Category: Teacher Quality

As part of its work to support regional comprehensive centers, SRI leads the Multilingual Learner (ML) Work Group, which brings together staff from federally funded comprehensive centers who work with states around issues to support multilingual learners.

Reclassification from English learner to English proficient is a crucial outcome for English learner (EL) students’ academic progress because it can open the door to more rigorous courses and lead to stronger academic outcomes.

We’re evaluating BBILY, an online PD program focused on biliteracy, culturally and linguistically responsive learning, and evidence-based practices to support bilingual students.

SRI Education is leading an external evaluation of bilingual professional development developed by faculty from Santa Clara University and San Jose State University. The National Professional Development Program of the Office of English Language Acquisition has funded this 5-year project to develop bilingual professional development for in-service teachers, pre-service teachers, and student caregivers. The project … Continue reading Bilingual/Biliterate Instruction for Bilingual Youth (BBILY) Evaluation →

We spoke with teachers and administrators in three New England districts with large numbers of multilingual learners about how the pandemic influenced student learning and teaching practice last year.

The Adapting and Innovating Project examined the experiences of students, teachers and administrators across New England districts during the 2020-2021 school year to better understand how they responded to COVID. The work included an Innovation Profile of the Maria Muniz Academy, the only dual language high school in Boston, as well as a blog summarizing … Continue reading Think Forward New England: New England’s Education Systems Navigate COVID-19 and Map a New Way Forward →

For the last two years, a team of educators from the U.S. Virgin Islands (USVI) has collaborated with REL Northeast & Islands researchers on a project designed to ensure equitable access to high-quality instruction for USVI English learners. The team—composed of two administrators from the Virgin Islands Department of Education (VIDE), two district English as … Continue reading REL Northeast & Islands Virgin Islands English Learner Project →

The purpose of this Region 4 Comprehensive Center project was to support the New Jersey Department of Education to expand their preparation pipeline for certified bilingual teachers. The project culminated in a series of publically available briefs focused on bilingual education programs across the country, including when and how they are implemented, strategies to address … Continue reading Mid-Atlantic Comprehensive Center Bilingual Teacher Project →

From 2017 to 2020, REL Northeast & Islands staff worked with state and local partners in the region to learn about the policies and practices they use to identify disabilities among English learners and to provide resources to implement key policies and practices at the district, school, and classroom levels.  » Learn more Project Leaders: … Continue reading REL Northeast & Islands Identifying Disabilities among English Learners →

The project provides Professional Learning Communities to early childhood providers focused on the integration of POLL strategies into Educare’s social-emotional supports for teacher practice efforts and Dual Language Coordinated Approach for Program and Classroom Practice Toolkit. Project Leaders: Maricela Morales Funder: Educare Years: 2020-2021

The First 5 Dual Language Expansion Pilot project delivers early childcare provider professional development sessions to strengthen instructional strategies and community and family engagement sessions to provide strategies to support DLL children’s learning and development. The overarching focus of the DLL Pilot is to address cultural and linguistic responsiveness in family engagement, PD, and instructional … Continue reading First 5 Dual Language Expansion Pilot Calaveras →

This blog introduces a series of policy briefs that were developed in collaboration with the New Jersey Department of Education to better understand the state of bilingual education across the country, potential strategies to address the shortage of bilingual educators, and approaches to bilingual education policy and programming. View Resource Citation: Rutherford-Quach, S., Kelly, H., … Continue reading Examining Bilingual Programs and Policies →

This blog describes a two-year project in collaboration with the Virgin Islands Department of Education to ensure that all educators have access to best practices for English learners. View Resource Citation: Parker, C.E. (2021). Virgin Islands Project Supports All Educators in Instructing English Learners. Regional Educational Laboratory Northeast & Islands. Retrieved from https://ies.ed.gov/ncee/edlabs/regions/northeast/Blog/Post/35 Related Project: … Continue reading Virgin Islands Project Supports All Educators in Instructing English Learners →

In this brief, the authors share strategies that can help mitigate bilingual teacher shortages and provide considerations for state and district leaders who are interested in addressing these shortages. View Resource Citation: Torre Gibney, D., Kelly, H., Rutherford-Quach, S., Ballen Riccards, J. & Parker, C. (2021). Addressing the bilingual teacher shortage. CCNetwork. Related Project: Mid-Atlantic … Continue reading Addressing the Bilingual Teacher Shortage →

In this brief, the authors share strategies that state education agencies may use to provide more flexibility in teacher certification policies and thereby mitigate bilingual teacher shortages, including: 1) providing educators multiple pathways to certification, 2) offering prospective teachers a menu of certification requirements, 3) allowing educators to earn probationary certifications, and 4) creating flexible … Continue reading Leveraging Flexible Teacher Certification Policies to Address the Bilingual Teacher Shortage →