DOI
https://doi.org/10.14305/jn.19440413.2018.11.1.03
Abstract
In a time of new teacher certification requirements in New York, school districts are grappling with how to meet the regulatory expectations imposed by Commissioner’s Regulations Part 154. One way that schools are solving staffing challenges is by forging new collaborations with university partners to expand their collective capacities to serve Multilingual learners (MLLs). In this article, we document a partnership between SUNY New Paltz’s Teaching English to Speakers of Other Languages (TESOL) program and the Pawling Central School District during the 2017-18 academic year. We describe the partners’ distinct roles in the university-district collaboration, and discuss the logistical considerations and challenges they faced, with respect to program design, hybrid instruction, meeting certification requirements, and working with established university systems. We conclude by identifying components that ultimately made the partnership a success.
Recommended Citation
Clark-Gareca, B., & Fontana, K. (2018). Expanding Capacity to Serve Multilingual Learners: A University-School District Partnership. Excelsior: Leadership in Teaching and Learning, 11(1). https://doi.org/10.14305/jn.19440413.2018.11.1.03 CCBY.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Leadership Commons, Online and Distance Education Commons, Teacher Education and Professional Development Commons
