Alignments: 

• National Dual Language Education Teacher Preparation Standards (NDLETPS) Standard (EMMA Standards): Standard 6: Program Design and Curricular Leadership, Standard 2: Sociocultural Competence, Standard 5: Professionalism, Advocacy, and Agency 

• Guiding Principles for Dual Language Education: Strand 1: Program Structure

EXPANDING TO SECONDARY DLBE

This PD engages participants in understanding considerations for the expansion of dual language programs to the secondary level. The answers to the following questions will frame the content of the presentation:

This PD is intended for school and district educators and leaders interested in expanding the elementary level Dual Language Education program to middle school and high school.

Alignments: 

• National Dual Language Education Teacher Preparation Standards (NDLETPS) Standard (EMMA Standards): Standard 6: Program Design and Curricular Leadership, Standard 2: Sociocultural Competence, Standard 5: Professionalism, Advocacy, and Agency
• Guiding Principles for Dual Language Education: Strand 1: Program Structure

Alignments: 

• National Dual Language Education Teacher Preparation Standards (NDLETPS) Standard (EMMA Standards): Standard 3: Dual Language Instructional Practices and Pedagogy
• Guiding Principles for Dual Language Education: Strand 3: Instruction 

SPANISH FOUNDATIONAL SKILLS FOR EMERGING BILINGUALS: STANDARDS, SKILLS, & STRATEGIES FOR SUCCESS

How should Spanish Literacy Foundational Skills be taught in a DLBE Program? In this PD, participants will learn to determine strengths and weaknesses of approaches, methods, and programs currently in use for teaching Spanish Literacy Foundational Skills. Participants will make a year-long plan to teach their grade-level Spanish Literacy Foundational Skills Standards, experience teaching strategies for helping students acquire Foundational Skills (including placing and defending the correct use of the accent mark), and plan contrastive analysis activities for their students to develop metalinguistic awareness around the Foundational Skills. This PD is presented bilingually, partially in Spanish and partially in English.

Alignments:

• National Dual Language Education Teacher Preparation Standards (NDLETPS) Standard (EMMA Standards): Standard 3: Dual Language Instructional Practices and Pedagogy
• Guiding Principles for Dual Language Education: Strand 3: Instruction 

DEVELOPING A SCOPE AND SEQUENCE FOR K-2 PORTUGUESE FOUNDATIONAL SKILLS

In this PD, teachers will learn how to develop/adapt a scope and sequence for the Portuguese Language Arts and align it with their English Language Arts scope and sequence. Participants will learn how to identify similarities and differences between the two languages and analyze what patterns can be transferable from one language to the other, opening the door for cross-linguistic transfer. 

Alignments:

• National Dual Language Education Teacher Preparation Standards (NDLETPS) Standard (EMMA Standards): Standard 3: Dual Language Instructional Practices and Pedagogy
• Guiding Principles for Dual Language Education: Strand 3: Instruction 

FRAMEWORK FOR DEVELOPING AN INTEGRATED CURRICULUM

This PD is for any elementary DLBE program looking to implement an integrated curriculum. This approach provides a method to imbed literacy, language, and culture throughout all content areas resulting in the utilization of effective and efficient instructional time. To ensure maximum interaction, participants should have, at the very least, access to the scope and sequence for each content area and their priority standards.

Alignments: 

• National Dual Language Education Teacher Preparation Standards (NDLETPS) Standard (EMMA Standards): Standard 6: Program Design and Curricular Leadership

• Guiding Principles for Dual Language Education: Strand 2: Curriculum 

DLE & SPECIAL EDUCATION: MULTI-TIER SYSTEMS OF SUPPORT (MTSS) FOR DUAL LANGUAGE LEARNERS

This PD session will identify key multi-tier systems of support for multilingual learners (MLs) in DLBE, who have a disability or are suspected of having a disability. This session will explore effective and equitable best practices and interventions for MLs. Discussion and activities will focus on creating a continuum of appropriate supports for these students within a solution-seeking collaborative team approach. 

Alignments: 

• National Dual Language Education Teacher Preparation Standards (NDLETPS) Standard (EMMA Standards): Standard 1: Bilingualism and Biliteracy, Standard 3: Dual Language Instructional Practices and Pedagogy, Standard 4: Authentic Assessment in Dual Language 
• Guiding Principles for Dual Language Education:  Strand 1: Program Structure, Strand 3: Instruction, Strand 4: Assessment and Accountability

PARTNER TEACHING IN DLBE

This PD will explore Partner Teaching in DLBE. Participants will gain a basic understanding of Partner Teaching essentials:

• The focus of Partner Teaching is on having the partner teachers plan for the routines and procedures in the classroom. 
• Anchor routines include entering the classroom, exiting the classroom, giving the teacher their attention, listening, transitions, and managing materials and supplies. 
• Partner Teachers should plan the common classroom expectations, routines and procedures before the beginning of the school year. 
• Working with a partner teacher requires a highly collaborative relationship. 
• It is important that students have the same classroom expectations, routines and procedures in both their classrooms not because students can’t learn two sets of classroom expectations, routines and procedures, but because learning the classroom expectations, routines and procedures takes up valuable mental real estate and cognitive energy. 
• Having the same classroom expectations, routines and procedures also helps to establish parity in the partner relationship. 
• New partnerships will often choose to use most of the already established routines and change them, as the partners are able to experience them and suggest improvements or changes. 

This PD is designed for the two teachers working together in a 50:50 DLBE program model (e.g., the Spanish side teacher and the English side teacher for a grade level). Paraprofessionals that work closely with the partner teachers are welcome to participate.

Alignments: 

• National Dual Language Education Teacher Preparation Standards (NDLETPS) Standard (EMMA Standards): Standard 3: Dual Language Instructional Practices and Pedagogy, Standard 6: Program Design and Curricular Leadership

• Guiding Principles for Dual Language Education: Strand 1: Program Structure, Strand 3: Instruction

Please contact Phyllis Hardy, Executive Director, for further information or to request a service.