Category Navigation:

Professional Development



Santillana PD offers high-quality, research-based professional development opportunities that support second language teaching and learning. We offer pedagogical sessions that focus on second language acquisition theory and application, applied linguistics, methods of teaching reading in Spanish, how to use data in the classroom to increase student achievement, how to teach language through content, and other key language pedagogical topics that assist in the development of highly qualified K-12 Spanish and ESL/ELD teachers.

    • Flexible, exciting, and rewarding training opportunities to fulfill certification and both local and state professional development requirements.

    • Needs assessment activities that identify areas of teacher and administrator training needs.

    • Teacher and administrator training based on needs assessment, and completely customized to the identified needs of school districts and schools.

    • Training designed to address local, state, and federal mandates, including world languages/foreign language, ESL and bilingual certification and re-certification requirements.

    • Teacher training co-developed with renowned national, state, and local educational entities, such as AATSP, CAL, etc.

    • Teacher and administrator training offered in two modalities: in-person or online.

  • Access to a team of highly-qualified presenters who are specialists in various fields of language education.
Spanish Instruction and college and career readiness:

The Implications for K-20 Spanish Teaching and Learning
This session addresses what are implicit changes for the K-20 Spanish classroom now that US schools, school districts, and universities in every state are implementing versions of college and career readiness standards, such as the Common Core State Standards for English Language Arts and Literacy in Science, Social Studies/History and Other Technical Subjects (or ELA CCSS; 2011), or the Texas Essential Knowledge and Skills (TEKS, revised 2015) and their correlation with other national and state standards, such as the National Language Standards (ACTFL et al, 1995-2011). These shifts imply immediate changes to the way language s are being taught (including K-12 Spanish as a World Language and Spanish for English Speakers), and the speculation that these standards are far-reaching as to impact Spanish instruction in colleges and universities. Participants will receive information about the Common Core en español (2013), its intended purpose and audience; and other paradigm shifts propitiated by college and career readiness standards, such as the literary v. informational texts ratios these standards apparently prescribe.

Gramática y ortografía en el aula de español (Spanish Grammar, Spelling, and Punctuation for Spanish Teachers)

978-1-61605-398-7 | Level: K-5 978-1-61605-399-4 | Level: 6-12
This session addresses common grammatical, spelling and punctuation issues Spanish students encounter and strategies to help address these problems. Participants benefit from a review and clarification of basic and advanced grammatical and linguistic concepts, including the teaching and learning of spelling and punctuation, verb conjugations, common grammatical and linguistic inaccuracies, and common errors of heritage speakers living in the U.S. (e.g. Spanish/English false cognates, accent rules, language variation, etc.). The session will also address identifying and supporting the correction of common errors of standard Spanish found in the language use of Spanish heritage speakers.

Teaching Reading and Reading Comprehension in the Spanish Classroom

978-1-61435-064-4 | Level: K-12
This session aims at assisting Spanish teachers in learning the differences and similarities of teaching to read in Spanish (reading mechanisms) v. teaching how to read in English. This session also addresses what are the comprehensions strategies that students must develop to read analytically, such as: (a) recognize the meaning of a word or phrase within the content of the other ideas presented in the text; (b) identify and understand basic reading forms, and (c) identify the relationships between the ideas presented in a reading selection in order to analyze and synthesize the information. Participants learn effective, research-based reading strategies to support students in the development of their reading skills in Spanish.

Differentiated Instruction in the Second Language Classroom (Spanish)

978-1-61435-069-9 | Level: K-12
This session focuses on Carol Ann Tomlinson's work on differentiated instruction, which explains how teaching needs to address the differences that occur within students' learning profiles. Participants explore this concept as it specifically applies to Spanish instruction, and how an emphasis on teaching with student decision-making and research in mind is more natural and effective than delivering instruction in which students are served with a "one-size-fits-all" curriculum. Participants learn how to differentiate Spanish instruction and curriculum in three different areas: Content, Process, and Products.

Foreign Language Methods

Session participants explore basic principles of foreign language teaching and learning processes. This session also familiarizes teachers with the resources available to enhance the teaching and learning of Spanish as a foreign language in the secondary classroom, including textbooks and ancillaries, manipulatives, both controlled Spanish readers and authentic Spanish language literature (literature written by Spanish speakers for Spanish speakers), technology and Internet resources, and teacher-made materials. Participants learn about, discuss, and model effective techniques for assessing and evaluating Spanish as foreign language students in secondary schools.

