Find a Summer Program

Showing 1 - 10 of 20 results found.

    CityU of Seattle Startalk (Teacher)

    CityU of Seattle Startalk Teacher Certification

    Language(s)

    Chinese, Korean

    Date(s)
    • June 29, 2019 – July 19, 2019: (Face-to-face)
    Location(s)
    • Chong Wa Benevolent Assn. Hall, Seattle, WA
    Program Setting

    Non-residential

    Summary

    Our program outcome is to recruit 12 fluent speakers of Chinese and Korean at the novice teaching level (pre-service) to take nine undergraduate quarter credits towards Washington state teacher certification. Teacher candidates will be enrolled in one of CityU of Seattle's Alternative Routes to teacher certification program. The face to face part of the program runs 15 days (June 29-July 19), with a pre-program component (June 22-28) for a total of 90 instructional hours, not including outside assignments and the pre-program online component. Within the program are 9 half days of lab school in which teacher candidates teach in the morning and attend certification classes in the afternoon. During lab school, instructors and master mentors observe and note teaching behaviors for discussion during a working lunch. After the summer program, teacher candidates will take an additional 14 credits during the academic year, completing student teaching by the end of spring quarter and taking and passing the edTPA in June. Teacher candidates will then apply for a Washington State Residency Teaching Certificate. During the certification program, teacher candidates will also be eligible to take the Designated World Language endorsement test to be certified to teach Chinese or Korean.

    Contact(s)
    (206) 722-6561
    laubetty@cityu.edu
    Program Website

    Glastonbury Public Schools (Teacher)

    Lead with Chinese

    Language(s)

    Chinese

    Date(s)
    • June 22, 2019 – July 3, 2019: Session I: (Face-to-face)
    • July 7, 2019 – July 18, 2019: Session II: (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 meet every day for 12 days, seven hours a day (84 total hours of direct instruction), and include a Workshop on Cooperative Teaching and a workshop on the Modified Oral Proficiency Interview (MOPI) during the weekends. The outcomes of the program will be found in an e-portfolio and include: micro-teaching lessons in the co-located student program (on coaching and on assessment), a reflective journal on participants’ learning and classroom observations, a final reflective paper detailing the student progress they saw and their personal thoughts on their classroom work, and a plan for implementing the newly acquired skills during their regular school program. The skills and knowledge that participants gain in this program are directly transferred to the co-located student program and 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
    drjdowd@aol.com
    Program Website

    Center for Applied LInguistics (Teacher)

    STARTALK Performance Assessment Training Program

    Language(s)

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

    Date(s)
    • June 7, 2019 – July 26, 2019: A 3-day face-to-face workshop will be held in Washington, DC (Online)
    • June 24, 2019 – June 26, 2019: (Face-to-face)
    Location(s)
    • Center for Applied Linguistics, Washington, DC
    Program Setting

    Non-residential

    Summary

    The STARTALK Performance Assessment Training Program at the Center for Applied Linguistics uses a blended online and face-to-face format to train up to 40 STARTALK educators representing all grade and experience levels and STARTALK languages on the fundamentals of performance-based assessment within the STARTALK context. The program will consist of seven online modules, two webinars, and a three-day face-to-face workshop for a total of 41 instructional hours over the course of 7 continuous weeks.

    Participants who complete the program will develop performance assessment tasks, adapt rating rubrics, create self-assessment tools for students, and create a standards- and curriculum-based assessment plan with performance objectives. Participants will be prepared to continue to develop these tools and integrate best practices in assessment with best practices in instruction into their teaching. After active instruction ends, the online modules will remain available as a continued reference and for sharing materials and resources.

    You can indicate your interest in participating in the Summer 2019 Program using this survey: https://www.surveymonkey.com/r/STARTALK2019CAL

    Contact(s)
    (202) 384-1250
    mmontee@cal.org
    Program Website

    Indiana University (Teacher)

    IU LCTL STARTALK Professional Development Program

    Language(s)

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

    Date(s)
    • July 8, 2019 – July 12, 2019: (Online)
    • July 15, 2019 – July 26, 2019: (Face-to-face)
    Location(s)
    • Indiana University-Bloomington, Bloomington, IN
    Program Setting

    Residential

    Summary

    The IU LCTL STARTALK Professional Development Program will prepare participants to develop lesson plans using Backward Curriculum Design with performance assessment in the three modes of communication. The program will also train participants to integrate language, culture and content in the language classroom through micro-teaching sessions and how to create a learner centered classroom. Twelve participants who are either new instructors or who have not had any formal training in language pedagogy will be selected to permit adequate opportunity for teaching demonstrations. The program will be a total of three-weeks, and 90 instructional hours, of which 10 hours will be devoted to on-line training and 80 hours will be spent at the residential face-to-face program in Bloomington, Indiana. These hours include some of the hours that the instructors will spend with the participants on an individual basis during the evening curriculum clinic session to attend to individual differences and challenges.

