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Visiting Washington, D.C.
Session Type: Symposium
This symposium addresses the convergence of two critical and challenging needs in public education in the U.S., namely: 1) the development and support of educators as true professionals, and 2) the compelling demand for new knowledge and skill among all teachers concerning the intersection of language development and disciplinary learning and how to support it among all students, in particular English language learners (ELLs). The papers result from the convenings of university and district professional development providers in a large urban system and provide summative and individual findings from their collective explorations about what new professional knowledge is needed, what is required to make the necessary shifts in teaching to support all students, and what professionalization of the work involves.
A Vision for Professional Knowledge Required to Develop Educator Expertise to Offer ELLs Quality Learning Opportunities - Aida Walqui, WestEd
Strengthening Professional Learning in an Urban District: Linking Language Development, Literacy, and Disciplinary Practice - Julie L. Burnett; Peggy Mueller, WestEd
Apprenticing Educators of English Learners: Linguistically Responsive Practice in Classrooms, Schools, and Communities - Amy Jennifer Heineke, Loyola University Chicago; Amanda Roudebush, Loyola University Chicago
Language, Literacy, and Leadership: Building Teacher and School Capacity to Deepen All Students' Academic Growth - Mary Ann Pitcher; Julie Daly, University of Chicago, Network for College Success
A Sociocultural Professional Development Framework for Language and Literacy Instruction and the Negotiation of Knowledge - Dara Soljaga, Concordia University - Chicago; Simeon Martin Stumme, Concordia University - Chicago; Eliza Bryant, Big Shoulders Fund; Rebecca Lindsay-Ryan, Big Shoulders Fund