Summer Institute 2016

Internationals Network’s Summer Institute 2016 will take place on August 25th and August 26th, 8:00 AM – 3:30 PM.  For general questions, contact Clarissa at For registration questions and issues, contact Jade at

2016 SUMMER PD Flyer


NEW TEACHERS are automatically signed up for the following:


This workshop takes participants through a series of stations, each of which is devoted to one of the 5 core principles of the internationals approach. Through the course of these 5 stations, participants watch videos, review resources, and look at curriculum to learn how each core principle is embodied in practice.

EIA more...

This workshop begins with a lesson taught entirely in a foreign language.  The Driving Question for this workshop is: “How do we help our students with limited English proficiency to access rigorous content, skills, and academic language?” After an initial experience in which the content is delivered in the foreign language with no scaffolding and no supports, participants are taught the same content through activities, curriculum, and instruction that models good teaching for English Language Learners. Participants have the opportunity to reflect on the experience of the two different lessons and to look closely at several of the techniques the “teacher” uses that were effective for them. This workshop is a useful introduction to the Internationals Approach as it puts participants in the shoes of their students and helps them gain first-hand experience with the benefits of teaching students with the techniques expanded on in the other workshops (note that teachers who are new to the Summer Institute will automatically be registered for this morning workshop).

RETURNING TEACHERS can choose one morning workshop and one afternoon.

Half-Day Morning Workshops:


Participants in this new workshop, designed by the Internationals Network for Public Schools, will explore the many different strategies for adapting text to make it more accessible for their low-literacy ELLs and Students with Limited or Interrupted Formal Education (SLIFE).  Most of the workshop time will be spent in the practice of adapting a variety of texts and discussing the inherent challenges of this process.  A final gallery walk at the conclusion of the workshop affords participants the opportunity to see how their colleagues adapted the same text in different ways.


Wondering what a great portfolio project looks like? Look no further! Exciting portfolio projects are happening throughout all of our schools. This session provides an opportunity for participants to examine and discuss recent graduation portfolio projects from across the network and in multiple disciplines. Participants will review and consider shared criteria for effective projects and apply new ideas to their own work. Participants will have the opportunity to give and receive feedback on their own upcoming projects (no matter what stage they’re at), using discussion protocols that can be brought back to schools and used for further development.

Half-Day Afternoon Workshops:


This workshop helps participants to leverage the home languages of their students to not only help improve their home language skills, but also to help them access more rigorous content and further develop their English.  Using videos, sample curriculum, strategies, and examples of different structures that can be implemented across disciplines, the workshop supports participants in understanding why, how and when to effectively have students work in their home languages.  Participants delve deeply into the concept and practices of “translanguaging”, which is essentially the flexible use of language (home languages or English), in an ELL classroom and how structures that support translanguaging are crucial for being able to engage all students in high level work, regardless of their level of English proficiency.  Participants receive an overview of concrete strategies to facilitate translanguaging in their classrooms and the opportunity to create a plan to incorporate some of these strategies into their own instruction.


Providing students with more choice and voice in project-based learning creates greater student buy-in, increases motivation, and enhances students’ decision-making skills.  Discover strategies for affording your students greater choice in the way in which they demonstrate their learning to you through projects, thereby creating a more culturally responsive classroom.  You will have the chance to apply your new knowledge by adapting a former project of your own so that students are offered more choice and voice.


All attendees have the option of two (2) half-day workshops or one (1) full-day workshop.

Half-Day Morning Workshops:


Taking the proven classroom management techniques of Teach Like a Champion author Doug Lemov and other classroom management gurus and restorative practices experts, this workshop will provide participants with concrete and actionable techniques they can implement in their classrooms immediately addressing the following questions: How do we organize our classrooms and lessons such that instructional time is maximized and never wasted?  How do we establish systems and routines that will ensure the productivity of our students’ work time?  How do we motivate and engage students who are disconnected from the learning tasks? And, how can we use restorative practices to reinforce the importance of relationships in our conversations with students?

INPS 101 more...

This is the workshop veteran teachers wish they had had when they began teaching at the Internationals Network. We posed the following question to Internationals teachers: “What do you wish you had known when you first started teaching at Internationals?” Using the responses, we have compiled a starter kit consisting of advice and best practices from experienced Internationals teachers. In addition, participants will have the opportunity to pose questions to and speak with a panel of Internationals teachers who are in their early years of teaching. Through developing relationships with other first-year teachers as well as more experienced teachers and engaging in some best practices from the starter kit, new teachers will feel prepared to take on their first year at Internationals.

