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Event Details

DateJune 12th



Each team is invited to bring any number of members of their district that are responsible for professional learning in the academic language space. 


Zoom Virtual Call Link:

This is an incredible opportunity to include district members outside of the Leadership Team to gain critical knowledge around the shifts necessary for supporting academic discourse in ALL classrooms!

Agenda (click here)


Provide cross-district learnings to support the effective design and implementation of processes for building the capacity of teachers to focus and deepen academic conversations in all classrooms.

Essential Questions

1) How might we implant structures and processes which build the capacity of teachers to focus and deepen academic conversations in all classrooms?
2) How do PLCs and the use of video cultivate a coherent, district-wide vision for academic conversations, facilitate common understandings of a classroom shift, and build individual teacher and group capacity to enact that shift?
3) What needs to be in place for PLCs and video to be an effective strategy to realize classroom shifts?

About the Expert

Sara Rutherford-Quach is the Director of Academic Programs & Research for Understanding Language and a Lecturer in the Stanford Graduate School of Education. A former bilingual elementary teacher, Sara has more than 13 years of experience working with linguistically diverse students and their teachers and has conducted extensive research on instructional practices for English learners. Sara was previously awarded a National Academy of Education Spencer Foundation Dissertation Fellowship for her work on the role of silence and speech in an elementary classroom serving language-minority students. Her areas of interest include classroom discourse and interaction analysis; language, culture, and instruction in multilingual and multicultural educational environments; institutional, policy and curricular change; and educational equity.

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