Find a Summer Program

Showing 11 - 20 of 49 results found.

    University of Hawaii Systems (Teacher)

    U of Hawaii Chinese Teacher Training Institute

    Language(s)

    Chinese

    Date(s)
    • July 6, 2017 – July 28, 2017
    Location(s)
    • University of Hawai‘i at Mānoa, Honolulu, HI
    Program Setting

    Residential

    Summary

    Seven or eight of the ten teacher trainees at the STARTALK-Hawaii Institute will primarily be teaching grades 7-12; the rest may be distributed among elementary schools, community schools, or colleges. The Institute is 22 days long, on average 10 hours per day. Outcomes of the Institute include: Teachers will be able to identify the characteristics of a standards based, learner-centered, task- and performance oriented program. They will know what the 5Cs and the three modes look like when implemented in a curriculum.
    They will be very familiar with the STARTALK principles, and will begin to innovate in "comprehensible input" strategies, particularly for reading. They will explore project-based learning. And they will gain experience and confidence in implementing these principles into their own planning, teaching, and assessment practices.

    Contact(s)
    (808) 956-2692
    cyndy@hawaii.edu
    Program Website

    Bryant University (Teacher)

    Bryant STARTALK Chinese Language Teacher Program

    Language(s)

    Chinese

    Date(s)
    • July 5, 2017 – July 25, 2017: (Face-to-face)
    Location(s)
    • Bryant University, Smithfield, RI
    Program Setting

    Residential

    Summary

    This program is a 3-week intensive summer training and practicum program during July 5-25, 2017 for current and future K-12 Chinese language teachers (no classes on weekends).

    The targeted participants are prospective and novice (0-2 years of teaching experience) Chinese teachers from public/private K-12 schools, teacher colleges or graduate programs, and heritage/community schools.

    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, backward-design curriculum development, performance-based assessment and teaching technology.

    The program features:
    • Certificate of 100 professional development credit hours;
    • 3 graduate credits (optional) from Bryant University with tuition discount;
    • Lectures and seminars by renowned scholars and experts;
    • Workshops by experienced teachers to share teaching strategies and classroom activities;
    • Real practice classes with middle and high school students;
    • Coaching on lesson plan and instruction by lead instructor;
    • Team teaching and evaluation;
    • Field trip to Newport Mansions in Rhode Island and Boston;
    • Campus dorms available for FREE for participants who live 30 miles away from Bryant University campus (first come first served);
    • Breakfast and lunch provided

    Contact(s)
    (401) 232-6566
    kliu1@bryant.edu
    Program Website

    Global Language Project, Inc. (Teacher)

    Highly Effective Teacher By Design III

    Language(s)

    Arabic, Chinese, Korean

    Date(s)
    • July 5, 2017 – July 21, 2017: (Face-to-face)
    Location(s)
    • Columbia University, New York, NY
    Program Setting

    Non-residential

    Summary

    The 2017 GLP STARTALK program will last 13 days, and provide returning lead participants 78 contact hours and new participants with 60 hours; it will include 24 total participants, four to six returning teacher leaders and 18 to 20 new participants. 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, as well the chance to peer-teach and micro-teach at a Harlem-based summer camp. The returning teachers will be given training to prepare them to be the next generation of teacher leaders. All participants will earn New York State CTLE professional development credits and have the opportunity to earn graduate level credits through Queens College or other university partners.

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

    Boston University (Teacher)

    STARTALK Online Korean Teacher Training

    Language(s)

    Korean

    Date(s)
    • July 3, 2017 – August 11, 2017: (Online)
    Location(s)
    • Boston University, Boston, MA
    Program Setting

    Non-residential

    Summary

    This is a two-part six-week online program: the initial three-weeks will consist of intensive instruction delivered completely online, the second three weeks will consist of developing a teaching portfolio with guidance from the Program Director. The sixteen participants will include beginning and experienced teachers of Korean mostly from K-16 institutions. They will learn how to create language resources using educational technology that will enable them to incorporate the STARTALK-Endorsed Principles for Effective Teaching and Learning, the Teacher Effectiveness for Language Learning Framework, and the World-Readiness Standards for Learning Languages into their Korean classes. At the conclusion of the sixth week, participants will receive feedback and suggestions for improvement.

