Seventh International Conference on Immersion and Dual Language Education

Strand V: Teachers, Administrators, Preparation and Professional Learning

Spanish/English

Pre-K
Elementary (K-5)
Middle School/Junior High
High School

Collaboration and exchange of learning among teachers in Dual Immersion (DI) programs is essential, however there are few sources of information on how to cultivate these relationships. DI schools are a convergence of professionals from different cultural, linguistic and professional experiences. The diversity of experience constitutes an excellent opportunity to learn from each other, as well as a challenge. Over the course of three years, we documented the impact of a Professional Learning Community (PLC) on collaboration between teachers of different backgrounds. We found anecdotal evidence the PLC structure helped teachers cultivate an environment of trust and self-reflection, which in turn improved individual practice and increased collaboration.

A team of teachers and administrators at the Cloud Forest School, a K-11 independent school in Costa Rica, recognized the need for collaboration between teachers for the newly adopted DI model to be successful. The question was asked, “How might a PLC influence the development of strong intercultural relationships between teachers?” As a pilot study funded by Vassar College, the school began with a PLC of four teachers, growing the program each year for the following two years. Through the analysis of recorded dialogs during the PLC meetings and interviews of the participants, it was found that the PLC helped to 1) break down presumptions and recognize similarities, 2) create a space for honest conversations, and 3) produce professional growth and more frequent collaboration.

This best practices session will introduce the context of the study, present the outcomes, and share recommendations for creating a PLC in a DI School with concrete ideas for planning and design.