New York City Department of Education, New York

TQI has begun a three-year partnership with the New York City Department of Education to work with professional developers who support teachers of English learners in secondary schools throughout New York City. NYCDOE recognizes that it is of paramount importance to develop capacity to serve the large and increasing population of English learners, currently representing 12% or 134,508 of the 1.1 million students enrolled in its public schools. In the first year, 2004, TQI’s work is focusing on an apprenticeship model of scaffolding academic instruction for adolescent English learners. The second year will focus on disciplinary literacy, and the third will concentrate on issues of teacher leadership and school change for English learners.

The International High School, Queens, New York

The International High School is a high-performing school serving adolescent English learners who are recent arrivals to the U.S. Founded in 1985 as a collaborative effort of the New York City Board of Education and LaGuardia Community College of the City University of New York, the school offers rigorous high school/college subject matter curricula combined with intensive English study. www.altschools.org/schools/ihs The International High School Partnership is a multi-year project which includes research and documentation of quality teaching for secondary English learners. The school is featured in Aída Walqui’s book, Access and Engagement: Program Design and Instructional Approaches for Immigrant Students in Secondary Schools.

La Paz Middle School, Salinas, California

La Paz Middle School, located in California’s Salinas Valley, is one of two implementation sites in a program we have designed to use National Board standards and processes as catalysts for whole-school reform. We entered the third year of our partnership with the school during 2003–2004, and have seen very positive changes.

John O’Connell High School, San Francisco, California

John O’Connell High School, located in San Francisco, is the second implementation site of our work using National Board standards and processes for whole-school change. Our first year of work in 2002–2003 resulted in substantive changes in practice and in attitudes and dispositions towards English learners.

SRI, Menlo Park, California

The National Board for Professional Teaching Standards is interested in learning whether and how Board certified teachers can positively influence student performance at low-performing schools. Assuming such influence is possible, we want to understand the factors that enhance or inhibit National Board Certified Teachers’ (NBCTs) abilities to exert such influence. SRI and WestEd have partnered to research over three years such questions in the four states that have the highest concentrations of NBCTs.

Institute for Learning, University of Pittsburgh, Pennsylvania

We are working in collaboration with the Institute for Learning at the University of Pittsburgh, under the direction of Lauren Resnick. The focus of our work is on disciplinary literacy research and development for secondary students in Language Arts and Social Studies.

University Affiliations

Stanford University
Loyola Marymount University
University of California, Los Angeles
Northern Arizona University