An endorsement serves as a supplement to an existing Professional Educator’s Certificate, denoting expertise in a particular instructional subject or methodology. In the absence of an existing certificate with full subject coverage, an endorsement cannot be awarded. Educators may be required to add an endorsement to their certificates in order to meet federal and state requirements for highly-qualified educators.

Elementary educators who are certified in Elementary Education K-6 are considered highly qualified in accordance with federal and state requirements and thus do not need to earn the endorsement. However, secondary-level teachers who teach reading are required to have subject area certification in reading or a reading endorsement in order to comply with requirements for highly-qualified educators set forth in the No Child Left Behind Act (NCLB).

Professional Development offers face-to-face and online endorsement courses to fulfill requirements for the Reading, ESOL and Gifted Endorsements. In addition, face-to-face courses are available for the Autism Endorsement and an Athletic Coaching Certificate. Courses for the Driver Education Endorsement are only available through local colleges or universities.

Educators may also complete endorsement requirements through college/university coursework that demonstrates alignment with the state requirements. Completion requirements for each endorsement program are set forth below.
Due to budgetary constraints, teachers who wish to take one of the limited Endorsement sessions must meet at least one of the restrictions below at the time of registration:
ESOL Endorsement

  • Identified on the META screen as needing to meet a requirement by taking an ESOL course(s), or
  • Have a waiver for ESOL on file with Human Resources or Charter School Operations.

Gifted Endorsement

  • Must have a waiver on file with Human Resources or Charter School Operations at the time of registration.

Reading Endorsement

  • Full-released Reading Coach, or
  • Reading Teacher with a waiver for reading on file with Human Resources or Charter School Operations.

All other teachers are eligible to take the face-to-face courses offered throughout the District on a space available basis. Teachers with a waiver are given priority in these classes. Teachers without a waiver may register for any class three days prior to the start of that class, should any opening exist.
Teachers may register at http://calendar.dadeschools.net

Teachers wishing to add an endorsement in Reading, ESOL, or Gifted to their teaching certificate and are not able to take one of the District offered courses, have an option to take an online course “For Pay”   through one of the only two online providers recognized by the District:

*NOTE: No other online providers are approved by the District.
For additional information please email Carmen Concepcion at carmenconcepcion@dadeschools.net

Florida Academic Endorsements Offered by M-DCPS


Autism Endorsement
Guiding Principles: This endorsement provides teachers with additional expertise in the field of educating students with autism spectrum disorders (ASD). Emphasis is placed on assessment and diagnosis of ASD, understanding the nature of autism, the use of assistive and instructional technology and positive behavior support. It will allow professional educators holding this endorsement to address the complex needs of students with ASD in various classroom and school settings. Education professionals achieving this endorsement will have demonstrated competencies related to research-based assessment, intervention, instruction, and program management for students with ASD. The ASD endorsement will be applicable for those professionals serving students across age/grade levels (preschool through completion of high school) and various ranges of functioning.

Nature and Needs of Students with ASD
Component # 1-103-301                                                                   60 In-service Hours
This course focuses on the nature and needs of children and adolescents with Autism Spectrum Disorder (ASD). Course participants explore characteristics of students with ASD as well as current issues, definitions, and etiological factors. They also study a range of evidence-based instructional and behavioral interventions and service delivery systems.

Assistive Technology, Alternate/Augmentive Communication and Literacy for Students with ASD
Component # 2-100-429                                                                  60 In-service Hours
This course is an introduction to educational and assistive technology used for instruction of students w/ low incidence disabilities with emphasis on students w/ ASD. Strategies for AT devices include augmentative/alternative communication systems.

Behavior Management and Positive Behavior Supports for Students with ASD  
Component # 1-101-302                                                                  60 In-service Hours
This course provides participants with the knowledge and skills necessary to develop, implement, and evaluate the impact of positive behavior support for students with autism spectrum disorder (ASD). Emphasis will be placed on understanding the communicative function of challenging behaviors, the teaching of new skills that make the challenging behavior unnecessary for the learner, and the prevention of the reoccurrence of challenging behaviors. The course will include functional behavior assessment and positive behavior support as foundations of appropriate behavioral intervention in keeping with the 2004 Reauthorization of the Individuals with Disabilities Education Act.

Assessment, Diagnosis, and Capstone Implementation Experience for Students with ASD
Component # 2-100-429                                                                  60 In-service Hours
This course offers a critical analysis of the processes in place to identify students with low incidence disabilities. Subsequent influences on development, learning and curriculum assessment in a least restrictive environment is explored.

ESOL Endorsement
Guiding Principle: Teachers who have acquired the ESOL Endorsement have specialized knowledge and skills needed to teach English language learners informed by the study of linguistics, second language acquisition and literacy development, language assessment, and through working with students from diverse cultures and languages and at different English proficiency levels.

Methods of Teaching English to Speakers of Other Languages (ESOL)
Component # 1-700-001                                                                  60 In-service Hours
Teachers know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing. Teachers support ESOL students’ access to the core curriculum by teaching language through academic content.

Assessment (ESOL Testing and Evaluation)
Component # 1-701-001                                                                  60 In-service Hours
Teachers understand issues and concepts of formative and summative assessment and use standards-based procedures with ESOL students.

Language and Literacy (Applied Linguistics)
Component # 1-702-001                                                                  60 In-service Hours
Teachers know, understand, and use the major theories and research related to the structure and acquisition of language to support ESOL students’ language and literacy development and content area achievement.

