RBERN Events

August 31, 2026

[Virtual Series – Varying times]

8: 15 am to 9:15 am

ENL New Teacher Collaborative: A Mentoring & Professional Learning Community of Practice for Teachers New to ENL

Beginning your career as an English as a New Language (ENL) teacher is both exciting and challenging. Whether you are new to teaching or an experienced educator transitioning into ENL, the first few years are filled with opportunities to learn, grow, and refine your practice. The ENL New Teacher Collaborative is a year-long professional learning community (PLC) designed specifically for ENL teachers in their first 3 years of practice. Through monthly collaborative sessions, participants will connect with colleagues across the Capital Region and state, receive guidance from an experienced ENL teacher mentor, and engage in meaningful conversations centered on effective instructional practices and the unique experiences of multilingual learners. Each session combines professional learning, collaborative problem-solving, reflection, and practical strategies that participants can immediately implement in their classrooms. Launch (August – September): Establishing your role and classroom Strengthen (October – December): Refining instruction and collaboration Deepen (January – March): Using data, literacy, and differentiation to improve practice Lead Forward (April – May): Advocacy, reflection, celebration, and future growth Participants will: -Build a supportive professional network with fellow early-career ENL educators -Learn research-based instructional practices that promote multilingual learner success -Explore current topics in ENL education through discussion and collaborative inquiry -Reflect on instructional practice and professional growth -Receive mentoring from an experienced ENL educator -Earn CTLE credit for each session attended *An optional end-of-year in-person networking and celebration event may be offered, depending on participant interest, to recognize participants’ accomplishments and strengthen professional connections.

Upcoming PLC dates: Sept 28, 2026, October 26, November 30, December 21. January 25, 2027, February 22, March 22, April 26, May 24. 

Sept 15, 2026

[Virtually 3:15 – 4:15 pm]

Open Forum for Educators Who Work with Multilingual Learners/English Learners

This virtual professional development session provides an open forum for teachers and administrators to ask questions and discuss challenges related to supporting multilingual learners. Participants are invited to drop in with specific questions, scenarios, or concerns from their classrooms or schools. Dr. Ranieri will provide guidance, resources, and practical strategies in response. The session is designed to be flexible and responsive to participants’ needs, creating a space for collaborative problem-solving and professional learning.

Sept 18, 2026

[Virtually 10 am to 11 am]

Building Your 2026-2027 Comprehensive ELL Education Plan (CEEP): Virtual Office Hours 

This 1-hour virtual technical assistance session offers flexible, drop-in support for districts working on their 2026-2027 Comprehensive ELL Education Plan (CEEP). Participants may ask questions, seek clarification on NYSED requirements, or get targeted feedback on specific sections of their plan. RBERN staff will be available to troubleshoot challenges, provide guidance, and ensure alignment with the CEEP Submission Guide and Part 154 expectations. This session is ideal for districts seeking just-in-time support as they finalize their plans ahead of the anticipated October 31, 2026 deadline.

Sept 23, 2026

[Virtual 3:15-4:15 pm]

Scaffolding Instruction for Multilingual Learners in Specials and Electives  

Success in specials and elective classes requires multilingual learners (MLs) to access both the content and the language needed to participate in learning. How can specialists and elective teachers intentionally scaffold instruction so MLs at different levels of English proficiency can engage in activities and demonstrate what they know? In this virtual professional learning session, participants will explore practical scaffolding strategies, consider how to differentiate supports based on English proficiency, and set goals for applying these strategies in their own classrooms.

Sept 28, 2026

[Virtual]

3:30 pm to 4:30 pm

ENL New Teacher Collaborative: A Mentoring & Professional Learning Community of Practice for Teachers New to ENL

