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Important Forms and Deadlines


Candidacy is a significant achievement in your TESOL journey, as it indicates that you are on track to obtaining your degree. Students at Saint Michael's College work directly with their advisors to ensure that their Candidacy procedure and the rest of their educational journey continue to be successful. Students in the TESOL programs apply for candidacy after finishing 9 credit hours and by completing a TESOL Candidacy Form. This form outlines the student's remaining course of study and are due withing the first two weeks of the semester after they've achieved at least 9 credits.

Intent to Graduate

Students must fill out the online Intent to Graduate form the semester they plan to graduate (you will be asked to sign in to your portal to access the form). The deadlines for this form are as follows:

December (Fall) Graduation: October 30
May (Spring) Graduation: February 1
August (Summer) Graduation: July 1

Final Projects

Students may have a choice of their final project for their MATESOL degree, depending on their program track. MATESOL On-Campus, Hybrid, and MA+Endorsement students can choose to do either a Thesis or Capstone Paper. Students in the K-12 ELL Initial Licensure program are required to do a portfolio.

MATESOL Portfolio

The purpose of the Portfolio as an exit requirement for the Saint Michael’s College MATESOL degree is to showcase your work as an applied linguist, a teacher, and a professional.  The Portfolio displays your understanding of the principles, techniques, and best practices in TESOL today.  The contents will be drawn from your coursework, reading, classroom discussions, and interaction with your classmates at SMC as well as your experiences as an educator and professional in the field. The Portfolio is developed throughout your program and submitted four weeks before the end of your final semester.


Applied Linguistic theses may be empirical, literature based, or a mixture of both. In an empirical (experimental) thesis, the methodology consists of primary data collection and analysis, in order to discover an original answer to the research question. In a literature-based (theoretical) thesis, the methodology involves analyzing, synthesizing, and critically evaluating published literature, in order to draw your own (new) conclusion.

In order to do a thesis in the MATESOL program, a student must take GSL 690 (Thesis Research Seminar) and GSL 691 (Thesis) where they will develop and write their thesis with the guidance of the thesis professor and an advisor. A student will write their thesis and then defend it in a presentation that's open to all students and faculty within the MATESOL program.

Portfolio (MATESOL K-12 ELL Licensure Students only)

The Portfolio, aligned with the Core Teaching Standards for Vermont Educators, has three Parts which can be completed over the course of a pre-service educator’s experience in a Vermont Educator Preparation Program. Unlike the previous portfolio, which was task-driven, this Portfolio is evidence-based. That is, pre-service educators will collect evidence of their practice while in their preparation program. That evidence will show proficiency of meeting the Core Teaching Standards. The Portfolio then requires the pre-service educator to critically analyze and reflect on that evidence. The Portfolio is designed to be both formative and summative: 

  • Part I – The Learner and the Learning¬≠ - aligns to Core Standards 1-3 and may be completed prior to the final Student Teaching or Internship experience (formative) 
  • Part II – Content Knowledge & Instructional Practice – aligns to Standards 4-8 and is completed during the final Student Teaching or Internship experience (summative) 
  • Part III – Professional Responsibility - aligns to Core Standards 9-10 and is completed before, during, or after the final Student Teaching or Internship experience (formative or summative) 

All Vermont Educator Preparation Programs are required to follow the Portfolio directions, rubrics and scoring guides. Part II has common evidence that all preparation programs will implement. These common elements are: a unit plan, 5 lessons plans, a video of classroom instruction, a supervisor observation or evaluation of practice, and analysis of student work. Further, Part II will be calibrated and evaluated across Educator Preparation Programs to ensure inter-rater reliability and validity across institutions. 

For more information on program requirements, Candidacy, the Capstone Paper, and/or Thesis, contact:

MATESOL Program 

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