Sentences with phrase «language teaching professionals»

The qualification is for English language teaching professionals and senior practitioners who are engaged in significant projects as teachers, trainers, managers, curriculum designers and course developers.

Our TESOL newsletters are aimed at English language teaching professionals and contain news and information to help support professional development.

Not exact matches

Co-sponsored by the German - American Fulbright Commission and the German Academic Exchange Service (DAAD) the Summer Academy aims to offer professional development in areas relevant to the teaching of German including German language, literature and culture as well as in professional and higher education.

We teach and guide professionals who wish to improve their Swedish language skills, or improve their understanding of Swedish culture and communication.

Running for nearly 20 years, English School of Canada has educated over 30,000 students from more than 50 countries.Students appreciate and are engaged with the multicultural student body they study with at our fully accredited school.Finally, the third class will illuminate how to write various academic, business, professional, and functional compositions.In addition to these practical objectives, this class will show students how to put themselves in the correct mindset to write, how to plan to write as well as how to implement editing and revision strategies.The program also teaches students the specific language skills and vocabulary needed in a health care workplace.It covers speaking, listening, and reading on a wide range of topics from technical skills to ethical concerns, from communicating with patients to discussing issues with colleagues.

And in a handful of states, including New York, Arizona, and California, every teacher is now required to have coursework or professional development in teaching English as a second language.

These dedicated professionals teach in many departments, but they are concentrated in freshman writing, foreign languages, journalism, communication, and the fine arts.

To help build schools» capacity for teaching the language, the nation's first Mandarin Chinese immersion school, which will celebrate its 25th anniversary next year, has begun offering professional - development programs and resources.

Her professional interests lie in the areas of English language teaching & learning, teacher efficacy, professional development, teacher education and creating and sustaining culturally responsive learning communities.

The course, Dyslexia and Foreign Language Teaching, is aimed at professional language teachers, as well as those in undergraduate and postgraduate education, and of course anyone interested more generally in dyslexia and language learning.

A persuasive kernel of common sense, in many cases, lay hidden inside Illich's wild - eyed notions: that students learn a great deal from their peers; that educated people teach themselves or otherwise discover, outside the classroom, many of their most important lessons; that advanced education indoctrinates individuals, teaching them a kind of professional code and knowledge for work that can be addressed in a frank manner using plain facts and everyday language.

Now Teach — a charity set up to help people put skills acquired during a successful career to use in the classroom — has encouraged nearly 50 talented professionals to change their lives and retrain as a teacher in maths, science and modern foreign languages.

Also he is creator of ELT Techniques, the first MOOC for continuing professional development in English language teaching.

Computer Programming For Kids 8 And Up WBUR, December 26, 2012 «While the programming languages are simpler than the ones used by professionals, they're still teaching kids the foundations of computer science, according to [Assistant Professor] Karen Brennan of Harvard Graduate School of Education, who helped develop the Scratch program at MIT's Media Lab.»

The core target audience is language educators, in any setting, who want to develop their professional expertise in film - rich approaches to teaching.

a holder of a level III teaching assistant certificate, a minimum of 15 percent of the required professional development clock hours in language acquisition addressing the needs of English language learners and integrating language and content instruction for such English language learners;

Teacher self - research; interpersonal and intrapersonal dimensions of teaching; teacher professional development; the role of identity in teachers» professional lives, teacher narrative inquiry; educator autobiography; second language education at the secondary level; human diversity in education; use of actor preparation techniques in teacher professional development; effects of education policy and politics on K - 12 & postsecondary teaching practice.

The IBI English for Engineering online learning teaches the communication skills and specialized English language knowledge that engineering professionals need that enable them to communicate more confidently and effectively with colleagues and customers.

Through Project Teach Them All, which ran from 2007 - 12, 90 Springdale teachers gained TESOL certification — meaning they were prepared to teach English as a second language — through night classes and participation in a professional learning gTeach Them All, which ran from 2007 - 12, 90 Springdale teachers gained TESOL certification — meaning they were prepared to teach English as a second language — through night classes and participation in a professional learning gteach English as a second language — through night classes and participation in a professional learning group.

The Teaching Artist Project (TAP) is a literacy program that provides K — 2 teachers with professional development in theatre and dance with the goal of helping teachers boost the oral language skills of English learners (ELs).

demonstrate your professional development as a teacher able to integrate content and language in teaching and learning.

ARLINGTON, VA — November 20, 2015 — The National Board for Professional Teaching Standards and the American Council on the Teaching of Foreign Languages (ACTFL) are pleased to announce an alliance that will, in the future, enable the National Board to expand National Board Certification to teachers of world languages other than French and Spanish.

Working together, the National Board and ACTFL aim to further professional community building in world languages departments, strengthen the teaching of world languages, and increase the number of world languages students who learn from accomplished, Board - certified teachers.