Grammar, Writing and Spelling in Spanish for the Spanish Secondary Classroom

This session provides practical solutions to the specific needs of secondary Spanish heritage language teachers. Participants benefit from a review and clarification of basic and advanced grammatical and linguistic concepts, including the teaching and learning of spelling and punctuation, verb conjugations, common grammatical and linguistic inaccuracies and common errors made by Spanish heritage speakers living in the U.S. (i.e. Spanish/English false cognates, accent rules, semantic variations, etc.).

Teaching Latin American and Spanish Literature in the Spanish Classroom

This session explores the richness of Hispanic multicultural literature and focuses on four research-based pedagogical approaches to teaching literary analysis: Reader Response, Inquiry, Cultural Studies, and Critical Pedagogy. Participants learn, discuss, and model these techniques.

Foreign Language Teaching Methods: Advanced Course

Session participants explore advanced principles (upper levels and AP) of foreign language teaching and learning processes, including the research base for current second language acquisition methodology, incorporating pedagogical methods and learning theories, the ability to contextualize language instruction through planning and classroom practice to address the goals of the National Standards for Foreign Language Learning, and the state and/or local foreign language standards (if any). Participants review the principles of Backwards Planning instructional design and how it can be applied to foreign language teaching. The session also provides strategies for teaching reading and writing in the advanced foreign language classroom.

ESL/ELD Instruction and the College and Career Readiness Standards Movement

Instructional and Programmatic Implications for the Teaching and Learning of English Learners (EL)
978-0-88272-277-1 | Level: K–12
This session explains how the adoption and implementation of College and Career Readiness Standards throughout the US (such as the English Language Arts and Literacy in Social Studies/History, Science and Other Technical Subjects Common Core Standards (CCSSO, 2010), the Texas Essential Knowledge and Skills Standards (TEKS, revised 2015) and their implication for the K–12 ESL/ELD classroom, including the correlation of these type of standards with other, current standards-based instructional systems such as the TESOL Standards and the WIDA Standards, and its analysis and. Participants explore the potential and immediate impact of the implementation of the CCSS in their instruction, and the modifications, additions, and changes implicit in this implementation. This session will also explore the effects of the inclusion of ELs in the PARCC/Smarter CCSS Assessments (starting in 2015) and what teachers of EL can do to prepare students.

Differentiated Instruction in the EL Classroom (ESL/ELD)

978-1-60396-704-4 | Level: K–12
This session focuses on Carol Ann Tomlinson’s work, which explains how teachers teaching EL English language arts and other content areas need to address the differences that occur within students’ learning profiles. Participants explore how instruction that emphasizes student decision-making and research is more natural and effective than instruction in which students are served a “one-size-fits-all” curriculum. Participants learn how to differentiate instruction and curriculum in three different areas: Content, Process, and Products.

Reading Strategies for EL (ESL/ELD)

978-1-60396-705-1 | Level: K–12
The acquisition of reading skills is vital to the development of literacy in any language. This session discusses pre-, during, and post-reading strategies and approaches that make scaffolded reading instruction comprehensible to ALL students, especially to EL and for students who have had interrupted formal education (SIFE). Participants learn the appropriate use of grade-level, high-interest, low-difficulty reading selections.

Effective Strategies for Delivery of Instruction for Integrated Curriculum and Data Management Training

978-1-62263-147-6 | Level: K–12
This session explains six instructional shifts that require the successful implementation of College and Career Readiness Standards (such as the Common Core, TEKs, the Next Generation Science Standards, the WIDA Standards, and other state and national standards). Participants identify anchor standards, explore the key elements of a model for developing an integrated unit/lesson, and study models of standards-based integrated instruction (such as the Danielson Framework for Teaching), and how these models support increased achievement for EL. In addition, participants are asked to analyze sample sets of achievement data to identify areas of strength and weakness, and to develop targeted instructional goals, select key language and content objectives based on the data, and use those objectives to design an integrated lesson.

