STARTALK 2015 - Chinese Teacher Programs

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38 programs found.

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Showing results 1 through 25 of 38.

Bangor Chinese School (teacher)

STARTALK: The Future Teaches Chinese

Chinese • Residential Program
  • June 15, 2015July 3, 2015: Program segment (face-to-face)
  • Husson University, Bangor, ME

This is a three-week, standards based summer program for teachers and aspiring teachers in Bangor, Maine. The program will overlap with the BCS student STARTALK program during one of its three weeks. This will facilitate articulation with the student program and enable practicum teaching experience with the STARTALK students, grades 4-12. The program will emphasize quality foreign language instruction through daily mini-lessons, a capstone teaching experience, concrete coaching with practical methods, and class portfolio management. Based on strategies and ACTFL standards in teaching foreign language, the program will concern itself with differentiated teaching, and curriculum development using best practices. University credits in "Educating Exceptional Students" offered will be applicable to teacher certification in the State of Maine. Teacher participants will learn the use of immersion techniques, how to stay in the target language, technology use in the classroom, standards-based, student-centered learning activities and effective assessment techniques. The curriculum will follow Maine standards with an introduction to national and international standards in language learning. Following the three-week program, participants will be given the opportunity to continue their professional development through workshops and professional conferences.

207-990-0710 • jingzhang@bangorchinese.comhttp://www.bangorchinese.com/

Bryant University (teacher)

Bryant STARTALK Chinese Language Teacher Program

Chinese • Residential Program
  • July 6, 2015July 31, 2015: Program (face-to-face)
  • Bryant University, Smithfield, RI

This program is a 4-week summer training and practice program from July 6-31, 2015 (no training on weekends). The targeted audiences are current and future Chinese teachers from public/private K-12 schools, teacher colleges or graduate programs, and heritage/community schools. Teaching experience is not required. Aligned with ACTFL standards and STARTALK principles, the primary goal of the program is to equip teachers with teaching skills and strategies that will enable them to teach Chinese with at least 90% use of target language. The program also includes important sessions on national standards, student-centered instruction, assessment, backward-design lesson planning, and teaching technology. The program features: • Certificate of 120 professional development credit hours • Authentic practice teaching classes with middle/high school students • Mentor for lesson planning and practice teaching • 3 graduate credits (optional) from Bryant with discount tuition and certain scholarships • Lectures/seminars by renowned scholars/experts • Workshops by experienced teachers to share teaching strategies/classroom activities • Field trip to Boston and Newport Mansions in Rhode Island • Campus dorms available for FREE for participants living 30 miles away from Bryant campus (limited; first come first served) • Up to $200 reimbursement of travel to program • Breakfast and lunch provided

401-232-6566 • kliu1@bryant.eduhttp://china.bryant.edu

Center for Advanced Research on Language Acquisition (CARLA), U of MN (teacher)

STARTALK: Transitioning to Teaching Language Online

Arabic, Chinese, Dari, Hindi, Korean, Persian, Portuguese, Russian, Swahili, Turkish, Urdu
  • June 8, 2015June 28, 2015: TTLO Course (online)
  • Completely online, MN

This STARTALK program is for K-16 teachers of critical languages who want to teach their language online. Offered completely online, this 3-week, intensive course will give teacher participants the experience of being an online learner. Course content will focus on many different facets of a successful online language course, such as creating community, time management strategies for teachers and students, choosing appropriate technology tools for communicative-based activities, and developing a variety of online activity types. In addition to exploring these aspects of teaching online, participants will see these concepts in action in a model online language course. By the end of the course, participants will have a portfolio of activities ready to be incorporated in an online course. Teachers will be awarded a certificate of completion upon finishing course requirements (optional graduate credits available for a fee). For more details, please see the program website.

