Course curriculum

  • 2

    Chapter 1: Background

    • Lesson 1: Define Academic Discourse

    • Lesson 2: Research-and-Evidence Base

    • Lesson 3: Theory

    • Chapter 1 Quiz

  • 3

    Chapter 2: Approach

    • Lesson 1: Features

    • Lesson 2: Framework

    • Lesson 3: Standards and Targets

    • Chapter 2 Quiz

  • 4

    Chapter 3: Steps

    • Lesson 1: Steps

    • Lesson 2: Adapt & Design

    • Lesson 3: Assessment

    • Chapter 3 Quiz

  • 5

    Congratulations & Thank You!

    • Congratulations & Thank You!

    • Course Evaluation

    • Attestation of Academic Integrity

Certification Information

This course fulfills the requirements for certification hours for the listed certification bodies. Upon completion of the course, you will receive a certificate of completion containing the pertinent information for your records.

  • New York CTLE: 2 Hours (including ELL sub-requirement)

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Melissa Lambert

Melissa Lambert, M. Ed. is a dynamic educator who leads by example believes in the power of a shared vision and works to challenge the process and build capacity for education systems. Her work in education spans two decades and always incorporates an equity-centered approach to positively affect outcomes for culturally and linguistically diverse learners. Deeply driven by problem-solving, building trust, and challenging educator mindset she brings knowledge and demonstrated results for motivating teams and shifting practice. Melissa’s passion for equity embraces the fostering of interdepartmental collaboration structures and protocols to increase integrated courses for Multilingual learners (MLLs) and English language learners (ELLs). After years as secondary math, science, and reading teacher, she recently served as a Senior Engagement Manager, English Learners Services at WestEd and formerly, as a district supervisor in San Francisco, CA. Melissa has designed, developed, and implemented P-12 core curriculum (ELA, ELD/ENL, and content literacy) and delivers high-quality, ongoing professional development for site leaders and teacher leaders in large urban districts and rural settings. She understands the nuances and differentiated work including a multi-tiered system of support and embedded cross-team/department collaboration. As a Director in Northern CA, she shaped innovative site leadership through developing strategic site plans to emphasize teacher clarity and a focus on targeting/close monitoring of student impact. This work included designing and leading a new Medical Career Pathway High School, and the recipient of the first Middle College High School Grant in the region. She has served as a secondary math and science teacher, diverse adolescent literacy/reading teacher and instructional coach, and has been involved with women in leadership with a focus on girls in math, science, and technology. Melissa holds to the belief that building capacity to transform the quality of instruction for all students is done through articulation and clarity of vision, designing high-impact/manageable plans, cinching opportunities for reflection and feedback that directly impacts student progress. She keeps student equity and student voice at the center of the work as she strives for high-quality professional learning, planning and always includes challenging educator mindset to accelerate and sustain continuous improvement.

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Enroll Now

for instant access