IMG_1595Workshops and Institutes

QTEL offers intensive workshops and institutes both at school sites and at QTEL’s Summer Institutes in San Francisco every July.  Institutes for both teachers and leadership are offered.

Teacher institutes

Our teacher institutes consist of foundational and disciplinary institutes­­­­ that give teachers theoretical and practical knowledge of how to implement high-quality, academically-rigorous instruction that is aligned with the Common Core State Standards (CCSS) for ELLs. A teacher institute in the teaching of Spanish is also offered. The goal of the workshops is to help teachers develop expertise to promote students’ engagement in academic tasks and appropriation of academic language and literacy skills required by the CCSS.

Leadership institutes

Our leadership institutes are designed to help school and district administrators understand and apply school structures and processes that make it possible for ELLs to learn and succeed. A coaching institute focusing on developing the capacity of instructional coaches to recognize, model, and support quality teaching for ELLs is also offered.

Whole-school/District Professional Development

QTEL engages in multi-year partnerships with districts and/or schools featuring customized professional development  for teachers, administrators and instructional coaches.

School Options

QTEL works with individual schools in site-based professional development that typically involves the full faculty in an intensive one- to three-year program. In addition to whole school professional development, classroom coaching of individual teachers is available. QTEL professional development certification is also offered for school-based instructional leaders.

District Options

School districts can partner with QTEL for professional development covering foundational, disciplinary, leadership and coaching topics. This work is implemented across the district or in a subset of schools, over a period of one to three years. QTEL professional development certification is also an option for district staff.

    • Districtwide In New York City, the Department of Education worked with QTEL to support districtwide implementation. In an initial three-year period, teachers and district professional developers apprenticed in QTEL practices and approaches. Subsequently, QTEL-certified district professional developers continue to provide teachers with support to carry out the work.
    • School Intensive In Austin, Texas, the school district worked with QTEL on a three-year plan to provide school-wide professional development in two of the district’s high schools. The full faculties of both schools participated in on-site professional development and QTEL professional learning communities. Sustained classroom coaching was also provided to selected teachers in each academic department.
    • Vertical Teams Feeder schools represent another district option, that of “vertical teams” of teachers from a set of feeder schools. Staff members from feeder elementary and middle schools, along with the receiving high school, participate in linked, grade-level-appropriate QTEL professional development. The vertical team approach builds a coherent instructional experience for a district’s teachers and English language learners.

Professional Development Certification

The QTEL apprenticeship program is available to schools and districts that undertake a multi-year QTEL implementation. The apprenticeship process ensures that district professional developers have the necessary knowledge and skills to continue QTEL implementation into the future.

In a sequence of increasing responsibility, a district’s designated professional development team (PDT) learns to use QTEL professional development tools and processes:

    • In the first year, PDT members actively participate along with other local teachers and administrators in the QTEL professional development.
    • In the second year, PDT members observe QTEL professional development and classroom coaching and reflect with QTEL staff on what they are learning.
    • In the third year, QTEL staff coach PDT members to deliver segments of the professional development and support their continued learning.
    • After the third year, PDT members consult with QTEL staff, but implement QTEL professional development independently.

Unlike a typical “trainer-of-trainers” model, the QTEL apprenticeship model provides a long-term partnership with participants that ensures the success and integrity of the program. This model of professional development includes a certification process that attests to a PDT member’s ability to conduct QTEL professional development.