Beginning your career as an English as a New Language (ENL) teacher is both exciting and challenging. Whether you are new to teaching or an experienced educator transitioning into ENL, the first few years are filled with opportunities to learn, grow, and refine your practice. The ENL New Teacher Collaborative is a year-long professional learning community (PLC) designed specifically for ENL teachers in their first 3 years of practice. Through monthly collaborative sessions, participants will connect with colleagues across the Capital Region and state, receive guidance from an experienced ENL teacher mentor, and engage in meaningful conversations centered on effective instructional practices and the unique experiences of multilingual learners. Each session combines professional learning, collaborative problem-solving, reflection, and practical strategies that participants can immediately implement in their classrooms. Launch (August – September): Establishing your role and classroom Strengthen (October – December): Refining instruction and collaboration Deepen (January – March): Using data, literacy, and differentiation to improve practice Lead Forward (April – May): Advocacy, reflection, celebration, and future growth Participants will: -Build a supportive professional network with fellow early-career ENL educators -Learn research-based instructional practices that promote multilingual learner success -Explore current topics in ENL education through discussion and collaborative inquiry -Reflect on instructional practice and professional growth -Receive mentoring from an experienced ENL educator -Earn CTLE credit for each session attended *An optional end-of-year in-person networking and celebration event may be offered, depending on participant interest, to recognize participants’ accomplishments and strengthen professional connections.

Upcoming PLC dates: October 26, November 30, December 21. January 25, 2027, February 22, March 22, April 26, May 24. 

Sept 29, 2026

[Virtual]

3:15 pm to 4:00 pm

Access Amplified: AI-Powered Scaffolds for Stronger Tier 1

This year-long, monthly PLC will provide dedicated time for educators to learn, collaborate, experiment, and reflect on how AI can help remove barriers without removing rigor. Participants will use AI as a planning partner to design purposeful scaffolds, strengthen Tier 1 instruction, and expand access for diverse learners. Each session will connect learning to practice, giving educators practical strategies they can try, refine, and bring back to the PLC.

October 13, 2026

[Virtual Series]

3:15 pm to 4:15  pm

Open Forum for Educators Who Work with Multilingual Learners/English Learners

This virtual professional development session provides an open forum for teachers and administrators to ask questions and discuss challenges related to supporting multilingual learners. Participants are invited to drop in with specific questions, scenarios, or concerns from their classrooms or schools. Dr. Ranieri will provide guidance, resources, and practical strategies in response. The session is designed to be flexible and responsive to participants’ needs, creating a space for collaborative problem-solving and professional learning.

Upcoming forum meetings: November 17, December 17. January 13, 2027, February 25, March 24, April 15, May 20. 

October 19, 2026

[Virtual Series]

3:15 pm to 4:15  pm

Every Voice, Every Lesson: High-Impact Academic Discussion Routines for Purposeful Talk in Every Classroom (Series)

Research consistently demonstrates that multilingual learners develop language most effectively when they have frequent opportunities to engage in meaningful, structured academic conversations. Yet classroom observations continue to show that many students-and multilingual learners in particular-spend much of the instructional day listening rather than actively using academic language. Purposeful discussion routines provide equitable opportunities for every learner to think, speak, listen, and build understanding together while simultaneously developing content knowledge and language proficiency. As the saying goes, “the person doing the talking is the person doing the learning.” This highly practical professional learning series introduces educators to a collection of high-leverage structured academic talk protocols that can be implemented immediately across grade levels and content areas. During each session, participants will experience one discussion routine as learners, analyze the instructional moves that make it successful, examine considerations for multilingual learners, and design classroom-ready prompts and materials with coaching and feedback from peers and facilitators. Participants may attend individual sessions or complete the full series to build a versatile repertoire of discussion structures that increase equitable participation, academic language use, and student engagement. Participants will: –Learn one structured academic talk routine during each session –Observe the routine modeled in an authentic classroom context –Explore benefits, limitations, and implementation considerations –Design prompts and scaffolds for their own students –Receive feedback and leave with ready-to-use classroom materials.

Other meeting dates: November 16, December 14. January 11, 2027, February 8. 

October 20, 2026

[Virtual]

2 pm to 3 pm 

Building Your 2026-2027 Comprehensive ELL Education Plan (CEEP): Virtual Office Hours

This 1-hour virtual technical assistance session offers flexible, drop-in support for districts working on their 2026-2027 Comprehensive ELL Education Plan (CEEP). Participants may ask questions, seek clarification on NYSED requirements, or get targeted feedback on specific sections of their plan. RBERN staff will be available to troubleshoot challenges, provide guidance, and ensure alignment with the CEEP Submission Guide and Part 154 expectations. This session is ideal for districts seeking just-in-time support as they finalize their plans ahead of the anticipated October 31, 2026 deadline.