Sheltered Instruction Strategies for Language and Content Three-day Workshop

Level: K–12
Sessions of this workshop focus on a variety of strategies to deliver language and content as sheltered instruction, and explores proven-effective, research-based planning tools for working with EL in elementary classrooms or secondary content area classrooms (language arts, math, science, social studies). This is a three-day workshop (three full days, of a minimum of 7 contact hours each), presented either concurrently or separately (see below). Please specify if the workshop participants will be elementary (K-5) or middle/high school (6-12) content area teachers.

Session 1 (Day 1) 978-1-62263-144-5

Participants learn effective strategies for planning and preparation: how to select and use appropriate basal and supplemental instructional materials, adapt content to different levels of ELL proficiency, and deliver lessons. They also learn about comprehensible input, and how it is used to inform explanations of academic tasks, and the application of a variety of classroom techniques to make content concepts clear (such as modeling, visuals, hands-on activities, demonstrations, experiments, gestures, and body language).

Session 2 (Day 2) 978-1-62263-145-2

Participants learn how to incorporate effective teaching strategies into instruction to ensure comprehensible input. They create content and language objectives and opportunities for students to use learning strategies themselves. Participants also learn a variety of scaffolding techniques, including reading scaffolding and consistent use of scaffolding from lesson to unit to theme.

Session 3 (Day 3) 978-1-62263-146-9

Participants learn to incorporate additional teaching strategies that focus on building background knowledge and activating prior knowledge, such as grouping configurations that support both language and content learning and clarifications in both L1 and L2. They also learn how to incorporate practice and application activities that reinforce language and content objectives and explore ways to review the objectives, including targeted vocabulary (both subject area/technical and academic vocabulary) and key concepts and ideas. The session also addresses the use of formative and summative assessments to evaluate students.

Espa&ñtilde;ol Santillana Plus

Teacher Study Abroad Spanish Scholarships Santillana USA has partnered with the prestigious University of Alcalá de Henares (in Alcala de Henares, Spain) and developed a one-week study abroad opportunity for secondary Spanish teachers using secondary (6-12) Spanish as a World Language program, Español Santillana, providing a truly authentic language and cultural experience to enhance their teaching. This is a great opportunity to study abroad and learn from experts in the field of Spanish language education.
Scholarship recipients:

    • Attend language and cultural sessions at the University of Alcalá de Henares that are designed to enhance linguistic, cultural, historical, and sociological knowledge of the Spanish language and Hispanic cultures
    • Attend sessions at the University of Alcalá de Henares focused on second language acquisition strategies, methods, and teaching. University of Alcalá professors, as well as Santillana USA National Consultants—experts in Spanish language instruction in the United States—will teach sessions and lead educational tours
    • Participate in guided cultural activities, such as educational tours to historical and cultural sites—e.g. travel through “La ruta del Quijote,” visit Miguel de Cervantes’ home, the Museo del Prado, and many other exciting cultural experiences
    • Experience Spanish culture first-hand, by spending time with Spanish families and locals, sampling Spanish cuisine and many other aspects of Spanish daily life
    • Receive an official Certificate of Completion from the University of Alcalá de Henares, which may be used to satisfy teacher re-certification or certification requisites. Please consult your school district’s Professional Development Office.

Scholarship Details Meals, Lodging, Transportation, Guided Cultural Activities, and University sessions are all included.
Eligibility Primarily offered to educators currently using Español Santillana instructional materials. Other educators teaching Spanish as a World Language at the secondary level may be eligible. *
Time Frame Ongoing one-week summer sessions.
Exact session dates TBD.
Exclusions Airfare to/from Madrid, Spain is not included, and it is the responsibility of the participant.
*For details, please contact Mario A. Nuñez, Santillana USA PD Director, or your local Santillana Sales Representative.
Session 3 (Day 3) 978-1-62263-146-9

Common Core State Standards (CCSS) and World Languages Whitepaper
Literature and the Common Core Whitepaper
Literature and the Common Core
World Language and the Common Core
Texas Essential Knowledge and Skills Standards (TEKS)
WIDA (English Language Proficiency Standards, ACCESS Test, Spanish Language Development Standards, Can-Do Descriptors, WIDA Prime, etc)
ACTFL (American Council on the Teaching of Foreign Languages)
Please place ACTFL Language Report PDF here.
WEBINAR: Understanding the Common Core State Standards: Defining a Role for World Languages