    Contact(s)
    (617) 358-5033
    kimjs@bu.edu
    Program Website

    Loyola Marymount University Inc (Teacher)

    LMU 2017 Mandarin Teacher Summer Institute

    Language(s)

    Chinese

    Date(s)
    • July 1, 2017 – August 31, 2017
    Location(s)
    Program Setting

    Non-residential

    Summary

    The LMU 2017 Mandarin Teacher Summer Institute will continue to respond to the demand for highly qualified teachers of Chinese by providing support and resources through the provision of two pathways for teacher preparation: 1) The continuing graduate-level Mandarin language credential, and 2) the Certificate in Teaching Mandarin in PreK-12 Settings. Pathway 1: Credential program outcomes include: 1) recruiting and admitting highly qualified K-12 Chinese language teacher candidates for entrance into the secondary or multiple subjects requirements and master's degree program; 2) Supporting Summer Institute participants in passing state testing requirements; 3) Providing 2 cohorts of teacher candidates (21 total) with 6 units of graduate-level coursework applicable to their credentials and masters. The credential program offers 110 hours of coursework, independent work and clinical practice for graduate credit. Pathway 2 is the Certificate in Teaching Chinese in Pre-K – 12 Settings with a targeted enrollment of 13 participants (5 new and 8 returning) who teach in heritage or other programs. Pathway 2 participants complete a hybrid course-series offered through LMU Extension for up to 12 continuing education units of credit (120 professional development credit hours). Upon completion of this second Summer Institute Pathway, participants will: 1) Expand knowledge of content-based Mandarin language and literacy, with a focus on the arts and movement education (Content-based Language Instruction and Curriculum Development in Mandarin); 2) Incorporate research-based practices in assessment linked to instruction (Assessment Basics and Oral Proficiency); 3) Apply new skills in content instruction in Mandarin and engage in reflection about their practices (Practicum in Teaching Mandarin); and 4) Deepen knowledge and skill in teaching Chinese grammar (Chinese Grammar Pedagogy course).

    Contact(s)
    (310) 568-6117
    ceel@lmu.edu
    Program Website

    Rutgers, The State University of New Jersey (Teacher)

    STARTALK Rutgers GSE Chinese Teacher Program 2017

    Language(s)

    Chinese

    Date(s)
    • June 30, 2017 – July 14, 2017: (Face-to-face)
    Location(s)
    • Rutgers The State University of NJ, New Brunswick, NJ
    • Highland Park Middle School, Highland Park, NJ
    Program Setting

    Non-residential

    Summary

    The Rutgers Chinese Teacher Leadership Academy is a two-week, 80-hour intensive summer program designed for 13 experienced Chinese teachers. The program supports the development of leadership skills, while focusing on providing professional development in these specific areas: literacy development and online instruction. The program offers two clinical settings: an elementary face-to-face and high school on-line program in which participants will practice and reflect upon the new skills they are developing. Via our Chinese Round Tables, we offer an additional 25 hours of professional development during the academic year. At the end of the program, teachers will be able to: plan learning experiences that support the STARTALK principles; use a variety of learning tools to support performance objectives; routinely use internal and external assessment data to modify the learning experience; and grow as leaders and reflective practitioners.

    Contact(s)
    (848) 932-0790
    mary.curran@gse.rutgers.edu
    Program Website

    Hope Chinese Charter School (Teacher)

    STARTALK PNW K-12 Chinese Teacher Training Program

    Language(s)

    Chinese

    Date(s)
    • June 29, 2017 – July 1, 2017: Training Workshops (Face-to-face)
    • July 5, 2017 – July 7, 2017: In-Class Observations and Practice (Face-to-face)
    Location(s)
    • Hope Chinese Charter School, Beaverton, OR
    Program Setting

    Non-residential

    Summary

    The STARTALK Pacific NW K-12 Teacher Training Program will respond to the demand for highly qualified teachers of Chinese by providing support and resources to Chinese teachers from the Pacific Northwest for 30 hours over 6 days. It will provide opportunities to 12 participants who are new or experienced teachers in K-12 Chinese programs as well as those who are preparing their pathway to become a Chinese teacher. The program consists of two strands: 1) 3-day intensive teacher training workshops that deliver an explicit emphasis on how to use the Backward Design theory to plan for meaningful learner-centered learning experiences; 2) 3-day classroom observations in the STARTALK student program and debrief discussions with the instructors and peers. The first 3 days of teacher training workshops will be mandatory to participate, and the remaining optional 3 days will coincide with the STARTALK STEM-integrated Chinese Summer Program whereby teachers will be able to observe the STARTALK-Endorsed Principles in action as they are applied in the classroom. As a result of the program, participants will be able to use Backward Design theory to plan for contextualized and meaningful learning experience, incorporate technology use for language produce, use performance-based assessment, and provide constructive feedback to students in their current or future Chinese classrooms.