612-625-8848 • johnshoy@umn.eduhttp://www.carla.umn.edu/technology/startalk/

Center for Applied Linguistics (teacher)

STARTALK Performance Assessment Training Program

Arabic, Chinese, Dari, Hindi, Korean, Persian, Portuguese, Russian, Swahili, Turkish, Urdu
  • May 22, 2015June 7, 2015: Introductory Modules (online)
  • June 8, 2015June 10, 2015: Workshop (face-to-face)
  • June 12, 2015July 2, 2015: Follow-up Modules (online)
  • Center for Applied Linguistics, Washington, DC

This training program combines online and face-to-face workshop formats to provide training in language assessment. The purpose of the workshop is to help STARTALK program directors, instructors, and/or teacher trainers learn about and plan for assessment in their STARTALK summer programs, with particular attention to assessing language growth in short-term STARTALK programs. The program begins with online modules on the basics of assessment. The two initial modules are followed by a three-day workshop at the Center for Applied Linguistics which is followed by three additional online modules. The workshop content focuses on developing high-quality assessment tasks that are appropriate for STARTALK learners. During the workshop, participants will focus on developing authentic language assessment tasks and rubrics for their programs. Additional modules will focus on topics of particular interest to participants and build on knowledge gained during the workshop. This workshop is limited to staff from STARTALK-funded programs.

202-355-1519 • lthompson@cal.org

Center for Human Services (teacher)

CHS 2015 Summer STARTALK Institute on Integrating Communication and Culture in Chinese Language Programs

Chinese • Residential Program
  • June 28, 2015July 31, 2015: Program segment (face-to-face)
  • CHS/STARTALK at Common Ground on the Hill, Westminster, MD

CHS STARTALK 2015 will provide an innovative learning environment for Chinese teacher-trainees from June 28, 2015 to July 10, 2015 (face-to-face) and July 13 to July 31, 2015 (online). Classes will run from 9:00 AM to 5:00 PM. Residential option available. Lodging and meals provided. Evening activities included. The program assists teacher-trainees to understand and implement high-yield teaching and learning strategies for the target languages. The program will focus on the following content areas: Second Language Acquisition, Language Teaching Approach and Methodology, and Curriculum Design. The program will link these content areas to STARTALK-endorsed Principles for Effective Teaching and Learning and Characteristics of Effective Language Lessons. This, in turn, will be embedded within a larger framework based on the Teacher Effectiveness for Language Learning (TELL/STELLA) Project domains. During the program, all participants will receive information and guidance on Maryland’s and Pennsylvania’s state teacher-licensure procedures, alternate paths to certification, teacher-training programs leading to certification, and relevant graduate programs leading to an advanced degree.

717-508-7290 • chs.startalk@gmail.comhttp://bit.ly/chsstartalk

Chinese American International School (teacher)

Chinese American International School STARTALK K-8 Teacher Training Program

Chinese
  • June 15, 2015June 19, 2015: Program segment (face-to-face)
  • Chinese American International School, San Francisco, CA

This intensive hands-on one-week training will provide teachers with high quality Chinese language programming to bring back to their respective classrooms. The program will focus on the principles of Understanding by Design, the essence of thematic units, comprehensible input, student centered-learning environments, integration of language, content and culture, and effective uses of performance based assessment that are linked with the learning objectives. By the end of the program, participants will understand the essential elements of immersion programs. Specific skills acquired will include: • Applying the process of curriculum design. • Gaining real immersion instruction experience. • Planning cohesive detailed lesson plans utilizing the STARTALK templates.

415-865-6091 • k_chang@cais.orghttp://www.cais.org

College Board (teacher)

Chinese Guest Teacher Summer Institute

Chinese • Residential Program
  • May 20, 2015June 3, 2015: Pre-Institute Online Modules (online)
  • July 22, 2015August 1, 2015: Guest Teacher Summer Institute (face-to-face)
  • University of California, Los Angeles, Los Angeles, CA

The Chinese Guest Teacher Summer Institute (GTSI) offers professional development for newly arriving teachers from China, prior to their placement as visiting teachers of Chinese language and culture in elementary and secondary schools across the United States. The primary goal of the GTSI is to prepare the guest teachers to teach effectively in American classrooms through a combination of interactive sessions and hands-on teaching practice. The program covers topics such as the structure of U.S. K-12 education, K-12 foreign language teaching standards, communication strategies, course design, classroom management, materials development, and more. The GTSI is only open to teachers selected for the College Board Chinese Guest Teacher Program. The program is organized by College Board in collaboration with the National Council of State Supervisors for Languages (NCSSFL) and the UCLA Confucius Insitute, and is hosted on the UCLA campus.For questions, please contact guestteacher@collegeboard.org.

