Find a Summer Program

Showing 1 - 10 of 53 results found.

    Glastonbury Public Schools (Teacher)

    Lead with Chinese

    Language(s)

    Chinese

    Date(s)
    • June 24, 2018 – July 6, 2018: Using Authentic Tales to Advance the Three Modes (Face-to-face)
    • July 9, 2018 – July 20, 2018: Creating a Learner-Centered Classroom by the Gradual Release of Responsibility (Face-to-face)
    Location(s)
    • Glastonbury High School, Glastonbury, CT
    Program Setting

    Residential

    Summary

    This program provides two two-week sessions for up to 15 total teachers to learn to deliver instruction and assess student learning in a standards-based instructional program at the K-12 level. The classes are five days a week, seven hours a day (84 total hours of direct instruction), and also include a Modified Oral Proficiency Interview (MOPI) or Integrated Performance Assessment two-day training workshop during the middle weekend. The outcomes of the program will be found in an e-portfolio and include: a micro-teaching lesson in the co-located student program, a reflective journal on participants’ learning and classroom observations, a final paper detailing student progress and trainees’ teaching, and an understanding of the importance of “backward design” and how it leads to better learning for students. These outcomes help to increase the sustainability of these educators in the classroom during regular year/academic year programs; the skills and knowledge that they gain in this program are directly transferred to the co-located student program and also to their teaching during the academic year. Many teachers return to the program as a way of continuing their professional development because every year we differentiate the courses according to the expressed needs and wishes of previous participants.

    Contact(s)
    (201) 265-5256
    drjdowd@aol.com
    Program Website

    Glastonbury Public Schools (Teacher)

    Lead with Russian

    Language(s)

    Russian

    Date(s)
    • June 24, 2018 – July 6, 2018: Using Authentic Tales to Advance the Three Modes (Face-to-face)
    • July 9, 2018 – July 20, 2018: Creating a Learner-Centered Classroom by the Gradual Release of Responsibility (Face-to-face)
    Location(s)
    • Glastonbury High School, Glastonbury, CT
    Program Setting

    Residential

    Summary

    This program provides two two-week sessions for up to 15 total teachers to learn to deliver instruction and assess student learning in a standards-based instructional program at the K-12 level. The classes are five days a week, seven hours a day (84 total hours of direct instruction), and also include a Modified Oral Proficiency Interview (MOPI) or Integrated Performance Assessment two-day training workshop during the middle weekend. The outcomes of the program will be found in an e-portfolio and include: a micro-teaching lesson in the co-located student program, a reflective journal on participants’ learning and classroom observations, a final paper detailing student progress and trainees’ teaching, and an understanding of the importance of “backward design” and how it leads to better learning for students. These outcomes help to increase the sustainability of these educators in the classroom during regular/academic year programs; the skills and knowledge that they gain in this program are directly transferred to the co-located student program and also to their teaching during the academic year. Many teachers return to the program as a way of continuing their professional development because every year we differentiate the courses according to the expressed needs and wishes of previous participants.

    Contact(s)
    (201) 265-5265 ext 2030
    drjdowd@aol.com
    Program Website

    University of Nebraska-Lincoln (Teacher)

    STARTALK Chinese Teacher Institute

    Language(s)

    Chinese

    Date(s)
    • July 11, 2018 – July 21, 2018
    Location(s)
    • University of Nebraska-Lincoln, Lincoln, NE
    Program Setting

    Residential

    Summary

    This residential STARTALK Chinese Teacher Institute will consist of 90 instructional hours (10 days) of professional development for 15 US Chinese teachers interested in improving their language teaching skills. The outcomes of this institute include a) development of a research informed pedagogy and examination of personal beliefs about language learning and teaching, b) skill development and integration of technology in language teaching and learning, c) increase in the number of highly qualified teachers of Chinese, d) creation of a learner-centered learning environment that optimizes language proficiency and e) development of a professional learning community of Chinese teachers and language educators.

    Contact(s)
    (402) 370-6139
    shurlbut2@unl.edu
    Program Website

    Penn State (Teacher)

    Penn State STARTALK Arabic Academy for Teachers

    Language(s)

    Arabic

    Date(s)
    • June 1, 2018 – July 13, 2018
    Location(s)
    • The Pennsylvania State University, University Park, PA
    Program Setting

    Residential

    Summary

    This professional development program, designed for 10 current and prospective teachers of Arabic at middle school, high school, and post-secondary levels, uses a three-part blended learning structure: (1) an initial 3-week online component (estimated 20 hours' instructional time), June 1-21; (2) a 6-day residential seminar (48 instructional hours), held at Penn State's University Park Campus, June 24-29, during which the teachers participate in teaching high school and college students who are taking an introductory Arabic course at Penn State; and (3) a postseminar online component (estimated 7 hours), July 8-13 ; for 75 hours total. The broad outcome at which we aim is to contribute to the national effort to expand instructional capacity in critical languages, including Arabic. Specific outcomes are to enable teachers to teach Arabic effectively according to STARTALK-endorsed principles––our special focus is on staying in the target language while maintaining comprehensibility; to ensure teachers' awareness of resources that can support them in doing so; and to enhance their preparedness for careers teaching Arabic. We will present pathways to certification and other career options.