October 26, 2026

[Virtual]

3:30 pm to 4:30 pm

ENL New Teacher Collaborative: A Mentoring & Professional Learning Community of Practice for Teachers New to ENL

Beginning your career as an English as a New Language (ENL) teacher is both exciting and challenging. Whether you are new to teaching or an experienced educator transitioning into ENL, the first few years are filled with opportunities to learn, grow, and refine your practice. The ENL New Teacher Collaborative is a year-long professional learning community (PLC) designed specifically for ENL teachers in their first 3 years of practice. Through monthly collaborative sessions, participants will connect with colleagues across the Capital Region and state, receive guidance from an experienced ENL teacher mentor, and engage in meaningful conversations centered on effective instructional practices and the unique experiences of multilingual learners. Each session combines professional learning, collaborative problem-solving, reflection, and practical strategies that participants can immediately implement in their classrooms. Launch (August – September): Establishing your role and classroom Strengthen (October – December): Refining instruction and collaboration Deepen (January – March): Using data, literacy, and differentiation to improve practice Lead Forward (April – May): Advocacy, reflection, celebration, and future growth Participants will: -Build a supportive professional network with fellow early-career ENL educators -Learn research-based instructional practices that promote multilingual learner success -Explore current topics in ENL education through discussion and collaborative inquiry -Reflect on instructional practice and professional growth -Receive mentoring from an experienced ENL educator -Earn CTLE credit for each session attended *An optional end-of-year in-person networking and celebration event may be offered, depending on participant interest, to recognize participants’ accomplishments and strengthen professional connections.

Upcoming PLC dates: November 30, December 21. January 25, 2027, February 22, March 22, April 26, May 24. 

November 16, 2026

[Virtual Series]

3:15 pm to 4:15  pm

Every Voice, Every Lesson: High-Impact Academic Discussion Routines for Purposeful Talk in Every Classroom (Series)

Research consistently demonstrates that multilingual learners develop language most effectively when they have frequent opportunities to engage in meaningful, structured academic conversations. Yet classroom observations continue to show that many students-and multilingual learners in particular-spend much of the instructional day listening rather than actively using academic language. Purposeful discussion routines provide equitable opportunities for every learner to think, speak, listen, and build understanding together while simultaneously developing content knowledge and language proficiency. As the saying goes, “the person doing the talking is the person doing the learning.” This highly practical professional learning series introduces educators to a collection of high-leverage structured academic talk protocols that can be implemented immediately across grade levels and content areas. During each session, participants will experience one discussion routine as learners, analyze the instructional moves that make it successful, examine considerations for multilingual learners, and design classroom-ready prompts and materials with coaching and feedback from peers and facilitators. Participants may attend individual sessions or complete the full series to build a versatile repertoire of discussion structures that increase equitable participation, academic language use, and student engagement. Participants will: –Learn one structured academic talk routine during each session –Observe the routine modeled in an authentic classroom context –Explore benefits, limitations, and implementation considerations –Design prompts and scaffolds for their own students –Receive feedback and leave with ready-to-use classroom materials.

Upcoming meeting dates: December 14. January 11, 2027, February 8. 

November 17, 2026

[Virtual Series]

3:15 pm to 4:15  pm

Open Forum for Educators Who Work with Multilingual Learners/English Learners

This virtual professional development session provides an open forum for teachers and administrators to ask questions and discuss challenges related to supporting multilingual learners. Participants are invited to drop in with specific questions, scenarios, or concerns from their classrooms or schools. Dr. Ranieri will provide guidance, resources, and practical strategies in response. The session is designed to be flexible and responsive to participants’ needs, creating a space for collaborative problem-solving and professional learning.

Upcoming forum meetings: December 17. January 13, 2027, February 25, March 24, April 15, May 20. 

