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Quality Teaching for English Learners works with educators to make a positive difference in high-priority schools serving adolescent English learners. Strong partnerships are key to the success of professional development that is sustained, comprehensive, and of the highest quality. Our partners include such diverse institutions as the largest school district in the nation and a middle school serving students in an agricultural community. We also collaborate with universities nationally and internationally, sharing our research and learning from the research of others.
New York City Department of Education
New York City
Since December 2003, we have been working in partnership with the New York City Department of Education to improve the academic achievement of the city's English learners in secondary schools. Using a customized three-year program, we are engaging the teachers of EL students and the supporters of these teachers in professional development intended to increase their capacity to promote quality learning and teaching. more »
La Paz Middle School
Salinas, California
Since 2001 we have been working with the La Paz Middle School to better support their teachers in National Board certification. We help certified teachers encourage and assist current and future candidates, thus increasing the number of teachers who become certified. This project is funded by a grant from the Stuart Foundation. more »
Teachers College, Columbia University
New York City
The result of a longstanding collaboration between QTEL Director Aida Walqui and Ofelia García, Professor of Bilingual Education at Teachers College and Codirector of the Center for Multiple Languages and Literacies, QTEL and Teachers College are partnering on a one-year study of the impact of QTEL implementation in New York City. Teachers College is collaborating in the development and validation of a classroom observation instrument that will be used for both evaluation and teacher coaching. Teachers College also will coordinate and conduct classroom observations using this instrument as data on teacher practice and student oral academic discourse in classroom interactions are collected.
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