212-713-8038 • scantor@collegeboard.org

College of the Holy Cross (teacher)

Read-On:Training Modules for Reading Literacy in Chinese IV

Chinese • Residential Program
  • July 23, 2015August 3, 2015: Program segment (face-to-face)
  • College of the Holy Cross, Worcester, MA

“Read On: Training Modules for Reading Literacy in Chinese IV,” is a 10-day StarTalk residential workshop for master teachers of Chinese as a foreign language (CFL) to develop best practices in literacy development focusing on reading strategies and reading comprehension. Applicants must have at least 3-5 years of full-time experience at a specific grade level teaching Chinese as a foreign language in American classrooms. K-5 and 6-8 teachers must have at least 3 years of experience; 9-12 and college-level teachers must have at least 5 years of experience. During the program, participants will create reading modules integrated within Standards-based units that can be used in the classroom as well as in CFL teacher training programs. Participants will be 'on-task' for 10 hours/day for a total of 90 hours and in addition will engage in a pre-program forum on character literacy in a Standards-based curriculum, focusing on best practices developed in the 2012-2014 StarTalk “Read-On” programs. Participants will receive full support for travel, meals (including daily dinners at area restaurants), and single occupancy accommodation in air-conditioned apartment-style dormitories. We cannot accommodate family members or companions. APPLICATION LINK IS ON THE PROGRAM WEBSITE HOMEPAGE (SEE BELOW). APPLICATION DEADLINE APRIL 24.

508-799-7787 • cross@holycross.eduhttp://college.holycross.edu/projects/startalk-chinese-literacy/index.html

Concordia Language Villages (teacher)

Second Language and Immersion Methodologies for STARTALK Teachers of Critical Languages at Concordia Language Villages

Arabic, Chinese, Dari, Hindi, Korean, Persian, Portuguese, Russian, Swahili, Turkish, Urdu • Residential Program
  • June 21, 2015July 1, 2015: Program segment (face-to-face)
  • Concordia Language Villages, Bemidji, MN

Principles of second language and immersion pedagogy serve as the framework for this graduate level course. This is a residential program designed for K-16 teachers of critical languages. Observation, participation in, and analysis of a variety of methodologies in action will help participants define their personal instructional philosophy. STARTALK teachers learn and practice: a) strategies for staying in the target language in both formal and informal instructional settings; b) formative and summative Standards-based assessments of students’ communication skills and cultural understandings; c) content-based teaching strategies; d) integrating culture into the teaching of language; and e) meeting the needs of diverse learners. Brandon Locke, dean of teacher development programs, is the program director and lead instructor. Jing Zhao, a Chinese immersion teacher, serves as co-instructor. Dr. Donna Clementi will also be a guest instructor focusing on instructional unit design and standards-based Integrated Performance Assessment model. The program is housed at Bemidji State University (Bemidji, MN) with regular visits to Concordia Language Villages sites. Participants receive room/board on the BSU campus. Four graduate credits are awarded for successful completion of the course. In addition, each participant will receive up to $350.00 to defray the costs of travel to Bemidji, Minnesota.

907-242-1671 • blocke@cord.eduhttp://www.ConcordiaLanguageVillages.org

Fargo Public Schools (teacher)

STARTALK Chinese Program for Teachers and Students in Fargo

Chinese • Residential Program
  • July 20, 2015July 24, 2015: online and asynchronous (online)
  • July 27, 2015August 7, 2015: In program (face-to-face)
  • NDSU Living and Learning Center, Fargo, ND

Twelve teachers of Chinese of either beginning or emerging level will participate in this dynamic three-week, 90 hour Teacher Program. The focus of the program will be how to teach history, geography, legends and other cultural content in Chinese at every level.The first week will be online and asynchronous, the second and third weeks will be at North Dakota State University in Fargo, ND. Participants will interact with instructors and each other in peer editing during the second week. The third week, participants will spend in the student program, practicing their new techniques and receiving feedback. Participants will be able to articulate and practice various criteria from the STELLA Modules Planning, The Learning Experience, and Performance and Feedback, collecting their evidence in a portfolio. Housing will be provided in a modern and comfortable conference center.

