Professional Learning Communities in education are based on the premise that schools provide better education when teachers collaborate closely with their colleagues. Collective Teacher Efficacy is the belief that through effective teacher teams, educators can positively influence and accelerate student outcomes and, as a practice, it is believed to have a large influence on student achievement.

This facilitator’s guide moves teacher teams through a structured PLC cycle that includes guiding questions, protocols for each stage, anchor resources, instructional examples, and scripted agendas. Teams work through an inquiry stance intended to improve teacher practice and student outcomes for MLs/ELLs. This PLC model closely examines Home Language Use in Diverse Classroom Settings that includes specific examples of how home language can be leveraged in English as a New Language (ENL), ELA and other content areas.

Audience:  K-12 administrators and teachers  

Link to PLC Facilitator's Guide:  Unpacking Instructional Strategies for Teachers of MLs/ELLs at the School Level, Grades K-12

Formative assessment can create meaningful learning opportunities for Multilingual Learners and English Language Learners (MLs and ELLs) and strengthen the learning relationship with their teachers. This resource is designed to outline the different modes that formative assessment can take and explore the purpose and benefits for MLs and ELLs. Educators are provided with examples of the four different modes: Self-Reflection, Student-to-Student(s), Student-to-Teacher, and Teacher-to-Whole Class.

Link to the Formative Assessment for MLs and ELLs, K-12

MTSS for MLs/ELLs resources will help school communities understand the approaches to strengthen core instruction for MLs/ELLs, while also making sure to affirm their identities, build upon their strengths, and make appropriate and informed decisions and recommendations for support and/or intervention. The MTSS guide for MLs/ELLs, Instructional Leadership Tool for MLs/ELLs, and additional resources are available.

Link to the MTSS for MLs/ELLs Resources

To support the equitable and inclusive instruction of MLs and ELLs, the Division of Multilingual Learners has scaffolded units across content areas from the most commonly used core curricula in the NYC DOE. To view our units, visit our webpage.

Link to Scaffolded Core Curriculum Units

This resource is intended for all teachers of Multilingual learners/English language learners (MLs/ELLs) and provides approaches for purposeful home language (HL) use to include in lessons for all grades and contents. By providing space in the classroom for students’ home languages, teachers can help multilingual learners to understand the content, build confidence in their skills, and validate their cultural and linguistic identities and experiences.

Link to Home Language Use in Diverse Classroom Settings

Culturally and linguistically responsive and sustaining education in mathematics is about receiving all students into the discipline and valuing students’ diverse language proficiencies, ancestries, and cultural backgrounds.  In this learning resource, teachers will unpack some of the recommended guidelines from the following principles present in the NYSED CR-SE Framework: Welcoming and Affirming Environment, Inclusive Curriculum and Assessment, and High Expectations and Rigorous Instruction.

Link to Building Cultural and Linguistic Equity for MLs/ELLs in the Mathematics Classroom

This document consolidates resources that support newly arrived multilingual learners/English language learners (MLs/ELLs) and immigrant students, including newcomer ELLs. It includes resources that schools can share with students and families when they first enroll in your school. 

Link to Resources for Newly Arrived Multilingual Learners and Immigrant Students

Our self-paced, asynchronous modules allow busy educators to strengthen their pedagogical practices that ensure academic and social-emotional success for our linguistically and culturally diverse learners.

Our instructional resources are reformatted into modules to better accommodate busy educators. These self-paced modules allow educators to progress at their own pace and are for professional growth only. CTLE hours for New York State are not provided.

These modules are grouped into three major "branches" of learning: Advanced Literacies, Culturally Responsive-Sustaining Education Framework, and Quality Education for MLs/ELLs. 

To access these modules, click on the any of the content areas in the navigation pane found at the top of this web page.