    Contact(s)
    (814) 867-1665
    galinova@psu.edu
    Program Website

    Portland Public Schools (PPS), Portland Oregon (Teacher)

    STARTALK Summer Bridging Academy for Teachers

    Language(s)

    Chinese, Russian

    Date(s)
    • June 2, 2018 – June 2, 2018: (Face-to-face)
    • June 9, 2018 – June 9, 2018: (Face-to-face)
    • July 2, 2018 – July 7, 2018: (Face-to-face)
    Location(s)
    • Vernon School / BESC, Portland, OR
    Program Setting

    Non-residential

    Summary

    The STARTALK Summer Bridging Academy for Teachers coupled with the STARTALK K-5 Bridging Academy in Portland offers total of 23 K-5 Chinese and Russian dual language immersion teachers and aspiring educators the ideal opportunity to bridge pedagogical theory, best practices and real world application. Over 69 hours of training, reflection and evaluation and 72 hours of actual integrated content and language instruction, participants gain critical professional knowledge and skills in immersion pedagogy while collectively building a professional culture of continuous improvement anchored in a data driven learning cycle. Current teachers can earn continuing education credits toward licensure renewal. Dual Language Teacher Fellows enrolled in a Portland Public Schools and Portland State University collaborative alternative licensure program (Portland Dual Language Teacher Fellows) gain significant experience and training as part of their required course work towards full licensure and a masters degree. Aspiring Educators, highly bilingual high school and college students, also receive an invaluable opportunity to be mentored and develop skills and knowledge about working with children.

    Contact(s)
    (503) 916-5381
    mkreuzer@pps.net

    UW (Teacher)

    Preparing Language Teachers for the 21st Century

    Language(s)

    Arabic, Chinese, Korean, Russian

    Date(s)
    • June 25, 2018 – July 8, 2018: (Online)
    • July 9, 2018 – July 20, 2018: (Face-to-face)
    Location(s)
    • University of Washington Language Learning Center, Seattle, WA
    Program Setting

    Residential

    Summary

    The STARTALK Teacher Program, “Preparing Language Teachers for the 21st Century,” will prepare 10 native (or near native) speakers of Russian, Chinese, Korean, and Arabic to teach in a standards and content-based program, focused on developing communicative proficiency and accuracy in students learning these languages and on integrating STEM (Science, Technology, Engineering, and Math) into language instruction. The program is designed to teach participants the STARTALK principles and standards-based language teaching and curriculum development, as well as the content knowledge needed to pass the Washington Educator Skills Test – Endorsement (WEST-E) for World Languages. Teachers will be able to work toward obtaining a P-12 World Language Endorsement for teaching these languages in Washington K-12 public schools. The program also provides scholarship assistance to complete the required assessments (WEST-E and ACTFL OPIc and WPT). In 2018, the 75-hour program will offer five UW credits of EDC&I 495 from the University of Washington College of Education and will run from June 25, 2018 to July 8, 2018 (online) and July 9, 2018 through July 20, 2018 in the face-to-face component.

    Contact(s)
    (206) 543-0536
    startalk@uw.edu
    Program Website

    Occidental College (Teacher)

    Putting the Arabic Standards Front and Central

    Language(s)

    Arabic

    Date(s)
    • June 25, 2018 – July 5, 2018: Buildign Leadership (Online)
    • July 6, 2018 – July 20, 2018: Technology (Online)
    • July 20, 2018 – July 22, 2018: Buildign Leadership (Face-to-face)
    • July 23, 2018 – July 26, 2018: Technology (Face-to-face)
    Location(s)
    • Hotel TBD, Long Beach, CA
    • Califronia State University, Long Beach, Long Beach, CA
    Program Setting

    Residential

    Summary

    Occidental College offers two separate blended programs one focusing on the development of leadership and the second focusing on technology as the core of standards-based instruction.
    Thirty applicants (teachers in elementary, middle, high school and university settings) will be served in these two programs for ninety-six hours. Sixteen hours in the Leadership Program and twenty-four hours in the Technology Program will be delivered online. The face-to-face segment will be three days for Leadership Program and four days for Technology Program. The Leadership program is by invitation. Participants in the leadership program will create curricular maps and/or a thematic using social justice/global issues as an organizing principle. During the intervening year, participants will pilot materials and modify them based on program needs and interactions with their students. Technology Sessions will be offered for teachers at various levels of proficiency. Technology Sessions will be offered for teachers at various levels of proficiency. Novices will design or adapt learning plan(s) and deliver a model leaning episode for volunteers (university students, LOTE student-teachers, graduate language instructors, and university staff). Specifically, they will a) specify the learning targets using can-do statements b) create a technology-based interpretive task with authentic materials using technology to make language, culture and/or content comprehensible to students, c) explore various programs that can be used to support interpersonal and presentational communication and d) participate in a practicum where they teach segments of a model lesson to volunteers. 4) Teachers in the Leadership and Technology Sessions will explore the use of platforms to facilitate professional development and language learning and create an online community to share materials and practices that foster continued interaction among participants.

