators who want to critically examine their classroom practices and contribute to the broader body of educational research. It can be earned alongside a graduate degree or as a standalone program for non-degree seeking students.

The program includes the following courses:

1. EDG6067: Introduction to Teacher Inquiry (3 Credits)
   This foundational course introduces the principles and models of teacher inquiry, preparing educators to reflect critically on their teaching practice. Students will explore both historical and contemporary frameworks of teacher inquiry, comparing different approaches and theories. The course emphasizes the importance of reflective practice in education, encouraging students to engage in inquiry within their own professional contexts. By the end of the course, students will have a strong understanding of how teacher inquiry can drive personal and professional growth in educational settings.

2. EDG6911: Action Research in Education (6 Credits) (repeatable for a total of 6 credit hours)
   This course focuses on the practical implementation of action research, where educators conduct collective, collaborative, and self-reflective inquiry into their teaching practice. Students will learn how to develop research questions, collect and analyze data, and interpret and present their findings. The course emphasizes using the classroom as a research site to better understand educational dynamics, solve teaching challenges, and contribute to knowledge about teaching and learning. Action research also plays a role in shaping educational policy and decision-making. This course may be repeated for up to 6 credit hours, allowing for deeper engagement in multiple research projects.

This certificate empowers educators to become reflective practitioners and researchers, using inquiry and action research to make data-driven improvements in their classrooms and contribute to the field of education.

The Graduate Certificate in Teacher Leadership for Professional and Student Learning is designed for educators who aspire to lead and mentor their peers while enhancing student learning outcomes. This program equips educators with the skills needed to take on leadership roles within their schools, focusing on instructional leadership, inquiry-based professional development and coaching for effective teaching. The certificate can be pursued alongside a graduate degree or as a standalone credential for non-degree seeking students.

The program includes the following courses:

1. EDS6050: Instructional Leadership (3 Credits)
   This course provides an introduction to the theories, skills and dispositions essential for becoming an instructional leader in a school setting. Emphasizing the supervisory role, students will explore the responsibilities of instructional leaders in guiding and assessing teaching practices and systems. Special attention is given to the development of skills for evaluating instructional practices, promoting professional development, mentoring, and coaching. The course includes practical aspects such as leading meetings, using clinical development models, and reviewing evaluation documents for teachers and school leaders.

2. EDG6067: Introduction to Teacher Inquiry (3 Credits)
   This foundational course introduces the principles of teacher inquiry and prepares educators to critically examine and improve their professional practices. Students will explore various models of teacher inquiry, discussing both historical and contemporary frameworks. The course also emphasizes the application of inquiry within educators' professional contexts, encouraging reflective practice as a tool for ongoing improvement in teaching and leadership.

3. EDG6348: Coaching and Mentoring for Effective Teaching and Instruction (3 Credits)
   This course focuses on the role of instructional coaching as a form of professional development aimed at improving teaching and student outcomes. Participants will learn how to implement peer coaching structures, collaborate with colleagues and apply coaching cycles in real-world educational settings. The course includes a practicum where students will apply coaching techniques to support the development of effective teaching practices in their schools. The course prepares educators to serve as mentors, instructional coaches, and leaders within their professional communities.

This certificate prepares educators to take on leadership roles by developing their ability to mentor peers, lead professional development, and foster a collaborative environment that enhances both teaching quality and student learning outcomes.

The Graduate Certificate in Teaching Diverse Learners is designed for educators who seek to effectively teach students from diverse linguistic, cultural, and socioeconomic backgrounds. This program prepares educators to implement research-based practices for teaching English language learners, differentiating instruction, and promoting equity in multicultural and urban education settings. The certificate is available for students pursuing a graduate degree or as a standalone program for non-degree seeking students.

The program includes the following courses:

1. TSL 6345: Methods of Teaching in ESOL and Bilingual Settings (3 Credits)
   This course explores teaching methods for English as a second language (ESL) and bilingual classrooms in K-12 and adult education settings. Students will learn strategies and techniques for developing communication skills in listening, speaking, reading, and writing. Emphasis is placed on effective approaches for supporting English learners in achieving academic success while fostering language proficiency. The course also addresses the cultural and linguistic needs of diverse student populations in the classroom.

