About Project GLAD®

The Research & Theory series provides the WHY behind the Project GLAD® model, helping to define the purpose behind our work and the knowledge, skills and dispositions needed to support our learners through universal access while attending to the targeted and specific needs of our multilingual learners.

A four-day cycle (consecutive) of live classroom demonstrations with two certified Project GLAD® Trainers who will demonstrate a unit of study using GLAD® strategies with students in classrooms of the Districts choosing, combined with one trainer operating as a coach to the educator participants observing and engaging in the learning. 

Preschool GLAD® is about creating a rich environment of language, ideas and concepts. Preschool, Transitional Kindergarten, and Kindergarten students engage in learning at their own entry points and are given multiple ways to respond.  Preschool GLAD® engages participants in thinking about how children learn language and introduces successful research-based strategies for creating a language rich setting that is alive with words, aloud with language, and results in language-rich learning.

The Elementary GLAD® model supports the K-6 learning environment that intentionally weaves language learning into and through the content areas. Designing  lessons and activities that targets integrated and designated language development, students increase content comprehension, academic language and language proficiency while honoring the assets of your diverse learners. 

The Secondary GLAD® model attends to the complex needs of middle and high school emergent bilingual students, some of whom may be entering into secondary settings as long-term English learners (LTELs), newcomers or refugee students. Secondary practitioners need to attend to all students’ needs while adhering to unique scheduling factors. This model is designed to accelerate language proficiency while attending to the whole child and identity of a secondary student. Interweaving the salient language acquisition strategies identified within the OCDE Project GLAD® model, and targeting the rigorous, accelerated demands of content comprehension.

OCDE Project GLAD® en Español accentuates biliteracy, multiliteracy and bilingual education research. Designed to support Spanish Dual Immersion teachers, this model creates a learning environment that both builds knowledge on Dual Immersion principles and programs, while also delivering strategies and content by bilingual certificated teacher trainers in Spanish.

The Administrator Pathway (applicable to coaches and specialists) includes 12 hours of professional learning. This pathway looks to increase educational leaders’ instructional leadership by aligning the work of GLAD® with MTSS, developing a school-wide vision, developing professional learning cycles and creating metrics to support the assessment of impact of GLAD® implementation in El Monte. Administrators would earn a badge in engaging in this pathway.

Prior to the Research & Theory, instructional coaches will engage in four-hours of learning through two synchronous sessions where they will learn about the model’s design, intended outcomes for universal access and language development. The proposed professional learning cycle will be used by facilitators of the virtual workshop as a frame for how educators can begin thinking about their implementation. 

Access to a four-module course that emphasizes: Understanding by Design/Backwards Planning, Year Long Planning, Unit Planning and Scaffolding for Success. This six-hour course has approximately four and a half (4.5) hours of synchronous instruction and one and a half (1.5) hours of asynchronous instruction. Participants that engage in this step will be equipped with the dispositions and skills to understand how to best design for universal access and targeted language support. They’re now ready to dive into seeing the work in full implementation with the live in-person Classroom Demonstration. 

The GLAD Next Generation® training and coaching program evolved from the OCDE Project GLAD® National Training Center (NTC) model. GLAD Next Generation® supports educators in maximizing their efforts to promote growth and development in all students, particularly our Multilingual Language Learners. This training and coaching series utilizes some of the most salient strategies from Project GLAD® and weaves in research, modeling, implementation and feedback cycles into and through 3 non-consecutive days of learning.

OCDE Project GLAD® Trainers In-Training are individuals who have been accepted into the OCDE Project GLAD® National Training Center Program.

The 3-Day Workshop and 5-Day Demonstration will assist Training Teams in building the foundational knowledge and skills related to presenting, coaching, mentoring, facilitating, and consulting required to successfully complete OCDE Project GLAD® NTC Agency Trainer certification. Training and certification prepares trainers to lead change, implementation, and sustainability in their own communities.