701-293-5763 • mary.thrond@gmail.comhttp://www.fargo.k12.nd.us

Florida State University (teacher)

Learning to Teach Critical Languages from Best Practices

Arabic, Chinese, Korean, Portuguese, Russian, Swahili
  • June 1, 2015July 24, 2015: Program segment (face-to-face)
  • FSU STARTALK Program, Tallahassee, FL

Running from June 1 to July 24, 2015, the FSU STARTALK program is designed to support two distinct sets of teachers of critical languages: approximately 20 teacher candidates in FSU’s School of Teacher Education; and eight early-career language teachers, who have experience teaching their languages at either college or elementary level. Teacher candidates will work with mentor teachers to co-plan, micro-teach, and co-teach in the program. For the teacher candidates, the proposed program will bridge the theory from the candidates' coursework and their practice through micro-teaching and co-teaching; for the eight mentor teachers, the proposed program will deepen their understanding of effective world language teaching practices and nurture their abilities as teacher-leaders. By the end of this program, teacher candidates will be able to use the backward design process to plan lessons that are contextualized and provide comprehensible input to students; meanwhile, the candidates will be able to use their reflections on the similarities and differences between the U.S. and their home countries’ school cultures to build appropriate relationships with students to promote a safe and positive learning environment; mentors will develop their skills of providing constructive feedback to teacher candidates.

850-644-7813 • wwang5@fsu.edu

Glastonbury Public Schools (teacher)

Lead with Chinese

Chinese • Residential Program
  • June 29, 2015July 10, 2015: Advanced Course: Creating Teacher Leaders in the Chinese Classroom (face-to-face)
  • July 13, 2015July 24, 2015: Beginner Course: Standards-Based Instruction in Chinese Language: From Theory to Practice (face-to-face)
  • Glastonbury High School, Glastonbury, CT

Advanced Course: June 29 – July 10: Prerequisite: 3 years teaching experience. Participants will develop an understanding of what it takes to become a leader, how to develop a vision of what good classroom performance is, how to communicate that vision to other teachers, and finally how to assist other teachers in implementing that vision in their classes. Participants will also focus on diagnosing difficulties, and promoting ways to manage the learning process. Participants learn to provide feedback and coaching to other teachers so that instruction is maximized. Technology will be an integral part of the course and will be used to gather data. Beginner Course: July 13 – 24: This course centers on a Chinese curriculum that is standards-based, infuses technology, and includes the latest philosophies of language teaching. Participants will discuss how curriculum needs to be created with a “backward design” model, keeping in mind that focused assessment is a key component of Understanding by Design. Participants will also learn techniques for helping their students become more proficient as they continue their language study. Teachers will learn elements of differentiated instruction and demonstrate their understanding by teaching a mini-lesson. Observation and reflection are integral parts of the course.

860-652-7200 Ext. 2030 • wildmanj@glastonburyus.orghttp://goo.gl/6Ymhuy

Global Language Project (teacher)

Highly Effective Teacher By Design

Arabic, Chinese, Korean, Russian
  • July 6, 2015July 17, 2015: Program segment (face-to-face)
  • Columbia University: Knox Hall, New York, NY

The GLP Summer Startalk Program: Highly Effective Teacher By Design, is a two week program designed to bring together learners to both improve their own instruction as well as support colleagues in their professional growth. We will begin our time together by establishing a common understanding of the characteristics of highly effective world language instruction as well as the components of the world readiness standards. We will continue by exploring the role of learning targets and formative assessment as a means to monitor student language development, ensuring participants meet their end of course goals. Next we will focus on lesson planning, comprehensible input, and checking for understanding, which are essential elements of a successful second language classroom. In week two we will focus on practicing the implementation of what was learned in week one. This week will provide opportunities for participants to teach lessons to groups of students and receive feedback on those lessons. Based on the feedback, participants will revise the lesson and re-teach it to a new group later in the week. This focus on the reflection and refinement process will provide participants the opportunity to develop skills they can implement in their classrooms in the fall.