November 18, 2026

[Virtual]

3 pm to 4:15 pm 

Introduction to MLS (Multilingual SIFE Screener)

The Multilingual SIFE Screener (MLS) is an assessment tool developed to support the identification of Students with Interrupted/Inconsistent Formal Education (SIFE) who are newly enrolled in schools in New York State. The screener is designed specifically for multilingual learners and helps educators understand a student’s academic skills in their strongest language rather than relying solely on English-language assessments. This distinction is important because a student’s limited English proficiency may not accurately reflect their true academic abilities or educational background. The MLS evaluates key literacy and mathematics skills through assessments that are administered in a variety of languages. By measuring reading comprehension, vocabulary, foundational literacy skills, and mathematics knowledge, the screener provides valuable information about a student’s prior educational experiences and current academic readiness. The assessment is intended to identify students who may have experienced significant interruptions in their formal schooling due to factors such as migration, displacement, conflict, economic hardship, or limited access to educational opportunities. Results from the MLS are used alongside other components of the SIFE identification process, including interviews, writing assessments, and English language proficiency measures. Together, these tools help educators determine whether a student meets the criteria for SIFE designation and requires specialized instructional supports. The information gathered through the MLS enables schools to make informed decisions about placement, intervention, and program services. By recognizing students’ strengths and educational needs, educators can develop targeted instructional plans that promote academic success and language development. Ultimately, the Multilingual SIFE Screener serves as an important tool for ensuring equitable educational opportunities for multilingual learners with interrupted or inconsistent formal education.

November 30, 2026

[Virtual]

3:30 pm to 4:30 pm

ENL New Teacher Collaborative: A Mentoring & Professional Learning Community of Practice for Teachers New to ENL

Beginning your career as an English as a New Language (ENL) teacher is both exciting and challenging. Whether you are new to teaching or an experienced educator transitioning into ENL, the first few years are filled with opportunities to learn, grow, and refine your practice. The ENL New Teacher Collaborative is a year-long professional learning community (PLC) designed specifically for ENL teachers in their first 3 years of practice. Through monthly collaborative sessions, participants will connect with colleagues across the Capital Region and state, receive guidance from an experienced ENL teacher mentor, and engage in meaningful conversations centered on effective instructional practices and the unique experiences of multilingual learners. Each session combines professional learning, collaborative problem-solving, reflection, and practical strategies that participants can immediately implement in their classrooms. Launch (August – September): Establishing your role and classroom Strengthen (October – December): Refining instruction and collaboration Deepen (January – March): Using data, literacy, and differentiation to improve practice Lead Forward (April – May): Advocacy, reflection, celebration, and future growth Participants will: -Build a supportive professional network with fellow early-career ENL educators -Learn research-based instructional practices that promote multilingual learner success -Explore current topics in ENL education through discussion and collaborative inquiry -Reflect on instructional practice and professional growth -Receive mentoring from an experienced ENL educator -Earn CTLE credit for each session attended *An optional end-of-year in-person networking and celebration event may be offered, depending on participant interest, to recognize participants’ accomplishments and strengthen professional connections.

Upcoming PLC dates: December 21. January 25, 2027, February 22, March 22, April 26, May 24. 

December 14, 2026

[Virtual Series]

3:15 pm to 4:15  pm

Every Voice, Every Lesson: High-Impact Academic Discussion Routines for Purposeful Talk in Every Classroom (Series)

Research consistently demonstrates that multilingual learners develop language most effectively when they have frequent opportunities to engage in meaningful, structured academic conversations. Yet classroom observations continue to show that many students-and multilingual learners in particular-spend much of the instructional day listening rather than actively using academic language. Purposeful discussion routines provide equitable opportunities for every learner to think, speak, listen, and build understanding together while simultaneously developing content knowledge and language proficiency. As the saying goes, “the person doing the talking is the person doing the learning.” This highly practical professional learning series introduces educators to a collection of high-leverage structured academic talk protocols that can be implemented immediately across grade levels and content areas. During each session, participants will experience one discussion routine as learners, analyze the instructional moves that make it successful, examine considerations for multilingual learners, and design classroom-ready prompts and materials with coaching and feedback from peers and facilitators. Participants may attend individual sessions or complete the full series to build a versatile repertoire of discussion structures that increase equitable participation, academic language use, and student engagement. Participants will: –Learn one structured academic talk routine during each session –Observe the routine modeled in an authentic classroom context –Explore benefits, limitations, and implementation considerations –Design prompts and scaffolds for their own students –Receive feedback and leave with ready-to-use classroom materials.

