Project GLAD

OCDE Project GLAD® is a model of professional development dedicated to building academic language and literacy for all students, especially English language learners.  For over 20 years, OCDE Project GLAD® has provided exemplary training for educators both nationally and internationally resulting in students’ access to quality instruction and high-levels of success.  The model enhances teachers’ design and delivery of standards-based instruction through sheltered instruction. 

This training is for Administrators, Principals, Teachers and ParaProfessionals.

Part I: Research and Theory (2-days) 

[2-day Zoom Training]

 The Research and Theory session develops a foundational understanding of how language is acquired and promoted in the classroom based upon the research which was used to develop the OCDE Project GLAD® model. Training outcomes include an overview of the structure of the model, the sequence and rationale for the strategies, and building cross-cultural competency. 

Part II: Classroom Demonstration (4 days)

Teachers watch the strategies in action with students. Teachers will receive assistance through the process of embedding strategies into their core curriculum materials. Research and Theory training is required in order to attend a Classroom Demonstration.

Preschool GLAD^® model engages kindergarten and preschool teachers in discovering meaningful and developmentally appropriate ways for children to explore and acquire new language. This model is comprised of research-based strategies that transform a classroom into a language rich environment brimming with enhanced centers that promote active learning, inquiry and meaningful opportunities for students to increase their vocabulary and phonological skills, which are foundational precursors to literacy acquisition.

Part I: Research and Theory (1 day)

Preschool GLAD^® Part I is a 1-day training (2-day zoom version of a 1-day training) that introduces the research and theory basis of the model. Participants will receive the Preschool GLAD^® Handbook* which includes the research and theory supporting strategies in the model.

Part II: Classroom Demonstration (4 days) 

Part I must be taken before attending Part II which is a 4-day classroom observation of the strategies presented in Part I. In the 4-day classroom demonstration teachers will see each of the strategies in action with students. In the afternoon participants will debrief and process their learning from the morning demonstration and begin planning how to integrate strategies into their programs. Participants will have access to color printers, a laminator, and supplies to create instructional materials they will use to deliver the strategies with their own students.

OCDE Project GLAD® Tier II training is for individuals who seek to become certified trainers of the OCDE Project GLAD® model. Prior to attending a Tier II training, prerequisites include completion of Tier I training, submission of an application with administrative sponsorship and notification of approval.  Following completion of Tier II training, participants will begin the rigorous journey of completing tasks and creating products outlined at the Tier II training, as they progress towards attaining certification as a Tier III agency trainer. More information and resources will be provided to support Tier II participants. 

Part I: Research and Theory (3 days)

This advanced Research and Theory session strengthens an established understanding of how language is acquired and promoted in the classroom based upon contemporary research and the research which was used to develop the OCDE Project GLAD® model. Trainers in-training will observe the Research and Theory training through the lens of what they will be expected to do upon becoming a certified trainer. 

Part II: Classroom Demonstration (5 days)

Trainers in-training will observe and participate in the delivery of a 4-day

classroom demonstration. Trainers in-training will attend as a certification team of 2 or 3 and begin the process of creating an original unit of instruction. This is a critical opportunity for people to deepen their understanding of the connections between strategies and how students’ conceptual development and language acquisition increases with sequential and intentional planning.