646-657-8075 Ext. 6 • eshovers@glpny.orghttp://www.globallanguageproject.org/startalkprogram.php#registration

Human Assistance & Development International - CLASSRoad (teacher)

Taking TELL Online: Planning Effective Distance Language Instruction

Arabic, Chinese
  • June 14, 2015July 18, 2015: Complete online workshop (online)
  • HADI-CLASSRoad, Culver City, CA
  • California State University - San Bernardino, San Bernardino, CA

June 14 - July 17, 2015 FULLY ONLINE PROGRAM - PARTICIPANTS JOIN REMOTELY This is a five-week fully online advanced program for up to 30 Arabic and 30 Chinese teachers that features asynchronous learning, synchronous sessions with instructors and peers, and online synchronous micro-teaching activities with university students. The TELL Project is based on research that shows that the greatest factor in student achievement is an effective teacher. TELL provides a blueprint for effective world language teaching through key practices and behaviors of model world language teachers. Our course will help you identify and apply those model practices and behaviors as they pertain to planning for effective online language learning experiences. Our focus on a growth mindset will help you improve through practice and reflection on that practice. Join in our growing professional learning network comprised of alumni from our previous programs and well as new community members. Furthermore, in our online course you will be introduced to a variety of technology tools that you can incorporate in an online instructional design and teaching.

310-845-6149 • munir@hadi.orghttp://www.classroad.com/startalk

Hunter College/Research Foundation of City University of New York (teacher)

STARTALK Chinese Teacher Training Program at Hunter College: A Blended Model

Chinese
  • June 20, 2015July 23, 2015: on-campus (face-to-face)
  • July 24, 2015July 30, 2015: off-campus (online)
  • Hunter College, CUNY, New York, NY

Hunter College Teacher Training Program offers graduate-level courses for pre-service and in-service teachers to fulfill partial requirements toward the M.A. degree and the New York State certification. There are 25 seats available. The program begins with a three-day preparation session followed by five weeks of teaching practicum that combines face-to-face teaching in the classroom setting and on-line tutoring via our live classroom platform. There will also be a workshop on task-based instruction and a seminar on proficiency-based teaching. Training will be conducted through a variety of activities, such as classroom observation and discussion, teaching rehearsal, student-teaching, teaching discussion, etc. Participants draft lesson plans, discuss them with the lead teacher and fellow participants, rehearse the lessons, teach them in a real classroom, and discuss the teaching afterwards. Participants may choose to participate with no credit, or may choose to earn up to 6 graduate credits over the summer, and an additional 3 credits in the fall semester. For-credit participants are eligible to receive tuition scholarship support if they complete course requirements with outstanding performance.

212-396-6595 • zchang@gradcenter.cuny.eduhttp://chineseflagship.hunter.cuny.edu/?op=startalk&ct=3

Kent State University (teacher)

KSU STARTALK: Teacher Leadership Academy

Chinese • Residential Program
  • July 6, 2015July 15, 2015: Program segment (face-to-face)
  • KSU STARTALK Teacher Leadership Academy, Kent, OH

The Kent State STARTALK Teacher Leadership Academy is a ten-day residential program for K-12 teachers of Mandarin Chinese. The task-based, learner-centered curriculum promotes the integration of the latest Web 2.0 technologies with STARTALK best practices in Foreign Language instruction. Teacher participants will have the opportunity to observe and participate in the Kent State student immersion program in Mandarin Chinese. Teacher participants receive three graduate credits upon successful completion of the program. This program (including room and board and tuition) is entirely free for teachers accepted into the program.