Upcoming meeting dates: January 11, 2027, February 8. 

December 17, 2026

[Virtual Series]

3:15 pm to 4:15  pm

Open Forum for Educators Who Work with Multilingual Learners/English Learners

This virtual professional development session provides an open forum for teachers and administrators to ask questions and discuss challenges related to supporting multilingual learners. Participants are invited to drop in with specific questions, scenarios, or concerns from their classrooms or schools. Dr. Ranieri will provide guidance, resources, and practical strategies in response. The session is designed to be flexible and responsive to participants’ needs, creating a space for collaborative problem-solving and professional learning.

Upcoming forum meetings: January 13, 2027, February 25, March 24, April 15, May 20. 

December 21, 2026

[Virtual]

3:30 pm to 4:30 pm

ENL New Teacher Collaborative: A Mentoring & Professional Learning Community of Practice for Teachers New to ENL

Beginning your career as an English as a New Language (ENL) teacher is both exciting and challenging. Whether you are new to teaching or an experienced educator transitioning into ENL, the first few years are filled with opportunities to learn, grow, and refine your practice. The ENL New Teacher Collaborative is a year-long professional learning community (PLC) designed specifically for ENL teachers in their first 3 years of practice. Through monthly collaborative sessions, participants will connect with colleagues across the Capital Region and state, receive guidance from an experienced ENL teacher mentor, and engage in meaningful conversations centered on effective instructional practices and the unique experiences of multilingual learners. Each session combines professional learning, collaborative problem-solving, reflection, and practical strategies that participants can immediately implement in their classrooms. Launch (August – September): Establishing your role and classroom Strengthen (October – December): Refining instruction and collaboration Deepen (January – March): Using data, literacy, and differentiation to improve practice Lead Forward (April – May): Advocacy, reflection, celebration, and future growth Participants will: -Build a supportive professional network with fellow early-career ENL educators -Learn research-based instructional practices that promote multilingual learner success -Explore current topics in ENL education through discussion and collaborative inquiry -Reflect on instructional practice and professional growth -Receive mentoring from an experienced ENL educator -Earn CTLE credit for each session attended *An optional end-of-year in-person networking and celebration event may be offered, depending on participant interest, to recognize participants’ accomplishments and strengthen professional connections.

Upcoming PLC dates: January 25, 2027, February 22, March 22, April 26, May 24. 

January 11, 2027

[Virtual Series]

3:15 pm to 4:15 pm

Every Voice, Every Lesson: High-Impact Academic Discussion Routines for Purposeful Talk in Every Classroom (Series)

Research consistently demonstrates that multilingual learners develop language most effectively when they have frequent opportunities to engage in meaningful, structured academic conversations. Yet classroom observations continue to show that many students-and multilingual learners in particular-spend much of the instructional day listening rather than actively using academic language. Purposeful discussion routines provide equitable opportunities for every learner to think, speak, listen, and build understanding together while simultaneously developing content knowledge and language proficiency. As the saying goes, “the person doing the talking is the person doing the learning.” This highly practical professional learning series introduces educators to a collection of high-leverage structured academic talk protocols that can be implemented immediately across grade levels and content areas. During each session, participants will experience one discussion routine as learners, analyze the instructional moves that make it successful, examine considerations for multilingual learners, and design classroom-ready prompts and materials with coaching and feedback from peers and facilitators. Participants may attend individual sessions or complete the full series to build a versatile repertoire of discussion structures that increase equitable participation, academic language use, and student engagement. Participants will: –Learn one structured academic talk routine during each session –Observe the routine modeled in an authentic classroom context –Explore benefits, limitations, and implementation considerations –Design prompts and scaffolds for their own students –Receive feedback and leave with ready-to-use classroom materials.

Upcoming meeting dates: February 8. 

January 13, 2027

[Virtual Series]

3:15 pm to 4:15 pm

Open Forum for Educators Who Work with Multilingual Learners/English Learners

This virtual professional development session provides an open forum for teachers and administrators to ask questions and discuss challenges related to supporting multilingual learners. Participants are invited to drop in with specific questions, scenarios, or concerns from their classrooms or schools. Dr. Ranieri will provide guidance, resources, and practical strategies in response. The session is designed to be flexible and responsive to participants’ needs, creating a space for collaborative problem-solving and professional learning.

