A high quality early literacy education provides the foundation for student success.

That foundation is built by early childhood teachers. Given the importance of their task, it is critical to provide them with the tools and knowledge necessary to complete the job. Towards this, Rice’s School Literacy and Culture, Good Reason Houston, The Powell Foundation and the Samuels Family Foundation have partnered together to provide three innovative short courses, completely free, for early childhood teachers working with pre-kindergarten or kindergarten students.

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A well-trained teacher has the power to transform lives, campuses and communities. And well-planned training has the power to transform teachers.

With this in mind, we have developed innovative programming that not only makes it possible for early childhood teachers to meet the academic and socio-emotional needs of the children in their care but also provides opportunities for teachers to rediscover the passion and joy that brought them into this field! Additionally, participants can expect the following:

Priceless yet free.
Course participation is fully underwritten by Good Reason Houston, The Powell Foundation and the Samuels Family Foundation.

Your time is valuable.
Participants will receive a one-time $250 stipend for each course for investing time beyond the traditional workday.

Tools for your talent.
A selection of children’s books and educational supplies will be provided to facilitate classroom implementation of course objectives.

Credit and community.
24 hours of PD credit will be awarded upon successful completion gained through a transformative experience shared with passionate peers.

Course Details

These short courses have been created with the schedules of busy educators in mind and feature practical research-into-practice classroom strategies. Join a community of teachers who are committed to providing their very best to the children and families with whom they work.

Developing Oral Language - Fall 2023

This six-week course will present research-based strategies for using quality children’s literature, dramatic play scenarios, and children’s interests throughout the classroom to get young children talking and sharing their stories. These strategies can provide both a strong foundation in children’s first language and a meaningful context for emergent bilinguals. We will address the classroom environment and how to plan for and implement language-rich, open-ended, and engaging activities for young children. We will also explore the role of extended conversation and the teacher-child relationship in promoting oral language as well as a philosophy of parent engagement that builds upon families’ strengths and diverse life experiences.

Course Structure

Dates: Completed in Fall 2023

This course is considered a blended course (asynchronous and synchronous). We will meet in person 2 times, virtually (synchronous) 2 times, and there will be 2 asynchronous modules for participants to complete independently online. Each week participants will be assigned a module to complete, including activities such as readings, videos, reflection posts, and quizzes.

Topics Include:

Characteristics of a language-rich classroom
Importance of the teacher-child relationship; having extended conversations with children
Quality Children’s Literature: Interactive read-alouds, story dramatization, story retelling
Mature Dramatic Play: Using real-life dramatic play scenarios as a tool to develop language
Children’s Interests: Highlighting student interest in the classroom; authentic student writing
Equity/Family Engagement: Celebrating families' strengths and funds of knowledge; Diverse children's literature serving as mirrors, windows, and sliding glass doors

Schedule:

Oct. 11, 3:30-5:30 p.m - In person at Gabriela Mistral Center for Early Childhood - OWL Lab
Oct. 18, 4:30-6:30 p.m. - Synchronous online session
Oct. 25 - Independent asynchronous online session
Nov. 1, 4:30-6:30 p.m. - Synchronous online session
Nov. 8 - Independent asynchronous online session
Nov. 15, 3:30-5:30 p.m. - In person at Ninfa Laurenzo Early Childhood Center - OWL Lab

Final Project

Putting It All Together: Meaningful teacher-child interactions in a language-rich learning environment

Supporting Second Language Acquisition in Emergent Bilinguals - Spring 2024

This eight-week course will examine the nature of second language acquisition in very young children who are still in the process of acquiring their first language. We will look at how oral language development in these children differs from that of monolinguals and review current research highlighting the benefits and assets associated with bilingualism. Research-based strategies for working with emergent bilinguals in the early childhood classroom will be shared through online modules, virtual seminars, and in-person visits to two Rice OWL Labs where the oral language development of emergent bilinguals is a central focus. We will discuss the importance of the home language in second language learning and the many diverse linguistic and cultural strengths our dual language families bring to the learning environment.

Course Structure

Dates: Wednesdays, March 20-May 8, 2024

This course is considered a blended course (asynchronous and synchronous). We will meet in person 3 times, virtually (synchronous) 2 times, and there will be 3 weeks when participants will practice implementing the recommended strategies and activities in their own classrooms using materials provided. Participants will be assigned a total of 4 modules to complete, including activities such as readings, videos, reflection posts and quizzes.

Topics Include:

Classroom organization and routines: helping emergent bilinguals feel comfortable and supported in the learning environment
How does the oral language development of emergent bilinguals differ from that of monolinguals?
Theories of second language acquisition; strategies to provide comprehensible input and lower the affective filter for emergent bilinguals
Asset-based view of bilingualism; translanguaging as a way to leverage children’s entire linguistic repertoire
Valuing the home language: Nurturing relationships with children and families
Creating and sustaining a language-rich environment for emergent bilinguals

Schedule:

March 20, 3:30-5:30 p.m. - In person at Gabriela Mistral Center for Early Childhood - OWL Lab
Week of March 27 – Implementation week
April 3 - 4:30-6:30 p.m. - Synchronous online session
Week of April 10 - Implementation week
April 17, 3:30-5:30 p.m. - In person at Ninfa Laurenzo Early Childhood Center - OWL Lab
Week of April 24 - Implementation week
May 1, 4:30-6:30 p.m. - Synchronous online session
May 8, 3:30-5:30 p.m. – In-person End-of-Course celebration at Rice with final distribution of classroom materials

Final Project

Putting it all together: Supporting emergent bilinguals in the early childhood classroom

Promoting Self-Regulation and Executive Functioning in Young Children - Spring 2024

This eight-week course will present research-based strategies for promoting self-regulation and executive functioning in young children. These domains are not only critical to children’s successful regulation of behavior, but they also impact academic growth as children learn to sustain attention and consider multiple perspectives when comprehending texts. During this short course, we will address components of the classroom environment as well as specific strategies, learning games and activities that impact the development of these skills.