330-672-1813 • bbaer@kent.eduhttp://fla.mcls.kent.edu

Loyola Marymount University, Los Angeles (teacher)

LMU 2015 STARTALK LMU Mandarin Teacher Summer Institute

Chinese
  • May 5, 2015May 28, 2015: Course 1: Content-Based Language Instruction and Curriculum Development (online)
  • June 6, 2015June 6, 2015: 4 hour Face To Face session (face-to-face)
  • June 15, 2015June 26, 2015: Course 2: Practicum in Teaching Mandarin in PreK-12 Settings (face-to-face)
  • October 14, 2015December 9, 2015: Course 3: Assessment Basics (online)
  • January 5, 2016January 30, 2016: Course 4: Chinese Grammar Pedagogy (online)
  • Loyola Marymount University, Los Angeles, CA

The School of Education at Loyola Marymount University (LMU) is committed to responding to the state and national demand for highly qualified Mandarin language teachers by offering two pathways for teacher preparation. Pathway 1 is the Credential Program and includes the completion of coursework leading to a California teaching credential, Master's degree and bilingual authorization (2 cohorts of teacher candidates, 17 total). Pathway 2 is the Certificate in Teaching Mandarin in PreK-12 Settings, a hybrid program consisting of 12 continuing education units of credit (120 professional development hours) offered through LMU Extension (14 participants). Since our first StarTalk grant in 2008, 26 of our recipients have graduated with Master’s Degrees. Many of our graduates have taken teaching positions in southern California and throughout the nation and are "highly qualified," according to the national definition set forth in No Child Left Behind (2001).

310-338-2924 • magaly.lavadenz@lmu.eduhttp://soe.lmu.edu/centers/ceel/startalk-lmu/teacherinstituteprogram/

New York University (teacher)

NYU StarTalk Immersion Training Program for Teachers of Chinese (K-6)

Chinese
  • July 1, 2015July 24, 2015: Teaching FL To Elementary School Students (3 credits) (face-to-face)
  • September 12, 2015January 16, 2016: Dual Language Workshops (Saturdays once a month) (face-to-face)
  • New York University, New York, NY

The NYU StarTalk Immersion Training Program for Teachers of Chinese (1-6) for pre- and in-service teachers of Chinese is designed to give teachers an essential understanding of the theory and best practices of Chinese immersion and FLES education. The core of the NYU StarTalk Immersion Training Program for Teachers of Chinese (1-6) is the summer course “Teaching Foreign Language to Elementary School Children” (FLES), which is held July 6 - 24, with additional content designed exclusively for teachers of Chinese. Four fall workshops concentrate on Chinese immersion education. Participants may choose from 2 strands. The first strand offers a 50% scholarship to participants who wish to earn 3 graduate credits in FLES education. These 3 credits are required for teachers holding NYS Teaching 7-12 certification to receive the NYS extension for teaching in grades 1-6. Both strands will participate in a series of fall workshops focusing on Chinese immersion education.

212-992-9367 • robin.harvey@nyu.eduhttp://steinhardt.nyu.edu/teachlearn/mms/StarTalk_NYUChineseImmersion2015

Northern Virginia Community College (teacher)

NOVASTARTALK

Arabic, Chinese, Dari, Hindi, Korean, Persian, Portuguese, Russian, Swahili, Turkish, Urdu • Residential Program
  • June 29, 2015July 10, 2015: NOVASTARTALK F2F Workshops (face-to-face)
  • NOVA Arlington Center, Arlington,, VA

NOVASTARTALK is a face to face workshop that features standards-based instruction on the appropriate use of technology to teach World Languages in STARTALK programs and in the home institutions of STARTALK teachers. The faculty members of NOVASTARTALK are known or their expertise in technology-enhanced language teaching and learning. The focus of the workshop is the technology toolkit that each participant puts together over the course of a week of instruction. This toolkit allows the teachers to implement a similar program at their home institutions. There are two seperate NOVASTARTALK sessions with different applications and foci. Teachers are encouraged to sign up for week one if they have never been to NOVASTARTALK before. They are encouraged to sign up for week two if they are proficient in basic technologies or if they are returning to NOVASTARTALK after a previous workshop. Participants should not sign up for NOVASTARTALK unless they are able to attend from 9-5 for the five consecutive days of the session . For information on our program contact Program Director Laura Franklin at 703-845-6325.