Other forum meetings: February 25, March 24, April 15, May 20. 

January 25, 2027

[Virtual]

3:30 pm to 4:30 pm

ENL New Teacher Collaborative: A Mentoring & Professional Learning Community of Practice for Teachers New to ENL

Beginning your career as an English as a New Language (ENL) teacher is both exciting and challenging. Whether you are new to teaching or an experienced educator transitioning into ENL, the first few years are filled with opportunities to learn, grow, and refine your practice. The ENL New Teacher Collaborative is a year-long professional learning community (PLC) designed specifically for ENL teachers in their first 3 years of practice. Through monthly collaborative sessions, participants will connect with colleagues across the Capital Region and state, receive guidance from an experienced ENL teacher mentor, and engage in meaningful conversations centered on effective instructional practices and the unique experiences of multilingual learners. Each session combines professional learning, collaborative problem-solving, reflection, and practical strategies that participants can immediately implement in their classrooms. Launch (August – September): Establishing your role and classroom Strengthen (October – December): Refining instruction and collaboration Deepen (January – March): Using data, literacy, and differentiation to improve practice Lead Forward (April – May): Advocacy, reflection, celebration, and future growth Participants will: -Build a supportive professional network with fellow early-career ENL educators -Learn research-based instructional practices that promote multilingual learner success -Explore current topics in ENL education through discussion and collaborative inquiry -Reflect on instructional practice and professional growth -Receive mentoring from an experienced ENL educator -Earn CTLE credit for each session attended *An optional end-of-year in-person networking and celebration event may be offered, depending on participant interest, to recognize participants’ accomplishments and strengthen professional connections.

Upcoming PLC dates: February 22, March 22, April 26, May 24. 

February 8, 2027

[Virtual Series]

3:15 pm to 4:15 pm

Every Voice, Every Lesson: High-Impact Academic Discussion Routines for Purposeful Talk in Every Classroom (Series)

Research consistently demonstrates that multilingual learners develop language most effectively when they have frequent opportunities to engage in meaningful, structured academic conversations. Yet classroom observations continue to show that many students-and multilingual learners in particular-spend much of the instructional day listening rather than actively using academic language. Purposeful discussion routines provide equitable opportunities for every learner to think, speak, listen, and build understanding together while simultaneously developing content knowledge and language proficiency. As the saying goes, “the person doing the talking is the person doing the learning.” This highly practical professional learning series introduces educators to a collection of high-leverage structured academic talk protocols that can be implemented immediately across grade levels and content areas. During each session, participants will experience one discussion routine as learners, analyze the instructional moves that make it successful, examine considerations for multilingual learners, and design classroom-ready prompts and materials with coaching and feedback from peers and facilitators. Participants may attend individual sessions or complete the full series to build a versatile repertoire of discussion structures that increase equitable participation, academic language use, and student engagement. Participants will: –Learn one structured academic talk routine during each session –Observe the routine modeled in an authentic classroom context –Explore benefits, limitations, and implementation considerations –Design prompts and scaffolds for their own students –Receive feedback and leave with ready-to-use classroom materials.

February 10, 2027

[Virtual]

3:15 pm to 4:15 pm

Scaffolding Instructions for Multilingual Learners in Specials and Electives 

Success in specials and elective classes requires multilingual learners (MLs) to access both the content and the language needed to participate in learning. How can specialists and elective teachers intentionally scaffold instruction so MLs at different levels of English proficiency can engage in activities and demonstrate what they know? In this virtual professional learning session, participants will explore practical scaffolding strategies, consider how to differentiate support based on English proficiency, and set goals for applying these strategies in their own classrooms.