    Contact(s)
    (323) 259-2949
    bzaslow@oxy.edu
    Program Website

    Kean University (Teacher)

    Kean STARTALK 2018 Hindi/Urdu Teacher Program

    Language(s)

    Hindi, Urdu

    Date(s)
    • July 23, 2018 – August 11, 2018: (Face-to-face)
    Location(s)
    • Kean University, Union, NJ
    Program Setting

    Residential

    Summary

    The 2018 Kean Teacher Program is designed for heritage, native or non-native speakers of Hindi or Urdu that have 2 or more years experience teaching in heritage language schools, in STARTALK Programs and/or have previously attended NYU STARTALK Teacher Training Programs. The blended learning program will enroll 7 Hindi and 6 Urdu teachers in credit-bearing graduate coursework leading to a Master’s Degree in Hindi and Urdu Language Pedagogy. Teachers in the first MA cohort will pursue 4.5 credit hours of onsite pedagogy coursework while concurrently engaging in clinical observation and practice during the Kean Student Hindi and Urdu Summer Program and teachers in the second cohort will pursue 9-credit hours of content, theory and pedagogy online coursework as part of the Extended Teacher Program. Program outcomes include: acquisition of pedagogical knowledge and skills (contemporary, research-based instructional methods and assessment practices) through summer onsite courses that include integration of content, theory and pedagogy into clinical practice in the Student Program and acquisition of content (language, literature and linguistics) through extended online courses. Credits earned in graduate courses may be used to fulfill licensure requirements or to pursue Alternate Route Certification Programs offered in most states.

    Contact(s)
    (908) 892-4712
    jjensen224@gmail.com
    Program Website

    Concordia Language Villages (Teacher)

    Immersion Methodologies for STARTALK Teachers

    Language(s)

    Arabic, Chinese, Dari, Hindi, Korean, Portuguese, Persian, Russian, Turkish, Swahili, Urdu

    Date(s)
    • June 24, 2018 – July 4, 2018: (Face-to-face)
    Location(s)
    • Bemidji State University, Bemidji, MN
    Program Setting

    Residential

    Summary

    The four-credit graduate-level course, entitled “Second Language and Immersion Methodologies for STARTALK Teachers of Critical Languages,” is a 10-day residential program hosted by Concordia Language Villages in Bemidji, Minnesota, and takes place on the campus of Bemidji State University (BSU).
    The course consists of 80 instructional hours, not including informal discussions and personal reflection, and focuses on key concepts of immersion education and active participation in all aspects of language and culture programming at the Language Villages. 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, with emphasis on the environment, drama and music; d) integrating culture into the teaching of language; and e) meeting the needs of diverse learners. A perennial highlight of our program is several visits to our youth Language Villages in session at that time, where participants observe class concepts put into practice.

    Participants receive tuition, room & board, four units of graduate credit from Concordia College and up to $500 of travel-expense reimbursement, all for free, thanks to the STARTALK grant.

    Enrollment is limited to 15 participants, so register today by completing the attached application form or going to http://www.concordialanguagevillages.org/adult-programs/educator-program... .

    For registration questions, please contact Sara Williams at swilliam@cord.edu.
    For questions regarding course content, please contact Brandon Locke at blocke@cord.edu.
    For all other questions, please contact Mark Chen at mchen@cord.edu.

    Contact(s)
    (218) 299-3472
    blocke@cord.edu
    Program Website

    North Central College (Teacher)

    STARTALK Teaching Chinese with Authentic Materials

    Language(s)

    Chinese

    Date(s)
    • June 18, 2018 – June 22, 2018: (Face-to-face)
    • June 23, 2018 – June 24, 2018: (Online)
    • June 25, 2018 – June 29, 2018: (Face-to-face)
    Location(s)
    • North Central College, Naperville, IL
    Program Setting

    Non-residential

    Summary

    The North Central College Chinese program will partner with local schools to provide a STARTALK teacher program for 12 teachers of Mandarin Chinese with varied teaching experience. This program, focusing on equipping participants with strategies and tools in selecting and applying authentic materials in Chinese language classrooms, is delivered through a combination of face-to-face and online formats. The program, with a total instructional time of over 90 hours, combines a 10-day face-to-face workshop and 2 online modules, to guide participants to use authentic materials and apply effective teaching strategies in unit and lesson planning. To ensure the continued support for participants’ application of training content, two post-program reunions and sharing activities are designed during the fall and winter. The expected outcomes are that participants are able to select age-appropriate authentic materials for their lessons, scaffold student learning through effective teaching strategies and tools, and develop performance- based assessment using authentic materials.

    Contact(s)
    (630) 637-4526
    jsun@noctrl.edu

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