Half-Day Afternoon Workshops:


This workshop module provides faculty with core strategies to enable students at different academic and English proficiency levels to access academically rigorous curriculum at a variety of entry points.  In supporting English Language Learners to access the Common Core State Standards, the workshop emphasizes the importance of providing students with the same level of complexity in curriculum even though they may not be able to achieve the same level of difficulty as their native English speaking peers. Participants will also receive a resource guide with 14 activities for differentiation and accompanying curriculum showing how those activities are incorporated.


This workshop supports all teachers in becoming language teachers, regardless of the content they teach. This enables students to develop their academic language in all content areas while deepening their knowledge of content, which is crucial in preparing students for the Common Core State Standards. The Driving Question for this workshop module is: “How do we develop curriculum and instruction in which language and content reinforce each other to deepen student learning?”  This module provides faculty with key strategies for incorporating language development into all activities and a framework for planning for both language and content in curriculum development.  Included in the series is a model lesson, sample curriculum, an opportunity to work on curriculum using a specific language planning framework, videos of instruction modeling language and content integration, a template for developing integrated language and content objectives, and a resource guide of hands-on, easy to implement strategies.

Full-Day Workshops:


What does it mean to have a student-centered classroom?  In this new, all day workshop, we initially explore the differences between teacher-centered and student-centered instruction through an interactive demonstration lesson.  The bulk of the workshop will be spent unpacking activity guides, the main vehicle for instruction in a student-centered classroom.  After analyzing exemplary samples in order to elicit the essential criteria for effective activity guides, participants will also learn about chunking a skill, sequencing the teaching of new material, and lowering the cognitive burden.  Participants then apply this new learning in order to develop a plan for an activity guide in their own classroom.


This workshop begins with an introduction to the Criteria for Effective Project-based Units, a checklist encompassing all of the vital aspects of a solid project, as well as an analysis of a sample unit to determine the extent to which it meets this criteria.  Participants then explore unit driving questions and the types of higher-order thinking (HOT) projects that can be designed for students to use as a forum for answering a driving question.  After generating project ideas of their own, participants learn about assessing the various types of demands – language, skills, content – that any project places on students.  Participants identify the demands for their own project idea before developing a series of activities that would prepare students to meet one of the core language demands in order to successfully complete the final project.


This workshop supports teachers in implementing structures and designing curriculum so that students are the ones doing most of the talking and having the opportunity to use language in an academic and meaningful way.  Collaboration is a pillar of the Internationals model on which all other aspects of the model depend.  Without a well-structured collaborative classroom, teachers are unable to leverage the benefits of heterogeneity or make it possible for students to learn in heterogeneous groups.  In addition, a teacher-centered classroom does not enable students enough opportunity to practice their academic language and wrestle with the ideas they are learning through group discussions.  The driving question of the workshop series is: “How do we structure our classrooms collaboratively to support ELLs in their development of language and content knowledge?” This workshop engages participants in multiple station activities that model various strategies for designing collaborative roles and for getting students to work together in a meaningful way that moves teachers away from the front of the room.


This full-day workshop addresses one of the most challenging aspects of teaching a heterogeneous, ELL student population: how do we support the academic growth and development of our Students with Limited or Interrupted Formal Education (SLIFE)?  Participants will better understand SLIFE by initially exploring “cultural dissonance,” the mismatch between the learning paradigms and educational expectations of SLIFE and those of their teachers.  Understanding this cultural divide lies at the heart of MALP – the Mutually Adaptive Learning Paradigm – a framework that supports educators in building the bridge that will lead SLIFE to academic success.  After analyzing the MALP framework and dozens of SLIFE-friendly classroom activities, participants will adapt an idea for a discipline-specific, project-based unit so that it adheres to MALP, as well as create the initial activities that will support SLIFE in building background content knowledge.


The Scaffolding Cycle, a framework for organizing project-based units and the activities within them, lies at the heart of this full-day workshop.  After experiencing a simulation of a project-based unit’s opening motivating activity, participants will unpack the various stages of this new backwards planning tool to understand how best to organize the various stages of a project-based unit.  Participants will apply their learning by using the Scaffolding Cycle to backwards plan the skeletal framework for a sample project-based unit in their discipline.

Foundational Practices Institutes

This past year, Internationals Network and the United Federation of Teachers (UFT) co-sponsored four Foundational Practices Institutes focused on deepening knowledge of the Internationals Approach to building teaching effectiveness for improving English language learner outcomes.



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