703-845-6242 • lfranklin@nvcc.eduhttp://www.novastartalk.edu

Program for Teaching East Asia, University of Colorado Boulder (teacher)

Chinese Language Instruction in the Digital Age: A STARTALK Program on Incorporating Learner-Centered Tehnology Tools into the Chinese Language Curriculum

Chinese • Residential Program
  • June 10, 2015June 21, 2015: Pre-program Asynchronous Online Segment (online)
  • June 23, 2015July 1, 2015: Residential Program Segment (face-to-face)
  • July 2, 2015July 17, 2015: Asynchronous Project Completion Segment (online)
  • University of Colorado Boulder, Boulder, CO

The University of Colorado's Program for Teaching East Asia will host a STARTALK program for 20 Chinese language teachers working in middle and high school settings around the US. This blended program will provide teachers with a thorough understanding of and practical experience with implementing effective learning technologies appropriate for the secondary Chinese language classroom. Based on the premise that the sustainability of both a program and its teachers increasingly depends on the teachers possessing skills and behaviors of a digital-age professional, this STARTALK program will introduce the theory, standards, frameworks, knowledge, and practice necessary for incorporating into the curriculum, with comfort and ease, a range of learner-centered technology tools. Program participants will work with language technology specialists, experienced Chinese language curriculum designers, and master teachers to gain a clear understanding of and competency in a variety of technologies around which they can create effective and engaging lessons. The program will consist of asynchronous online learning in mid-June, a residential institute in late June, and asynchronous online time in early July to complete a technology portfolio.

303-735-5128 • jon.zeljo@colorado.eduhttp://www.colorado.edu/cas/tea

Rutgers, The State University (teacher)

STARTALK Rutgers Chinese Teacher Leadership Program 2015

Chinese
  • June 26, 2015July 24, 2015: Program segment (face-to-face)
  • Highland Park Middle School, Highland Park, NJ
  • Rutgers Graduate School of Education, New Brunswick, NJ

The focus of this year's program is on the development of leadership skills. New teachers will learn to expand their skill sets in the following areas: classroom management, lesson design, teacher presence and confidence, presentational skills, and professional English. The program orientation will be on June 27th. Program participants will meet full days from July 6 through July 17th. A follow-up post-program meeting will be on July 24th.

848-932-0790 • mary.curran@gse.rutgers.eduhttp://gse.rutgers.edu

San Diego State University Research Foundation (teacher)

STARTALK 2015: Multi-language Summer Student/Teacher Program: Arabic, Chinese, Dari, Korean, Swahili, Persian, Portuguese Combination proposal

Arabic, Chinese, Dari, Korean, Persian, Portuguese, Swahili • Residential Program
  • June 15, 2015June 26, 2015: Program segment (face-to-face)
  • San Diego State University, San Diego, CA

The Language Acquisition Resource Center (LARC) at San Diego State University (SDSU) will offer a two-week residential teacher training program for twenty three beginning level and five emerging (intermediate) level teachers (K-16). The program will be conducted at two levels to accommodate both beginning and emerging teachers. By the end of the program the participants will be able to effectively apply contemporary theories of second language acquisition (SLA) to their instruction; incorporate the principles of backward design; the five-step lesson plan; and ACTFL standards to their lessons and curricula. The five emerging participants will be given more practicum opportunity during the workshop. They will work closely with the Language Group Leaders in the morning to prepare materials and lessons. In the afternoons they will assist/coach the beginning level participants. The program will be offered via a two-week (80 hours) on-site workshop. Interested participants will earn three units graduate level credit and will be offered an opportunity to attend an extra 40 hours of continuing teacher education offered by the California World Language Project onsite, or online.

