This course aims to support elementary teachers in deepening their understanding and practice of interdisciplinary ways of teaching science, literacy, and language for multilingual students.

Learning Objectives

• We will explore connections between science, literacy, language for justice-oriented teaching practices.
• We will analyze problems of practice that arise from implementing interdisciplinary, asset-based approaches to thinking about science and literacy teaching with multilingual students. 
• We will discuss how interdisciplinary ways of approaching teaching science and literacy support multilingual student learning.

Course Details

• Cohorts will meet during multiple sessions between August 2024 and May 2025.
• Participants may earn up to 44 equity clock hours for full participation.

Standards

National Board Professional Teaching Standards (NBPTS)

•    Teachers are committed to students and their learning 
•    Teachers know the subjects they teach and how to teach those subjects to students 
•    Teachers think systematically about their practice and learn from experience 
•    Teachers are members of learning communities 

Cultural Competency, Diversity, Equity, and Inclusion Standards

• Responsiveness: Educators employ the principles of cultural competence, diversity, equity, and inclusion to build connections with students, families, and other educators. Educators respond to others in ways that are asset-focused and flexible, changing their approach as the need arises. These are the roots of cultural competence and humility. 
• Communication: Educators can explain how communication styles may differ across cultures and adjust content or conversation to individuals' or groups' lived experiences and interests. This includes creating regular opportunities for students and their families to speak and read in their home language(s). 
• Service: Educators serve and care for students, families, and communities by centering their voices, building on their experiences, and understanding their needs and strengths. Educators balance competing interests and mitigate challenges by practicing restorative justice, civil discourse, social-emotional intelligence, self-reflection, and facilitating courageous conversations centering on complex issues of educational justice and systemic inequities. W. Collaboration: Educators support learning partnerships by shifting from a focus on the individual to a focus on the collective “we.” Educators collaborate with a variety of roles inside and outside the school community, including calling others in and joining others for conversations and activities that build shared understanding and goals. JJ. Knowledge of subject matter and curriculum goals 

Career & Technical Education Standards for Teachers

•    Instructional strategies and applications 
•    Knowledge of learners and their development in social contexts.