Collaborating for Inclusion: Building on Student Assets & Teacher Assets by Jon Nordmeyer

How can we transform the conversation from what multilingual learners can’t do, to what they can do?

Twenty-first century international schools need courage and commitment to develop the collaborative culture, practices and programs to truly serve multilingual learners. When EAL teachers and classroom teachers intentionally co-plan, co-teach, co-assess and co-reflect, they can build on student assets to provide meaningful learning opportunities for all learners. And when schools inquire together about what each individual brings to the community, professional collaboration can both ignite student learning and fuel teacher growth.

In this interactive session, participants will learn about practical tools for initiating or deepening collaborative practices in international schools.

Jon Nordmeyer

Jon Nordmeyer is the International Programs Director at WIDA, a research center at the University of Wisconsin-Madison.

Jon believes that an asset-based approach to professional collaboration can both ignite student learning and fuel teacher growth. He has been an international educator and consultant for 25 years, teaching at international schools in Quito, The Hague, Taipei, Istanbul, Shanghai and Bangkok. He has taught graduate seminars at Harvard Graduate School of Education and Tibet University, and has been a regular presenter at regional international conferences including ACAMIS, AISA, AASSA, CEESA, EARCOS, ECIS, ELLSA, NESA and MAIS.

Jon has written articles for International Schools Journal and Journal of Staff Development, contributed chapters to Co-teaching and Other Collaborative Practices in the EFL/ESL Classroom and Breaking the Mold: Classroom Management, and, co-edited the book Integrating Language and Content (TESOL 2010).  He serves on the editorial review board of Globally Informed, a peer-reviewed journal for international educators.

Jon holds a BA in Classical Archaeology from Dartmouth College and MA in TESOL from School for International Training. He is pursuing his PhD in Educational Leadership and Policy Analysis at the University of Wisconsin-Madison.