February 22, 2027

[Virtual]

3:30 pm to 4:30 pm

ENL New Teacher Collaborative: A Mentoring & Professional Learning Community of Practice for Teachers New to ENL

Beginning your career as an English as a New Language (ENL) teacher is both exciting and challenging. Whether you are new to teaching or an experienced educator transitioning into ENL, the first few years are filled with opportunities to learn, grow, and refine your practice. The ENL New Teacher Collaborative is a year-long professional learning community (PLC) designed specifically for ENL teachers in their first 3 years of practice. Through monthly collaborative sessions, participants will connect with colleagues across the Capital Region and state, receive guidance from an experienced ENL teacher mentor, and engage in meaningful conversations centered on effective instructional practices and the unique experiences of multilingual learners. Each session combines professional learning, collaborative problem-solving, reflection, and practical strategies that participants can immediately implement in their classrooms. Launch (August – September): Establishing your role and classroom Strengthen (October – December): Refining instruction and collaboration Deepen (January – March): Using data, literacy, and differentiation to improve practice Lead Forward (April – May): Advocacy, reflection, celebration, and future growth Participants will: -Build a supportive professional network with fellow early-career ENL educators -Learn research-based instructional practices that promote multilingual learner success -Explore current topics in ENL education through discussion and collaborative inquiry -Reflect on instructional practice and professional growth -Receive mentoring from an experienced ENL educator -Earn CTLE credit for each session attended *An optional end-of-year in-person networking and celebration event may be offered, depending on participant interest, to recognize participants’ accomplishments and strengthen professional connections.

Upcoming PLC dates: March 22, April 26, May 24.

February 25, 2027

[Virtual Series]

3:15 pm to 4:15 pm

Open Forum for Educators Who Work with Multilingual Learners/English Learners

This virtual professional development session provides an open forum for teachers and administrators to ask questions and discuss challenges related to supporting multilingual learners. Participants are invited to drop in with specific questions, scenarios, or concerns from their classrooms or schools. Dr. Ranieri will provide guidance, resources, and practical strategies in response. The session is designed to be flexible and responsive to participants’ needs, creating a space for collaborative problem-solving and professional learning.

Other forum meetings: March 24, April 15, May 20. 

March 22, 2027

[Virtual]

3:30 pm to 4:30 pm

ENL New Teacher Collaborative: A Mentoring & Professional Learning Community of Practice for Teachers New to ENL

Beginning your career as an English as a New Language (ENL) teacher is both exciting and challenging. Whether you are new to teaching or an experienced educator transitioning into ENL, the first few years are filled with opportunities to learn, grow, and refine your practice. The ENL New Teacher Collaborative is a year-long professional learning community (PLC) designed specifically for ENL teachers in their first 3 years of practice. Through monthly collaborative sessions, participants will connect with colleagues across the Capital Region and state, receive guidance from an experienced ENL teacher mentor, and engage in meaningful conversations centered on effective instructional practices and the unique experiences of multilingual learners. Each session combines professional learning, collaborative problem-solving, reflection, and practical strategies that participants can immediately implement in their classrooms. Launch (August – September): Establishing your role and classroom Strengthen (October – December): Refining instruction and collaboration Deepen (January – March): Using data, literacy, and differentiation to improve practice Lead Forward (April – May): Advocacy, reflection, celebration, and future growth Participants will: -Build a supportive professional network with fellow early-career ENL educators -Learn research-based instructional practices that promote multilingual learner success -Explore current topics in ENL education through discussion and collaborative inquiry -Reflect on instructional practice and professional growth -Receive mentoring from an experienced ENL educator -Earn CTLE credit for each session attended *An optional end-of-year in-person networking and celebration event may be offered, depending on participant interest, to recognize participants’ accomplishments and strengthen professional connections.

Upcoming PLC dates: April 26, May 24. 

March 24, 2027

[Virtual Series]

3:15 pm to 4:15 pm

Open Forum for Educators Who Work with Multilingual Learners/English Learners

This virtual professional development session provides an open forum for teachers and administrators to ask questions and discuss challenges related to supporting multilingual learners. Participants are invited to drop in with specific questions, scenarios, or concerns from their classrooms or schools. Dr. Ranieri will provide guidance, resources, and practical strategies in response. The session is designed to be flexible and responsive to participants’ needs, creating a space for collaborative problem-solving and professional learning.

Other forum meetings: April 15, May 20.

