Open Enrollment Summer Institutes

Schedule for Summer 2009 Institutes

These five-day institutes include a foundational literacy institute, disciplinary-specific institutes, and an institute for principals, assistant principals, and curriculum coordinators.

Literacy Institute for English Language Learners

QTEL recommends that teachers begin with this five-day introduction to QTEL philosophy, theoretical stance, and consonant literacy practices and approaches. The goals of this foundational institute are for participants to

develop knowledge of three levels of pedagogical support: macro-level curricular planning over time, meso-level academic and linguistic procedures used in particular activities, and micro-level collaborative processes for moment-to-moment interactions;
increase understanding of and skills in using six types of scaffolding: modeling, bridging, schema building, contextualization, text re-presentation, and metacognitive development;
increase understanding of scaffolding disciplinary discourse by analyzing classroom exemplars in secondary language arts, mathematics, social studies, and science courses.

Disciplinary-Specific Institutes

QTEL offers five-day disciplinary institutes in mathematics, science, social studies, language arts, and beginning ESL. These institutes aim to

deepen understanding of substantive disciplinary concepts that need amplification for English language learners;
identify generative disciplinary concepts that contribute to students' increasingly autonomous learning;
heighten awareness of the specific discourse used within each disciplinary community for expressing ideas and processes;
refine pedagogical subject matter knowledge to effectively teach specific students — whether English language learners or native English speakers — at varying levels of academic and linguistic accomplishment.

Leadership Institute

This five-day institute for secondary principals, assistant principals, and curriculum coordinators provides instructional leaders with a firm foundation of theoretical understanding and corresponding strategies for effectively recognizing and promoting the Principles of Quality Teaching for English Learners. Participants will

recognize the different types of English learners, their academic needs, and the types of programs available for their education;
learn how to support teachers in their work to make classes with English language learners rigorous and accelerated;
understand the conceptual, academic, and linguistic needs of adolescent language minority students;
understand the attitudes, knowledge, and dispositions that enable teachers to work effectively with adolescent language learners;
understand the Principles of Quality Teaching for English Learners and the tools and processes that exemplify quality instruction;vincrease their observational skills to recognize and promote quality instruction for adolescent English language learners;vanalyze issues that tend to surface at school sites when trying to enact quality education for English language learners.