As part of the Music - in - Education National Consortium, El Dorado's Music Learning Leadership Staff (administration, classroom and music teachers) received monthly professional development in a) M+MI curriculum unit design based on fundamental concepts of literacy shared between music and language, b) teaching for transfer strategies, c) music and music integration literacy skill assessment, and d) action research based documentation of student learning through collaboration with MuST, MIENC guided practices consultants, and SF Opera.

After two years considering the best ways for teaching English learners, an advisory panel has recommended the state establish a new single subject credential in the area of teaching English as a world language» and an advanced EL authorization to provide instructional and professional development resources to elementary and secondary teachers.»

Education Development Trust has been working in Egypt for ten years providing high - quality professional development in English language teaching.

Programmes targeting teaching practice, professional development and capacity building for both CfBT and Bruneian language teachers have been key to developing a collaborative working relationship between CfBT and the Bruneian government.

Reflective Partners is a professional development approach that asks teachers to engage in purposeful reflection about their instructional practices; collaborate with colleagues; intentionally plan lessons; observe their own teaching by way of recording their lessons regularly; and use a common language (CLASS) to frame reflection, observation and discussion.

Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as needed + Regularly assessing student progress to refine instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotion.

Texas professional learning leader Valentina Gonzalez launches her new MiddleWeb blog, The UnStoppable ELL Teacher, with a look at Culturally Responsive Teaching — what it means and why it's essential to helping English language learners succeed in American classrooms.

Instructional coaches, teacher leaders, peer teachers, and administrators will all play a role in connecting professional learning to teacher evaluation; all will need to become fluent in the language of effective teaching and help teachers make connections between the feedback they receive and changes to their understanding and skills.

The difference with edTPA is that it is externally evaluated by the Pearson Corporation and it uses a language for analyzing teaching that matches nothing teacher education or professional development has ever widely used before, creating barriers for communication with cooperating teachers and school administrators.

She holds a master's degree in teaching English as a second language (ESL) and has worked in education for over 20 years, serving as ESL teacher, education consultant, technology integration specialist, professional development writer, and online course writer and manager.

Elizabeth Trach — A professional writer and editor with 18 years of classroom teaching experience in both Spanish and English language arts.

Whether teachers are new or experienced and teach elementary or secondary; language arts, science, or social studies; general education or special education English learners, high - ability learners, or intervention students, Achieve3000's Professional Learning Services will change the way you think about PD.

Whether teachers are new or highly experienced; teach elementary or secondary; specialize in language arts, science, or social studies; or work with general education, special education, intervention or English language learners, Achieve3000's PLS offerings will change the way they think about professional development.

Conducted by Russell Gersten and Scott Baker of the University of Oregon, the study used a series of professional work groups with practitioners and researchers to learn and understand «promising and productive practices» as well as recurrent instructional problems in teaching English - language learners.

Fordham University; New York, NY $ 365,000 over two years to examine teaching staff characteristics, professional development, and instructional practice and supports provided in classrooms serving varying concentrations of dual language learners in the New York City Universal Prekindergarten program..

Sarah, a veteran English language development (ELD) teacher, was tapped by her principal to take the newly created position of ELL facilitator, devoting 30 % of her time to guiding and facilitating the professional learning of mainstream content teachers, while continuing to teach for the remaining 70 % of her time.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

For several years Ms. Johnson led the professional development program for one of IDRA's Transitions to Teaching projects, MASS (Math and Science Smart), funded by the U.S. Department of Education to recruit and prepare elementary, middle, and high school teachers to serve English language learners and diverse student populations.

To address the how - to - teach factor, many states have incorporated professional development in sheltered English instruction into their plans to meet the educational needs of English language learners.

Studies by Lee et al. (2008a, 2008b), which were part of a five year professional development effort called Promoting Science among English Language Learners (P - SELL), built on research in effective first - language science teaching and aimed at improving science and literacy achievement of English language learners in urban elementary schools.

In the Conversation Currents for the January 2015 issue of Language Arts, Troy Hicks and Franki Sibberson, two educators who actively integrate technology into their language arts teaching, as well as into their work in teacher professional development, discuss what happens when we think of writing workshop as a structure for supporting students as composers.

The Framework for Teaching — Guides professional learning and establishes a common language around teacher professional practices across four comprehensive research - based domains

As more families choose language programs that lead to biliteracy for their children, the state can address this shortage by initially targeting teachers who are bilingual but are teaching in English - only classrooms with the professional development that would prepare them to teach in bilingual settings.

Although much still needs to be developed, Provost Terry Brown said she envisions a new program that follows teachers into the profession and provides further development where needed, incorporates useful technology into teaching methods classes and develops professionals who can work with English language learners and students with disabilities in general education classrooms.

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We teach and guide professionals who wish to improve their Swedish language skills, or improve their understanding of Swedish culture and communication.

A friend with many years of professional language teaching experience gave Habla an extremely positive review.