    Contact(s)
    (812) 856-4191
    ayschlei@gmail.com

    Georgetown University (Teacher)

    STARTALK: Influences of ACTFL MOPI PD

    Language(s)

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

    Date(s)
    • May 23, 2019 – July 5, 2019: Introduction: Online (Online)
    • June 13, 2019 – June 15, 2019: MOPI Workshop (Face-to-face)
    Location(s)
    • AELRC, Georgetown University, Washington, DC
    Program Setting

    Residential

    Summary

    Assessment is critical to language teaching, and proficiency-based assessment can have positive influences on curriculum planning and implementation. The ACTFL MOPI workshop provides an opportunity for instructors to learn how to assess their students' oral proficiency and reflect on realistic outcomes for their students. Please indicate interest here: https://www.surveymonkey.com/r/AELRC2019Registration
    This program will enroll 20 participants who teach in higher education, with a variety of language teaching experiences and backgrounds. Participants will learn about the ACTFL Guidelines and how to apply these for goal-setting, assessment and self-assessment to improve teaching and learning, The first part of the workshop is an online course that provides a background on the ACTFL Guidelines and ACTFL Oral Proficiency Interview. The second part is a face-to-face workshop on the ACTFL OPI and a focus on classroom applications. The third part involves regular follow-up with participants during Fall 2019 and Winter 2020 on the influences of the workshop on teaching, learning and assessment.

    Participants will accrue approximately 35 hours, including up to 10-14 pre-session hours, 21 hours during the face-to-face workshop and 4-6 hours in completing the surveys and follow on interviews.

    Contact(s)
    (202) 687-6334
    malonem@georgetown.edu
    Program Website

    American Council on the Teaching of Foreign Languages (ACTFL) (Teacher)

    STARTALK Multi-State Pathways to Teaching

    Language(s)

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

    Date(s)
    • June 12, 2019 – July 17, 2019: Pre-Institute Online Sessions (Online)
    • July 24, 2019 – July 31, 2019: Summer Institute (On-Site) (Face-to-face)
    • August 12, 2019 – August 31, 2019: Post-Institute Online Sessions (Online)
    Location(s)
    • University of North Carolina-Charlotte, Charlotte, NC
    Program Setting

    Residential

    Summary

    The STARTALK Multi-State Pathways to Teaching Institute focuses on closing the gap for heritage school teachers by creating a Personalized Learning Plan (PLP) to earn state certification in order to be placed during the 2019-2020 school year in a K-12 public school classroom as an alternative entry or provisionally licensed teacher. This teacher training program recruits and supports up to 50 prospective teachers in 10 targeted STARTALK languages to address the critical need for K-12 language programs in Virginia, North Carolina, and Georgia, as well as a limited number of Spanish teachers to serve in dual language/immersion programs in those states. The Institute design includes 75 hours of instruction delivered online and face-to-face in four stages through a variety of learning experiences: Stage 1 Pre-Institute (6 hours online; June 12-July 17); Stage 2 Summer Institute (45 hours on-site; July 24-31); Stage 3 Post-Institute (24 hours over a seven-month period, August 2019 - February 2020); and finally Stage 4 Extended Institute (additional individual work as needed to complete certification requirements, will be outlined in each participant’s PLP). This Institute ensures that teachers are coached and prepared to meet the licensing requirements of the state where they will be teaching and enter the classroom as effective educators with the skills to plan, deliver, and assess instruction using the STARTALK-Endorsed Principles.

