4: Teacher Leadership & Collaboration Strategies
4: Teacher Leadership & Collaboration Strategies
Strong partnerships between language specialists and content area educators are essential for high quality instruction and a collaborative culture. In this self-directed course, you’ll learn strategies to deepen professional learning communities and support language specialists in modeling effective collaboration built on mutual respect.
Popular with co-teaching teams and those who collaborate, including instructional coaches.
This course can be taken as a stand-alone by individual educators OR as part of a professional learning program with Confianza.
THIS PAGE IS FOR INDIVIDUAL PURCHASE ONLY; CONTACT US FOR A GROUP/BULK ORDER THROUGH A PURCHASE ORDER. Contact us to learn more.
A portion of every purchase from Confianza supports non-profits working for social justice.
What You'll Learn
Examine belief systems and research-based practices for serving culturally and linguistically diverse students
Explore research-based strategies for teacher leadership
Discuss how to ensure proactive collaboration and partnership between EL/MLL and general education teachers
Practice collaborative protocols for connecting teachers around teaching and learning and multilingual learners
Apply and share new strategies through fieldwork and an action plan for each participant’s classroom context
| Length | 15 Hours (course access expires after 1 year or upon completion of the course) |
| Course Type | Asynchronous, on-demand so you can start, stop and finish on on your own time |
| Price | $275 USD |
| Activities | Mini-Lesson Videos, Articles & Fieldwork Tools for Application, including personalized action plan |
| Platforms | Integrated here on our website with Squarespace Member Area & a private Facebook group for additional (optional) discission |
| Certificate | For 15 PD hours upon course completion |
| Approved Vendor | Massachusetts (SEI PDPs) & Rhode Island (PLUs) |
| Prerequisites | None |
“I definitely recommend this course! Articles we read were specific. They were a great spring board to spark thinking about our own actions but also introspections. Assignments were very connected to our readings and useful and applicable to our actual classes we teach. ”
“I could tell a lot of thought was put into choosing the resources for this course and I really appreciated it because it can be directly applied to the classroom. It is a reasonable amount of work for a full time teacher with a family. I know our students will benefit! ”
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“This course met my need to collaborate with our EL specialist to not only support her but also her students. I used to trust that she was taking care of her students and was not in need of my support since she has been working in this field so long. I realized upon setting up a meeting with her that she faces many challenges as the only EL teacher in a small 6-12 school and that she would appreciate monthly meetings to discuss ways to support her. I have booked those meetings.”