We are all talking: a whole-school approach to professional development for teachers of English learners

Shea, Lauren M.; Sandholtz, Judith Haymore; Shanahan, Therese B.

doi:10.1080/19415257.2016.1274267

Cited by 9 publications

(1 citation statement)

References 36 publications

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“…Two relevant ENL partnership studies have focused on the ways that teachers can create language development opportunities for MLLs in class (Gebhard & Willett, 2008;Shea, Sandholtz, & Shanahan, 2017). Gebhard and Willett (2008) found that content teachers were able to improve their use of academic language for MLLs' benefit through a sustained professional development series.…”

Section: School Partnershipsmentioning

confidence: 99%

Expanding Capacity to Serve Multilingual Learners: A University-School District Partnership

Clark‐Gareca

Fontana²

2018

Excelsior: Leadership in Teaching and Learning

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In a time of new teacher certification requirements in New York, school districts are grappling with how to meet the regulatory expectations imposed by Commissioner’s Regulations Part 154. One way that schools are solving staffing challenges is by forging new collaborations with university partners to expand their collective capacities to serve Multilingual learners (MLLs). In this article, we document a partnership between SUNY New Paltz’s Teaching English to Speakers of Other Languages (TESOL) program and the Pawling Central School District during the 2017-18 academic year. We describe the partners’ distinct roles in the university-district collaboration, and discuss the logistical considerations and challenges they faced, with respect to program design, hybrid instruction, meeting certification requirements, and working with established university systems. We conclude by identifying components that ultimately made the partnership a success.

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Section: School Partnershipsmentioning

confidence: 99%