ESOL Curriculum and Materials Development
Component # 1-703-001                                                                  60 In-service Hours
Teachers know, understand, and use evidence-based practices and strategies related to planning, implementing, and managing standards-based ESL and content instruction. Teachers are skilled in using a variety of classroom organization techniques, program models and teaching strategies for developing and integrating language skills. They can integrate technology and choose and adapt classroom resources.

Culture (Cross-Cultural Communications)
Component # 1-705-001                                                                  60 In-service Hours
Teachers know, understand, and use the major theories and research related to the structure and acquisition of language to support ESOL students’ language and literacy development and content area achievement.

An additional option for teachers is to take the ESOL K-12 subject area exam (test fee is $200 for first time takers and registration available at http://www.fl.nesinc.com/index.asp).  With a passing score you may add the subject area of ESOL to your certificate. This test, along with any TWO of the ESOL endorsement courses will put you in compliance with META Consent Decree. You would then need to submit an application (available at http://certification.dadeschools.net/pdf/6743.pd) and $75.00 fee to add the ESOL subject area to your certificate.

Gifted Endorsement
Guiding Principle: “Research indicates that teachers who have received training in gifted education are more likely to foster higher-level thinking, allow for greater student expression, consider individual student strengths and weaknesses, and provide a variety of learning experiences to challenge students. This vital expertise that benefits all students is not developed merely as a result of one-hour training sessions; refining teacher skills requires high-quality professional development, time, materials, and continued support.” National Association for Gifted Children

Curriculum Development for the Gifted
Component # 1-105-302                                                                  60 In-service Hours
Participants will learn how to plan, develop, implement, and evaluate curriculum and instruction for gifted learners. Participants will learn how to write a thematic unit incorporating technology, differentiation, and alternative assessments and products.

Education of Special Populations
Component # 1-105-305                                                                  60 In-service Hours
Participants will examine the many misconceptions of what it means to be gifted as well as the challenges and issues that face the diverse populations of gifted students. This course incorporates many of the issues central to multicultural education, special education, and at the same time it will allow participants to confront difficult questions of quality, educational excellence, prejudice, stereotyping, and discriminatory practices on the national, state, and local levels of education.

Guidance & Counseling for the Gifted
Component # 1-105-304                                                                  60 In-service Hours
Participants will study the theory and research for guidance and counseling for the gifted students. They will also determine the different characteristics and the affective needs of the gifted population. The knowledge of understanding the developmental theories will help the participants meet the needs of the gifted students.

Nature & Needs of Students Who Are Gifted
Component # 1-105-301                                                                  60 In-service Hours
Nature and Need of Student Who Are Gifted provides an overview of the evolution of gifted education on the national, state and local level. Major events affecting gifted education are described as well as major policies, and procedures governing the delivery of gifted education. Cognitive, social, and emotional characteristics common to individuals who are gifted are identified along with strategies that can be used to meet the academic needs of different categories of students who are gifted.

Theory & Development of Creativity
Component # 1-105-303                                                                  60 In-service Hours
Participants will examine research on creativity with an emphasis on practical strategies and classroom applications. Participants will learn about creativity blocks and how to foster creativity within the classroom.

Reading Endorsement
Guiding Principles: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending diverse texts. Teachers will understand how writing, listening, and speaking support the teaching of reading, and how family involvement supports student achievement in reading. Teachers will understand that all students have instructional needs and apply the systematic  problem solving process: use data to accurately identify a problem, analyze the problem to determine why it is occurring, design and implement instruction/interventions, and evaluate the effectiveness of instruction/interventions. Teachers will understand that the problem solving process is recursive and ongoing, utilized for effective instructional decision making.

Competency 1: Foundations of Reading Instruction
Component # 1-103-320                                                                  60 In-service Hours
Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary.

Competency 2: Application of Research-Based Instructional Practices
Component # 1-013-321                                                                  60 In-service Hours
Teachers will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading. Teachers will engage in the systematic problem solving process.

Competency 3: Foundations of Assessment
Component # 1-013-322                                                                   60 In-service hours
Teachers will understand how to select and administer appropriate assessments and analyze data to inform reading instruction to meet the needs of all students. Teachers will engage in the systematic problem solving process.

Competency 4: Foundations and Applications of Differentiated Instruction
Component # 1-013-323                                                                   60 In-service hours
Teachers will have a broad knowledge of students from differing profiles in order to understand and apply research-based instructional practices by differentiating process, product, and context. Teachers will engage in the systematic problem solving process.

Competency 5: Demonstration of Accomplishment
Component # 1-013-324                                                                  60 In-service Hours
Teachers will, through a culminating practicum, demonstrate knowledge of the components of reading, as well as assessments and data analysis, to implement a comprehensive research-based reading plan of instruction for all students. Teachers will engage in the systematic problem solving process.

Upon completion of coursework:

1.   Educators who have completed district in-service courses or college/university coursework applicable to the Reading Endorsement must complete application form 6743 which is available online at http://forms.dadeschools.net/webpdf/6743.pdf.

2.  Submit completed form to the Office of Instructional Certification with a money order in the amount of $75 made payable to Miami-Dade County Public Schools.

Please Note: If courses were completed through a college/university, an official sealed transcript must accompany the application. Educators who have completed district in-service competency coursework are not required to submit copies of their in-service records to verify completion of endorsement requirements, as this information is directly available to the Office of Instructional Certification.