619-594-7447 • fsaydee@mail.sdsu.eduhttps://larc.sdsu.edu/startalk/

Seattle Public Schools (teacher)

Seattle Public Schools Startalk Teacher Certification Program

Arabic, Chinese, Korean
  • June 19, 2015July 10, 2015: Program segment (face-to-face)
  • Chong Wa Benevolent Association Hall, Seattle, WA

The Seattle Public Schools (SPS) Startalk program will start a new Cohort 9 of nine teacher candidates on an alternate route pathway to teacher certification in the state of Washington. Certification coursework is provided by Pacific Lutheran University. Languages served are Arabic, Chinese, and Korean. Cohort 9 teacher candidates will take three, two credit graduate level courses: EDUC 544 Socio-cultural Foundations of Education, EDUC 556 Secondary Schools, EDUC 583 Exceptionalities. The returning cohort, Cohort 8, consisting of 7 teacher candidates, will take two courses: EDUC 561 Secondary Methods (4 credits) and EDUC 563 Internship Seminar (2 credits). Those who have not passed or taken the WEST B tests of reading, writing and math will also attend a workshop on tips for passing the WEST B writing and reading. Week 1 consists of certification coursework in preparation for the following two weeks of morning lab school. Weeks 2 and 3, teacher candidates will teach K-4th grade children Arabic, or Chinese or Korean in the mornings. Course instructors and teacher candidates will rotate observation and feedback responsibilities. Afternoons will be spent debriefing and taking additional certification coursework.

206-722-6561 • belau@seattleschools.org

Stanford University/California World Language Project (teacher)

Stanford University CWLP Teacher Leadership Program

Arabic, Chinese, Dari, Hindi, Korean, Persian, Portuguese, Russian, Swahili, Turkish, Urdu • Residential Program
  • July 17, 2015July 22, 2015: Program segment (face-to-face)
  • University of California, Santa Barbara, Santa Barbara, CA

This residential program, Leadership Development for Teachers of STARTALK Languages and Cultures, is especially designed for teachers who have experienced the highest level of success in implementing the STARTALK-Endorsed Principles in their classrooms and provide them with the leadership skills that will enable them to play leadership roles in their schools and districts to advance the mission of STARTALK. These roles include planning programs and curricula, leading professional development activities, becoming cooperating/master teachers for teacher candidates, mentoring and coaching their colleagues to implement best practices in their classrooms and serving in different committees and task forces designed to strengthen teaching and learning of the STARTALK languages. The program will continue to strengthen the participants’ linguistic and cultural knowledge and especially their pedagogical practices, but will concentrate its efforts on building a cadre of teachers who can play leadership roles in program planning, curriculum development, assessment practices in their districts, schools, and local organizations, including the designing and planning of STARTALK programs. Attention will also be placed on preparing the participants to support Master/Cooperating teachers in the essential function of preparing the next generation of STARTALK anguage educators.

650-736-9042 • duarte.silva@stanford.edu

The Partnership to Advance Learning (teacher)

Teachers Mentoring Teachers: Building the STARTALK Legacy

Arabic, Chinese, Hindi, Korean, Portuguese, Russian
  • August 10, 2015August 21, 2015: Module 1 (Developing Learning Targets) (online)
  • August 17, 2015August 28, 2015: Module 2 (Checking for Understanding) (online)
  • August 24, 2015September 4, 2015: Module 3 (Conducting Performance Assessment) (online)
  • Memphis, TN

Designed for any teacher as well as instructional leads in STARTALK programs, this online course will help participants use resources identified by the Teacher Effectiveness for Language Learning Project to increase their effectiveness. Participants will be able to complete up to 100 hours of professional learning through four online modules. Module 1 will provide an in-depth look at choosing learning targets not only focused on language and cultural competencies, but also how to develop “LEARNING TARGETS” that allow learners to connect and compare to other content areas, and demonstrate their learning in their community. Module 2 will provide the opportunity to see how carefully identified learning targets ease a teachers implementation of strategies for “USING THE TARGET LANGUAGE” and providing comprehensible input. Module 3 will ask participants to develop an understanding of the role of assessment in meeting the National Standards through the development of their own “PERFORMANCE ASSESSMENTS.” Module 4 will ask participants to reflect on their own effectiveness and develop a growth plan based on the “TELL PROJECT”. Each module includes videos, readings, threaded discussions, coaching sessions, and online chats with expert consultants. Within each module, participants will have a choice of assessment tasks to demonstrate their learning.

901-734-0871 • info@advance-learning.orghttp://www.tellproject.org/startalk/summer2015
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