    Contact(s)
    (971) 226-7500
    yuri.liu@hopeccs.org
    Program Website

    Boston University (Teacher)

    Portuguese Teacher Training

    Language(s)

    Portuguese

    Date(s)
    • June 26, 2017 – July 26, 2017: phase 1 (Online)
    • July 28, 2017 – July 29, 2017: phase 2 (Face-to-face)
    Location(s)
    • Boston Park Plaza Hotel, Boston, MA
    • Boston, Boston, MA
    Program Setting

    Residential

    Summary

    The target audience for the 75-hour long, four-week online and two-day on-site blended Portuguese Teacher Training program (PTT) is fifteen K-16 teachers of Portuguese with a minimum of one-year of teaching experience. They need not to have any background in Portuguese as a pluricentric language or intercultural communicative competence, but ideally should strive to deliver student-centered instruction and predominantly teach in the target language. The goal is to provide opportunities for teachers of Portuguese to integrate research-based best practices into their language teaching, learn to reflect critically on their own performance, engage collaboratively with colleagues to develop effective teaching strategies, and to recognize, analyze and compare different cultural practices from the Portuguese-speaking world. As the program addresses pluricentrism it also trains teachers to facilitate their students’ acquisition of intercultural communicative competence.

    Contact(s)
    (781) -88-8-32
    cbianc@bu.edu
    Program Website

    Chinese American International School (Teacher)

    CAIS STARTALK K-8 Teacher Training Program

    Language(s)

    Chinese

    Date(s)
    • June 26, 2017 – June 30, 2017
    Location(s)
    Program Setting

    Non-residential

    Summary

    The CAIS STARTALK K-8 Chinese Teacher Training Program will provide twelve teacher participants with the fundamentals for instruction in a Chinese language classroom. This intensive one week training for teachers will facilitate high quality Chinese language programming in their schools. Teacher participants will learn the critical skills they need to be innovative and successful in the classroom during the forty hours of instructional time which have a focus of in class practicums built into the program design. They will build and evaluate curriculum, integrate culture into their language program, develop performance based assessments, and access authentic teaching tools and resources. Through hands-on classroom teaching, participants will interact with real students studying Chinese in CAIS student program.

    Contact(s)
    (415) 865-
    k_lee@cais.org
    Program Website

    ClassRoad - HADI (Teacher)

    Startalk Principles for Meaningful Online Learning

    Language(s)

    Arabic, Chinese, Persian

    Date(s)
    • June 26, 2017 – July 23, 2017
    Location(s)
    • Fully Online - CLASSRoad Canvas (LMS) Course, , CA
    Program Setting

    Non-residential

    Summary

    CLASSRoad’s STARTALK 2017 fully-online program will provide opportunity for thirty-five (35) intermediate and master Arabic, Chinese and Persian language teachers to focus on TELL Learning Experience Domain criteria LE 4c and LE 4e, building their ability to provide meaningful learning experiences and advance student learning through the use of a variety of strategies to make language comprehensible, and by frequently checking for understanding in a variety of ways throughout a lesson, while staying in the target language for 90% of instructional time. The highly collaborative program will include real time interaction among instructors and participants, feature live and 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 to remote language students, and self-assessment and personal growth plan development. The four-week program (80 contact hours) will feature three weeks of module-based daily instruction and online collaborative group work, including several days of peer microteaching and preparation, followed by a fourth week that involves instruction to remote novice language students, along with peer observation, personal reflection and professional planning. The program will be delivered using the online learning management system Canvas and the web-conference platform Adobe Connect, allowing for adaptive design, improved mobile accessibility, the giving of timely feedback, and the course to be structured in an innovative and highly interactive manner. Note: this is not a self-paced program for teachers to complete independently, but a highly interactive online course that includes collaborative online peer group work throughout the course.

    Contact(s)
    (310) 845-6149
    letha@hadi.org
    Program Website

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