Our Services
Our services support secondary schools in strengthening instruction and educational support for newcomer, refugee, and multilingual learners.
Through the New Chapter Multilingual Learner Instructional Partnership Model™, we collaborate with schools through embedded partnerships, coaching, and targeted professional learning designed to strengthen multilingual learner instruction.
We work alongside MLL (ESL/ELD/ENL) educators and school leaders to strengthen instructional practices that support multilingual learners’ language development, sense of belonging, social-emotional growth, and meaningful engagement in academic learning.
New Chapter Multilingual Learner Instructional Partnership Model™
A collaborative framework for strengthening multilingual learner instruction in secondary schools.
Developed through years of work across multilingual and international education contexts, this model focuses on strengthening classroom instruction, educator collaboration, and sustainable support structures that help multilingual learners actively participate in academic learning.
Rather than relying on isolated professional development sessions, the model works alongside educators and school leaders through embedded coaching, instructional reflection, and collaborative problem-solving grounded in real classroom conditions.
The New Chapter Partnership Approach
The New Chapter Multilingual Learner Instructional Partnership Model™ is grounded in three interconnected areas that strengthen multilingual learner instruction in secondary schools.
1. Strengthening Instruction for Multilingual Learners
Supporting educators in developing instructional practices that promote language development, academic engagement, and equitable participation in classroom learning.
2. Supporting Educator Collaboration and Capacity
Working alongside MLL/ESL educators, classroom teachers, and school leaders to strengthen collaboration, reflective practice, and sustainable instructional planning.
3. Centering Belonging and Student Well-Being
Recognizing that multilingual learners’ academic success is closely connected to their sense of belonging, identity development, and social-emotional well-being, which support students’ engagement and participation in classroom learning.
What Makes This Model Different
Many schools serving multilingual learners rely primarily on one-time workshops or disconnected initiatives.
The New Chapter Partnership Model™ takes a different approach by focusing on:
• embedded coaching within real classroom contexts
• strengthening instructional practices rather than adding initiatives
• supporting collaboration between MLL educators and classroom teachers
• integrating belonging, language development, and active participation in academic learning
• aligning leadership decisions with teacher capacity and sustainability
Core Focus Areas
• instructional coaching for MLL educators
• language development and instructional practices that strengthen multilingual learners’ belonging and participation
• social-emotional learning & trauma-informed practices that support multilingual learners’ well-being, belonging, and engagement in classroom learning
• collaboration between MLL/ESL educators and classroom teachers
• leadership alignment supporting sustainable instructional practice.
Each partnership begins with listening — so we can co-create solutions that truly work for your educators, staff, and students.
Partnership Pathways
Schools often engage with the New Chapter Multilingual Learner Instructional Partnership Model™ through one of the following partnership pathways, depending on their goals and instructional context.
4-Month Embedded Pilot
A focused partnership designed to support MLL/ESL educators and strengthen multilingual learner instruction within a manageable timeframe.
Topics may include:
• instructional practices that strengthen belonging and student engagement for multilingual learners
• language development within secondary classrooms
• supporting adolescent multilingual identity and engagement in academic learning
• sustainable planning for MLL programs
• social-emotional learning practices grounded in culturally responsive and trauma-informed approaches that support multilingual learners’ well-being, belonging, and engagement in school.
Outcome
Schools gain clearer instructional practices supporting multilingual learners and practical strategies educators can sustain beyond the partnership.
6-Month Full Partnership
An expanded partnership designed to deepen instructional collaboration and sustain support for MLL/ESL educators.
Includes
• expanded coaching cohort (up to 10 educators)
• collaboration between MLL and classroom teachers
• development of shared instructional tools
• ongoing classroom observation and coaching cycles
• long-term sustainability planning
Outcome
Schools develop stronger collaboration around multilingual instruction and sustainable practices that continue supporting MLL educators and multilingual learners over time.
Strategic Professional Learning & Community Collaborations
These sessions emphasize practical, classroom-connected strategies that educators can apply immediately within multilingual learning environments.
Targeted Professional Learning for Multilingual Learner Instruction
In select cases, schools engage us for focused professional learning that complements the New Chapter Multilingual Learner Instructional Partnership Model™.
Drawing on experience in multilingual education, teacher preparation, and work with newcomer and refugee learners, these sessions support educators in strengthening instructional practices that promote language development, belonging, and meaningful academic engagement for multilingual students.
Topics may include:
• centering belonging and student engagement for multilingual learners
• language development within secondary classrooms
• supporting adolescent multilingual identity and engagement
• sustainable planning for ESL / MLL programs
• social-emotional learning sessions grounded in culturally responsive and trauma-informed practices that support multilingual learners’ well-being, belonging, and engagement in school.
Standalone professional learning sessions are offered selectively and may serve as an entry point into longer-term collaboration.
Community & Agency Collaborations Supporting Multilingual Newcomer Students
In select cases, we collaborate with community organizations and agencies serving newcomer and refugee youth and families.
Drawing on experience working with multilingual learners across diverse educational contexts, these collaborations help ensure that school-based instructional support remains responsive to the social-emotional needs, strengths, and lived experiences of multilingual students and their communities.
Examples may include:
• secondary newcomer transition workshops
• belonging and academic pathway sessions for multilingual youth
• social-emotional learning sessions grounded in culturally responsive and trauma-informed practices that support multilingual learners’ well-being, belonging, and engagement in school.
These engagements complement our work with schools and remain aligned with our broader focus on supporting MLL/ESL educators and multilingual learners.
Let’s Begin the Conversation
If your school is exploring ways to strengthen support for multilingual learners, we welcome a conversation to explore alignment.
During the exploratory conversation, we will discuss your school’s context, the needs of MLL educators, and whether a partnership would be a meaningful fit.