Under what conditions can teachers deeply collaborate to improve learning opportunities for English Learners alongside all of their classmates? Join us to learn about “collaborative lesson inquiry cycles” in secondary mathematics, a model for teacher professional collaboration that can be extended to other disciplines and grade levels.
Date: Thursday, July 17, 2025
Time: 12–12:30 p.m. PT
In this session, learn about a powerful model for teacher collaboration that benefits students who are English Learners. Teams of teachers engage in collaborative lesson inquiry, grounded in classroom practice, in which they watch for students’ opportunities for engaging in content and practices while simultaneously developing language through participation with others. These cycles, grounded in teachers’ mutual engagement in practice, offer a sustainable, inquiry-driven approach to improving learning opportunities for English Learners.
Who Should Attend
- State, District, and School Leaders
- Math Coordinators and Coaches
- Math Teachers
Session Topics
- Teacher Collaboration—Learn key conditions that enable teams of teachers to actually collaborate, not just use the same instructional materials in divergent ways.
- Collaborative Lesson Inquiry Cycles—Explore how one intensive model for teacher collaboration is focused on improving the design of lessons and learning opportunities, all driven by practical observations of classroom learning and practice.
- Observational Lenses—Understand the importance of clarity and coherence in joint observations of student learning and classroom practice.
Featured Speakers
Monique Evans, Program Associate, English Learner and Migrant Education Services
Evans leads professional learning and facilitates coaching that develops the ability of secondary mathematics teachers to challenge and support Multilingual Learners.
Haiwen Chu, Research Director, English Learner and Migrant Education
Chu empowers school systems, leaders, and educators to enhance mathematics learning opportunities for English Learners alongside all of their classmates. Through curriculum development, teacher professional learning, and use-inspired basic research on students’ simultaneous development of concepts and language, Chu combines theory, research, and practice to improve outcomes for English Learners.