Effective collaboration requires us to embrace a new way of working to push past the traditional roles and responsibilities of content and language teachers of multilingual learners. Gain the ‘what, why, and how’ perspectives and skills you need to strengthen your foundation and unleash the potential of content and language integrated classrooms.
  1. Collaborative Planning: Practice articulating what students are expected to do academically and linguistically and distilling respective roles, responsibilities, and co-teaching models.
  2. Collaborative Instructing: Learn how to deliver high-quality, research-based, and instructionally-just practices from asset-based mindsets.
  3. Collaborative Assessing: Transform ‘deficit’ assessments into ‘promise’ assessments to show what multilingual learners know academically and can do linguistically now as well as progressively.
  4. Collaborative Reflecting: Celebrate multilingual learners’ successes and turn growth areas and tensions into sites of possibilities for your biggest leaps forward.
There are four synchronous sessions of 2 hours each (total online learning is 8 hours). Application resources are provided between sessions should participants desire to ‘know or try out’ more with colleagues at their schools (voluntary of course).
Participants connect through ZOOM and need a laptop, headphones / earbuds during the synchronous sessions. All participants are provided a link to the course. Resource materials are made available to participants and responses to weekly questions provided.
Classroom teachers, EAL specialists, Instructional Coaches, school leaders, and any other education professionals involved in collaborative practices.
Virginia Rojas is semi-retired from international-school consulting in which she conducted professional training on effective programs and strategies for multilingual learners from pre-school through grade 12 for EAL specialists and classroom teachers alike.

As a former ASCD faculty member, Dr. Rojas uses the backwards design curriculum model to help teachers design high-challenge, high-support learning experiences for strengthening multilingual learners' second language proficiency and academic achievement.

She provided professional development trainings, job-embedded coaching and demonstration lessons, and conducted linguistic audits of EAL (English as an Additional Language) program. She has worked in over 350 international schools throughout the world as well as with school districts in the US and Canada.

Dr. Rojas is the author of Strategies for Success with English Language Learners: An Action Toolkit for Classroom and ESL Teachers published by ASCD (2007) and of Educating English Language Learners: Connecting Language, Literacy, and Culture (2010), ASCD DVD Series. In partnership with the PTC, Dr. Rojas is the architect and lead faculty of the PTC EAL certification program.

New Dates to be announced

USD 400 Per Participant
INCLUDES: Certificate of Participation for 10 Professional Development hours.