Course Structure

Dates: Tuesdays, March 19-May 7, 2024

This course is considered a blended learning course with both synchronous and asynchronous components. We will meet in person 3 times, virtually (synchronous) 2 times, and there will be 3 weeks when participants will practice implementing the recommended strategies and activities in their own classrooms using materials provided. Participants will be assigned a total of 4 modules to complete via Rice University’s Canvas learning platform. Our final in-person meeting will be a sharing and celebration of teacher reflection projects.

Topics Include:

What IS executive functioning and why does it matter?
Routines and rituals to promote executive functioning and self-regulation
Games and activities to promote executive functioning and self-regulation
Signs of growth: “Hot” and “cold” executive functioning/ Assessing executive functioning
Trauma and executive functioning: Promoting healthy relationships
Putting it all together: Executive function and impact on academic skills

Schedule:

March 19, 3:30-5:30 p.m. - In person at a Houston-area early childhood center
Week of March 26 – Implementation week
April 2, 4:30-6:30 p.m. - Synchronous online session
Week of April 9 - Implementation week
April 16, 3:30-5:30 p.m. - In person at a Houston-area early childhood center
Week of April 23 - Implementation week
April 30, 4:30-6:30 p.m. - Synchronous online session
May 7, 3:30-5:30 p.m. – In-person End-of-Course celebration at Rice

Student Reflection Project

The What, Why and How of Promoting Executive Functioning in Young Children

Important Questions for Prospective Applicants

Who is eligible to participate?

Teachers of prekindergarten and kindergarten students within the greater Houston area

What is the cost?

For this pilot year, the short courses are being fully underwritten by our partner organizations Good Reason Houston, The Powell Foundation and the Samuels Family Foundation. There is no direct cost to participating teachers, campuses or school districts. A total of 25 teachers per course will be accepted into the pilot programs.

What would be my responsibilities?

Teachers selected for participation in spring short courses will be expected to:

Complete a total of 4 Canvas-based learning modules, including all readings and related assignments
Attend 3 in-person meetings and 2 synchronous virtual sessions via Zoom
Implement suggested classroom activities and strategies with fidelity
Complete a final project upon conclusion of the course highlighting the impact of any new learnings on their teaching practices and classroom environment
Provide feedback on their experiences with the course

Due to limited space, acceptance is not guaranteed.

How should I apply, and what are the criteria for selection?

Teachers of pre-kindergarten or kindergarten students interested in participating should complete the online application, which will be emailed to the address you provide in the form on this webpage. A selection sieve will be utilized in accepting applicants. Priority will be given to:

Teachers working in traditionally underserved communities
Teachers working in a centers-based learning environment
Schools that have at least two applicants
Schools that exhibit high levels of support from administrators/school leaders

Due to limited space, acceptance is not guaranteed.

Do I have to take all three courses?

Applicants can apply to all three courses, but due to the schedule this year, the maximum any one person can take will be two. Through the application, applicants will be able to select the courses for which they wish to apply and their course preferences. Acceptance into one course does not guarantee acceptance into others. Participants will be notified of their acceptance approximately two weeks prior to each course’s start date.

What is the application deadline?

Applications will be accepted on a rolling basis. Each course will have an independent deadline for applicants to be considered. Those deadlines are as follows:

Developing Oral Language: Friday, Sept. 29, 2023 (Complete and no longer available)
Supporting Second Language Acquisition in Emergent Bilinguals: Tuesday, February 20, 2024
Promoting Self-Regulation and Executive Functioning in Young Children: Tuesday, February 20, 2024

Thank You to Our Partners

With generous seed funding from the Houston community, and local foundations, Good Reason Houston launched in 2018 with a mission to increase the number of students learning in great public schools. Since then, they have grown to serve over 11 public school districts and systems in Houston with 500,000 students. Good Reason Houston envisions every child, in every neighborhood, excelling in a world-class public school and thriving in the Houston of tomorrow.

The Powell Foundation is a private family foundation dedicated to catalyzing progress in public education through bold and collaborative grantmaking and initiatives. Recognizing the importance of promoting conditions necessary for children and youth to thrive, the Foundation also invests in the arts, conservation, and human services.

Founded in 2015, The Samuels Family Foundation is a Houston-based family foundation that supports organizations making a meaningful and measurable impact in the areas of education, children in need, Jewish life and social justice.

About Rice’s School Literacy and Culture

School Literacy and Culture (SLC), part of The Center for Education in Rice’s Susanne M. Glasscock School of Continuing Studies, promotes effective teaching through rigorous professional educational initiatives that emphasize reading and writing, culture, child development and research. Through education and mentoring, SLC not only supports teachers, administrators and parents, but also ensures that Houston-area students receive the key to academic success: a high-quality early literacy education.

Next Steps

Sign up to receive the online application and more information regarding this innovative program. Check your email upon submission of form.