    Contact(s)
    (703) 894-2900 ext 131
    psandrock@actfl.org
    Program Website

    Global Language Project (Teacher)

    Highly Effective Teacher By Design V

    Language(s)

    Arabic, Chinese, Korean

    Date(s)
    • July 15, 2019 – July 26, 2019
    Location(s)
    • Knox Hall at Columbia University, New York, NY
    Program Setting

    Non-residential

    Summary

    The Teacher Program component of the 2019 GLP STARTALK Combination Program will take place over 10 days, and provide participants 65 contact hours. The program will be open to 20 participants, with a range of experience from novice (pre-service to 2 years) to master (8+ years). Participants will focus on the TELL Domain areas of ‘Planning,’ the ‘Learning Experience,’ and ‘Professionalism.’ Participants will have the opportunity to participate in full group and small group lectures and sessions, practice-teach at the GLP summer student Chinese program, as well as unit-plan. All participants will earn Continuing Teaching and Learning Education (CTLE) Credits from the New York State Education Department (NYSED). Learn more and apply at: https://www.glpny.org/startalk2019/.

    Contact(s)
    (646) 657-8075 ext 2
    eshovers@glpny.org
    Program Website

    HADI-CLASSRoad (Teacher)

    Planning for Authentic, Interactive Language Exp.

    Language(s)

    Arabic, Chinese, Persian

    Date(s)
    • June 7, 2019 – July 15, 2019: (Online)
    Location(s)
    • Online, , Online
    Program Setting

    Non-residential

    Summary

    CLASSRoad’s 2019 fully-online STARTALK program will provide opportunity for thirty-five (35) intermediate and master Arabic, Chinese and Persian language teachers to focus on TELL Learning Experience Domain LE4 (c and e) criteria and LE5 (a) criteria, Learning Tools Domain LT2 (a) criteria, and Professionalism Domain PR3 (b) criteria, building their ability to use the backward design process to plan for meaningful student engagement and successful attainment of daily performance objectives, leading toward unit or course proficiency targets. The program will include asynchronous/ synchronous interaction among instructors and participants, feature video presentations by experts, formative assessments, discussions, observations of recorded online language teaching examples-including video from previous year teacher participants-peer learning and feedback, peer microteaching practice, online co-teaching of remote language students, and self-assessment and personal growth plan development. The 4.5-week program (80 contact hours) will feature four and a half weeks of module-based daily instruction and group work, including online presentations by guest experts, several days of peer microteaching and preparation, followed by a fourth week that involves co-teaching to remote target language students, along with peer observation, personal reflection and professional planning. We are including foundational documents and concepts in the orientation module so that participants can gain earlier exposure to and practice with the content as they become familiar with the course organization and tools.

    Contact(s)
    (310) 845-6149
    mahbuba@classroad.org
    Program Website

    FARGO SCHOOL DISTRICT NO. 1 (Teacher)

    Fargo STARTALK Chinese Retreat for Teachers

    Language(s)

    Chinese

    Date(s)
    • July 8, 2019 – July 12, 2019: (Online)
    • July 15, 2019 – July 26, 2019: (Face-to-face)
    Location(s)
    • NDSU Mathew Living Learning Center West, Fargo, ND
    Program Setting

    Residential

    Summary

    The STARTALK Chinese Teacher Retreat is a three-week, 120 hour teacher program, with an emphasis on integrating culture and implementing technology into language teaching, for twelve teachers of Chinese of either novice or intermediate level. The first week will be online and asynchronous, the second and third weeks will be held at NDSU in Fargo, North Dakota. Participants will interact with instructors and each other, receive MOPI training and visit Concordia Language Villages Chinese Village, Sen Lin Hu during the second week. The third week, participants will develop curriculum for their micro-teaching experience and spend the day in the student program, practicing their new techniques and receiving feedback. Participants will be able to articulate and practice various criteria from the TELL Modules: Planning, The Learning Experience, Learning Tools and Performance and Feedback, collecting their evidence in PULSAR, an online portfolio.
    Participants will stay in the NDSU Mathew Living Learning Center https://www.ndsu.edu/reslife/residence_hall_information/mathew_living_le... It is a state of the art conference facility. Classes will be held in the same center as the accommodations. Breakfast and a Chinese lunch are provided M-F. There is a kitchenette in the studio apartment. Workout facilities are available at a modest fee. Register at: www.fargo.k12.nd.us/ChineseSummerProgram

    Contact(s)
    (701) 793-2555
    fargostartalk@gmail.com
    Program Website

    PPS (Teacher)

    STARTALK Summer Bridging Academy for Teachers

    Language(s)

    Chinese, Russian

    Date(s)
    • June 17, 2019 – June 28, 2019
    Location(s)
    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 35 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 60 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 Residents enrolled in a Portland Public Schools and Oregon State University collaborative alternative licensure program (Portland Dual Language Teacher Residents) 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

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