2. EDE 6205: Effective Practices for Differentiating Instruction (3 Credits)
   This course prepares educators to differentiate instruction to meet the diverse social, physical, and cognitive needs of students. Students will learn practical strategies for modifying content, instructional techniques, and assessment methods to accommodate a wide range of learning styles and abilities. The course also covers the theoretical foundations of differentiation, helping educators to create inclusive classrooms where all students can succeed.

3. EDF 6687: Foundations of Multicultural and Urban Education (3 Credits)
   In this course, students will explore educational frameworks that address the unique challenges of teaching in multicultural and urban school settings. Topics include critical race theory, culturally responsive teaching, and understanding the social, cultural, and economic factors that impact students-of-color and those living in poverty. The course emphasizes deconstructing myths and misconceptions about urban education and equips educators with the tools to create equitable learning environments that promote social justice and close opportunity gaps.

This certificate equips educators with the knowledge and skills needed to teach diverse learners effectively, fostering inclusive, equitable, and culturally responsive classrooms that support the academic and social success of all students.

The Graduate Certificate in Teaching English to Speakers of Other Languages (TESOL) is designed to provide advanced knowledge and skills for teaching English Language Learners (ELLs) of all ages. This program prepares educators to effectively teach English both in the U.S. and abroad, with an emphasis on linguistics, pedagogy, and cultural understanding. Graduates are eligible to apply for the ESOL endorsement to be added to their existing Florida teaching certificate and may also pursue international teaching opportunities. The certificate is available for students pursuing a graduate degree or as a standalone program for non-degree seeking students.

Key highlights of the program include:

• Fully Online Curriculum.
• Opportunities for overseas teaching (e.g., South Korea, China, Mexico) while completing the certificate.
• Focus on language fundamentals, cultural awareness and pedagogical training.
• Practical teaching experiences embedded within coursework.

The program includes the following courses:

1. TSL 6345: Methods of Teaching in ESOL and Bilingual Settings (3 Credits)
   This course covers teaching methods and strategies for developing communication skills (listening, speaking, reading, and writing) in English learners. It is designed for educators working with K-12 students and adults, focusing on effective instructional practices in ESOL and bilingual settings.

2. TSL 6254: Applied Linguistics and Grammar for Educators (3 Credits)
   This course introduces educators to the key elements of English grammar, including parts of speech and sentence structure, through a descriptive approach. Students will explore major linguistic concepts such as phonetics, phonology, morphology, syntax, and semantics, with a focus on their application in teaching English learners.

3. TSL 6325: TESOL Methods: Content Instruction (3 Credits)
   This course emphasizes effective instructional methods for teaching content areas (e.g., math, science, history) to emergent bilinguals and multilingual students. Topics include curriculum standards, assessment practices for ELLs, classroom management, and instructional design for content-based ESOL instruction. A minimum of 15 hours of fieldwork in ESOL settings is required.

The program equips educators with the knowledge and practical skills to support English language learners both domestically and internationally, enhancing their professional expertise and opening doors to global teaching opportunities.

1. Log in or create an application account at .
2. Click on the "Start New Application" link at the bottom of the page.
3. Choose the "Graduate Admissions Application" option.
4. Select one of the following application types:
   • Graduate Prerequisites and Non-Degree
   • Graduate Certificate
   • Degree-Seeking (Masters, Doctoral)
5. To proceed with your application, click "Open Application."
6. Upload a copy of your transcripts.
7. Submit the non-refundable application fee of $30.

Please note that incomplete applications with outstanding requirements or those postmarked after the deadline may be canceled. Once canceled, the decision cannot be reversed, but applicants are welcome to apply for the next application cycle.

• A baccalaureate degree from an accepted institutional accreditor, or its equivalent from a foreign institution, with a GPA of 3.0 or higher in all work attempted in the last 60 credit hours of undergraduate study.
• Transcripts, and foreign evaluations if applicable, from all post-secondary institutions attended. Admitted students will be prompted to provide official copies. 

• Professional licensure
  • Applicants must hold a valid professional teaching license from any state or international equivalent (teachers with temporary licensure should apply to the Master of Arts in Teaching program)
• Applicants not meeting the 3.0 minimum GPA requirement may contact the graduate program director for additional admission criteria options