Alignments: 

• National Dual Language Education Teacher Preparation Standards (NDLETPS) Standard (EMMA Standards): Standard 6: Program Design and Curricular Leadership, Standard 2: Sociocultural Competence, Standard 5: Professionalism, Advocacy, and Agency 

• Guiding Principles for Dual Language Education (GPDLE): Strand 1: Program Structure

EXPANDING TO SECONDARY DLBE

This PD engages participants in understanding considerations for the expansion of DLBE programs to the secondary level. The answers to the following questions will frame the content of the presentation:

This PD is intended for school and district educators and leaders interested in expanding the elementary level Dual Language Education program to middle school and high school.

The DLBE Middle School Teacher Network can also help!  

Alignments: 

• National Dual Language Education Teacher Preparation Standards (NDLETPS) Standard (EMMA Standards): Standard 6: Program Design and Curricular Leadership, Standard 2: Sociocultural Competence, Standard 5: Professionalism, Advocacy, and Agency
• Guiding Principles for Dual Language Education (GPDLE): Strand 1: Program Structure

Alignments: 

• National Dual Language Education Teacher Preparation Standards (NDLETPS) Standard (EMMA Standards): Standard 3: Dual Language Instructional Practices and Pedagogy
• Guiding Principles for Dual Language Education (GPDLE): Strand 3: Instruction 

SPANISH FOUNDATIONAL SKILLS FOR EMERGING BILINGUALS: STANDARDS, SKILLS, & STRATEGIES FOR SUCCESS

How should Spanish Literacy Foundational Skills be taught in a DLBE Program? In this PD, participants will learn to determine strengths and weaknesses of approaches, methods, and programs currently in use for teaching Spanish Literacy Foundational Skills. Participants will make a year-long plan to teach their grade-level Spanish Literacy Foundational Skills Standards, experience teaching strategies for helping students acquire Foundational Skills (including placing and defending the correct use of the accent mark), and plan contrastive analysis activities for their students to develop metalinguistic awareness around the Foundational Skills. This PD is presented bilingually, partially in Spanish and partially in English. 

The DLBE Elementary School Teacher Network can also help! 

Alignments:

• National Dual Language Education Teacher Preparation Standards (NDLETPS) Standard (EMMA Standards): Standard 3: Dual Language Instructional Practices and Pedagogy
• Guiding Principles for Dual Language Education (GPDLE): Strand 3: Instruction 

DEVELOPING A SCOPE AND SEQUENCE FOR K-2 PORTUGUESE FOUNDATIONAL SKILLS

In this PD, teachers will learn how to develop/adapt a scope and sequence for the Portuguese Language Arts and align it with their English Language Arts scope and sequence. Participants will learn how to identify similarities and differences between the two languages and analyze what patterns can be transferable from one language to the other, opening the door for cross-linguistic transfer. 

The DLBE Elementary School Teacher Network can also help! 

Alignments:

• National Dual Language Education Teacher Preparation Standards (NDLETPS) Standard (EMMA Standards): Standard 3: Dual Language Instructional Practices and Pedagogy
• Guiding Principles for Dual Language Education (GPDLE): Strand 3: Instruction 

FRAMEWORK FOR DEVELOPING AN INTEGRATED CURRICULUM

This PD is for any elementary DLBE program looking to implement an integrated curriculum. This approach provides a method to imbed literacy, language, and culture throughout all content areas resulting in the utilization of effective and efficient instructional time. To ensure maximum interaction, participants should have, at the very least, access to the scope and sequence for each content area and their priority standards.

The DLBE Elementary School Teacher Network can also help! 

Alignments: 

• National Dual Language Education Teacher Preparation Standards (NDLETPS) Standard (EMMA Standards): Standard 6: Program Design and Curricular Leadership

• Guiding Principles for Dual Language Education (GPDLE): Strand 2: Curriculum 

DLBE & SPECIAL EDUCATION: MULTI-TIER SYSTEMS OF SUPPORT (MTSS) FOR DUAL LANGUAGE LEARNERS

This PD session will identify key multi-tier systems of support for multilingual learners (MLs) in DLBE, who have a disability or are suspected of having a disability. This session will explore effective and equitable best practices and interventions for MLs. Discussion and activities will focus on creating a continuum of appropriate supports for these students within a solution-seeking collaborative team approach. 

The DLBE Special Education Network can also help! 

Alignments: 

• National Dual Language Education Teacher Preparation Standards (NDLETPS) Standard (EMMA Standards): Standard 1: Bilingualism and Biliteracy, Standard 3: Dual Language Instructional Practices and Pedagogy, Standard 4: Authentic Assessment in Dual Language 
• Guiding Principles for Dual Language Education (GPDLE):  Strand 1: Program Structure, Strand 3: Instruction, Strand 4: Assessment and Accountability

CONSIDERATIONS IN PROGRAM PLANNING & IMPLEMENTATION 
An introduction to and preview of the Sembrando Raíces and La Siembra program planning retreats, this session will introduce topics such as enrollment procedures, school language policy, staffing and hiring, language allocation plans, communication plans, and action plans. We will discuss why these early decision-making steps are essential for ensuring long-term program success and district systemic coherence.