April 15, 2027

[Virtual Series]

3:15 pm to 4:15 pm

Open Forum for Educators Who Work with Multilingual Learners/English Learners

This virtual professional development session provides an open forum for teachers and administrators to ask questions and discuss challenges related to supporting multilingual learners. Participants are invited to drop in with specific questions, scenarios, or concerns from their classrooms or schools. Dr. Ranieri will provide guidance, resources, and practical strategies in response. The session is designed to be flexible and responsive to participants’ needs, creating a space for collaborative problem-solving and professional learning.

Other forum meetings: May 20

April 26, 2027

[Virtual]

3:30 pm to 4:30 pm

ENL New Teacher Collaborative: A Mentoring & Professional Learning Community of Practice for Teachers New to ENL

Beginning your career as an English as a New Language (ENL) teacher is both exciting and challenging. Whether you are new to teaching or an experienced educator transitioning into ENL, the first few years are filled with opportunities to learn, grow, and refine your practice. The ENL New Teacher Collaborative is a year-long professional learning community (PLC) designed specifically for ENL teachers in their first 3 years of practice. Through monthly collaborative sessions, participants will connect with colleagues across the Capital Region and state, receive guidance from an experienced ENL teacher mentor, and engage in meaningful conversations centered on effective instructional practices and the unique experiences of multilingual learners. Each session combines professional learning, collaborative problem-solving, reflection, and practical strategies that participants can immediately implement in their classrooms. Launch (August – September): Establishing your role and classroom Strengthen (October – December): Refining instruction and collaboration Deepen (January – March): Using data, literacy, and differentiation to improve practice Lead Forward (April – May): Advocacy, reflection, celebration, and future growth Participants will: -Build a supportive professional network with fellow early-career ENL educators -Learn research-based instructional practices that promote multilingual learner success -Explore current topics in ENL education through discussion and collaborative inquiry -Reflect on instructional practice and professional growth -Receive mentoring from an experienced ENL educator -Earn CTLE credit for each session attended *An optional end-of-year in-person networking and celebration event may be offered, depending on participant interest, to recognize participants’ accomplishments and strengthen professional connections.

Upcoming PLC dates: May 24 

May 20, 2027

[Virtual Series]

3:15 pm to 4:15 pm

Open Forum for Educators Who Work with Multilingual Learners/English Learners

This virtual professional development session provides an open forum for teachers and administrators to ask questions and discuss challenges related to supporting multilingual learners. Participants are invited to drop in with specific questions, scenarios, or concerns from their classrooms or schools. Dr. Ranieri will provide guidance, resources, and practical strategies in response. The session is designed to be flexible and responsive to participants’ needs, creating a space for collaborative problem-solving and professional learning.

May 24, 2027

[Virtual]

3:30 pm to 4:30 pm

ENL New Teacher Collaborative: A Mentoring & Professional Learning Community of Practice for Teachers New to ENL

Beginning your career as an English as a New Language (ENL) teacher is both exciting and challenging. Whether you are new to teaching or an experienced educator transitioning into ENL, the first few years are filled with opportunities to learn, grow, and refine your practice. The ENL New Teacher Collaborative is a year-long professional learning community (PLC) designed specifically for ENL teachers in their first 3 years of practice. Through monthly collaborative sessions, participants will connect with colleagues across the Capital Region and state, receive guidance from an experienced ENL teacher mentor, and engage in meaningful conversations centered on effective instructional practices and the unique experiences of multilingual learners. Each session combines professional learning, collaborative problem-solving, reflection, and practical strategies that participants can immediately implement in their classrooms. Launch (August – September): Establishing your role and classroom Strengthen (October – December): Refining instruction and collaboration Deepen (January – March): Using data, literacy, and differentiation to improve practice Lead Forward (April – May): Advocacy, reflection, celebration, and future growth Participants will: -Build a supportive professional network with fellow early-career ENL educators -Learn research-based instructional practices that promote multilingual learner success -Explore current topics in ENL education through discussion and collaborative inquiry -Reflect on instructional practice and professional growth -Receive mentoring from an experienced ENL educator -Earn CTLE credit for each session attended *An optional end-of-year in-person networking and celebration event may be offered, depending on participant interest, to recognize participants’ accomplishments and strengthen professional connections.