LANGUAGE ALLOCATION PLAN vs. CURRICULUM ALIGNMENT PLAN

An introduction to and preview of the El Brote program planning retreat, this session will introduce two essential components of DLBE planning: the language allocation plan and curriculum alignment plan. We will discuss why creating these two plans prior to program launch will help ensure program success and district systemic coherence. 

SUPPORTING DUALLY IDENTIFIED STUDENTS IN DLBE 

This PD will address how a DLBE program can be created to support ALL students, including students with complex behavioral, social, and learning needs. The white paper "Welcoming Bilingual Students with Disabilities into DL Programs" will ground the content of this workshop.

THREE PILLARS, THREE OBJECTIVES 

To better understand how to target and support language in DLBE classrooms, participants in this PD will identify and review the three objectives all DLBE lessons should have: content, language, and cultural objectives. The majority of the time will be spent diving deeply into language objectives, learning about the components of effective language objectives: language functions, language features, and language supports.

DLBE COACHING

Many DLBE teachers begin their careers with great enthusiasm but are left wondering what makes DLBE instruction different from "good instruction." This PD will cover how coaching teachers can help teachers deepen their understanding of DLBE Pedagogy, feel more confident and successful in their classrooms, and more consistently incorporate specific best practices in their daily instruction. Participants will examine and discuss the possible impact of different approaches to coaching and will get hands-on practice with a coaching model developed specifically for DLBE programs. The intended audience are DLBE coaches, coordinators, principals, and teacher-leaders who serve as mentors for their colleagues.

DLBE COACHING INSTITUTE 

This PD will begin with "Part 1:  Building Coherence in DLBE Programs with the Cornerstones Framework" (please note that Part 1 is also available as a stand-alone session). Coherence across classrooms, schools, and districts is essential for student success in DLBE. This interactive training supports Dual Language leaders and coaches in deepening their understanding of intentional DLBE pedagogy while fostering instructional alignment. Participants will explore The Cornerstones Framework, a practical tool for guiding instruction, coaching, supervision, and professional development. Through discussions and hands-on activities, they will learn to apply this framework to support both novice and experienced teachers and leaders. Attendees will leave with a clear vision, practical tools, and a copy of the framework to strengthen DLBE programs in their schools and districts.

Part 2 and 3 of this PD is designed for new and experienced DLBE coaches who want to refine their coaching practice and explore what makes coaching in DLBE settings unique. Transitioning from teaching or general instructional coaching to DLBE coaching requires a distinct skill set and lens. Participants will examine the key differences between content-area coaching and DLBE coaching, engage in critical reflection on their current practices, and gain hands-on experience with a coaching model tailored for DLBE programs. Through interactive discussions and coaching simulations, attendees will strengthen their ability to support teachers in developing and implementing effective multilingual teaching strategies in a DLBE classroom.

The DLBE Coach Network can also help! 

Alignments: 

• National Dual Language Education Teacher Preparation Standards (NDLETPS) Standard (EMMA Standards): Standard 3: Dual Language Instructional Practices and Pedagogy, Standard 6: Program Design and Curricular Leadership

• Guiding Principles for Dual Language Education (GPDLE): Strand 3: Instruction, Strand 2: Curriculum

PARTNER TEACHING IN DLBE

This PD will explore Partner Teaching in DLBE. Participants will gain a basic understanding of Partner Teaching essentials:

• The focus of Partner Teaching is on having the partner teachers plan for the routines and procedures in the classroom. 
• Anchor routines include entering the classroom, exiting the classroom, giving the teacher their attention, listening, transitions, and managing materials and supplies. 
• Partner Teachers should plan the common classroom expectations, routines and procedures before the beginning of the school year. 
• Working with a partner teacher requires a highly collaborative relationship. 
• It is important that students have the same classroom expectations, routines and procedures in both their classrooms not because students can’t learn two sets of classroom expectations, routines and procedures, but because learning the classroom expectations, routines and procedures takes up valuable mental real estate and cognitive energy. 
• Having the same classroom expectations, routines and procedures also helps to establish parity in the partner relationship. 
• New partnerships will often choose to use most of the already established routines and change them, as the partners are able to experience them and suggest improvements or changes. 

This PD is designed for the two teachers working together in a 50:50 DLBE program model (e.g., the Spanish side teacher and the English side teacher for a grade level). Paraprofessionals that work closely with the partner teachers are welcome to participate.

The DLBE Elementary School Teacher Network can also help! 

Alignments: 

• National Dual Language Education Teacher Preparation Standards (NDLETPS) Standard (EMMA Standards): Standard 3: Dual Language Instructional Practices and Pedagogy, Standard 6: Program Design and Curricular Leadership

• Guiding Principles for Dual Language Education (GPDLE): Strand 1: Program Structure, Strand 3: Instruction

Please contact Phyllis Hardy, Executive Director, for further information or to request a service.