ESL Classroom Success Relies Heavily On Good Group Dynamics
The Helen Doron educational franchise helps children learn English by creating high quality innovative learning programs for children of all ages the world over. Audrey Serper is a key member of the Helen Doron pedagogic development team and a veteran Teacher Trainer. She comments on how group dynamics works in Helen Doron Early English classrooms. “Without positive group dynamics, no classroom will be successful, for either the students or the teacher. Our lessons are built for small groups of 4 - 8 children. Any less, and the energy level for a good group dynamics just isn’t there - that’s why Helen Doron lessons are more effective than private tutoring.”…
Read full story via ESL franchising.com
ESL graduates smile… in English
Some 55 adults representing 21 countries and 14 languages graduated from their English as a second language ESL classes on Thursday at the YMCA Adult Learning Center on Plympton Street. Many held back tears as they walked to the front of a cheering classroom to accept certificates of achievement from program coordinator Elaine Dougherty and the four ESL teachers who had instructed them.
Read full story via Woburn Advocate.
TEA gets no help in suit from lawmakers
Lawyers for the Texas Education Agency will step before the federal appeals court in New Orleans today armed with arguments against a ruling that says the state is failing 140,000 students with limited English-speaking skills.
They will not, however, have an armload of bills passed by the 81st Legislature to show that the state is addressing the problems that were highlighted by U.S. District Judge William Wayne Justice in July.
Read full articel TEA gets no help in suit from lawmakers.
Immgrant Gunman Angry Over English Skills
Binghamton’s mayor and police chief say a man who killed 13 people inside an immigrant community center was depressed after recently losing a job and angry that he couldn’t speak English well.
Police Chief Joseph Zikuski tells NBC’s “Today” show that people “degraded and disrespected” the gunman over his poor English. Mayor Matthew Ryan tells ABC’s “Good Morning America” he was angry about his language issues and his lack of employment.
Read full story via tv3winchester.com.
Md. schools forbid illegals head count
The Maryland State Board of Education on Tuesday said Frederick County officials are prohibited by federal law from seeking a count of how many illegal immigrants are in the county school system.
In its seven-page unanimous decision, the state board said county officials haven’t shown sufficient reason to look into the legal status of all of the students in the school system and that asking immigration status might discourage some parents from enrolling their children in schools.
“As the head of the public education system in Maryland, we cannot risk nor abide such a request,” the board said in its ruling.
Read full article via Washington Times
Parents claim board bias , Halton group files claim, saying French schools have too many girls, few special needs students
The handful of Oakville schools that only offer French immersion are driving students out of their neighbourhood in search of an English program and are also leading to “segregation” based on gender and ability, a group of parents charge.
Despite voicing their concerns and making many presentations to the Halton District School Board, the parents say their worries have not been addressed, and earlier this month filed a claim of discrimination.
The French immersion schools typically have a higher population of girls and fewer special needs students.
“The French immersion program in (the board), as currently structured and housed, is having a significant and detrimental, discriminatory effect on students based on sex, ability and place of origin,” says the March 10 letter of complaint to the Halton board’s executive officer of human resources, signed by 20 parents and community members, most of them on school councils in Ward 4, north of the QEW around Third Line.
Read full article via ParentCentral.ca
Officials at odds over English case
Gov. Jan Brewer and Attorney General Terry Goddard are at odds over how involved Goddard’s office should be in a divisive education case currently pending in the U.S. Supreme Court.
The long-running case, known as Flores vs. Arizona, could help determine how much money Arizona public schools must spend on students who enter the classroom without a strong understanding of the English language.
On one side of the dispute is state schools Superintendent Tom Horne and Republican legislative leaders, who say that Arizona’s Legislature has already passed a law giving students sufficient money to help children learn English, and that any further demands by a federal court would constitute meddling in state business.
Their opponent is Tim Hogan of the Arizona Center for Law in the Public Interest.
A year ago, Hogan convinced the 9th U.S. Circuit Court of Appeals that the state had failed to comply with a 2000 federal district court order requiring it to adequately fund a language program.
The decision meant the state faced the threat of fines up to $2 million a day.
Read full article here Officials at odds over English case.
U.S. Department of Education-Office of Migrant Education: Education Program Specialist
From: Linda Little (Linda.Little@ed.gov)
The Office of Migrant Education in the US Department of Education has a job opening for a GS-13 Education Program Specialist (Series 1720).
Applications will close on March 27, 2009.
The SALARY RANGE for this position is 86,927.00 - 113,007.00 USD per year. The area of consideration for this position is “All Recruiting Sources” for non-status candidates (i.e., applicants are not Federal employees). The announcement number is OESE-2009-0066.
As an Education Program Specialist, the incumbent analyzes and advises management on the evaluation of the effectiveness of programs and operations or the productivity and efficiency of education program management, or both. This position is designed for experienced professionals with education and/or background in teaching or administering education programs at the local, state, and Federal levels.
Please direct all inquiries about applying for the position to Linda.Little@ed.gov or call Ms. Little at 202/401-3609.
Apply for the job online at USAJobs.gov, or cut and paste the following link into your browser to go directly to the position: Link
Current Federal employees may search for the job w/ announcement number OESE-2009-0067.
National Clearinghouse for English Language Acquisition (NCELA): Research Associate
The George Washington University/Graduate School of Education and Human Development - NCELA
Position Title: Research Associate (A01787)
Description/Responsibilities:
The George Washington University’s National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs (NCELA), located within the Institute for Education Studies of the Graduate School of Education and Human Development anticipates the immediate availability of a Research Associate position. Hiring will be based on the availability of funds from the U.S. Department of Education. While the University identifies the position as research-based, the key responsibility will focus on providing technical assistance information to the national education community serving English language learners (ELLs).
Minimum Qualifications:
One to three years experience in the education of ELLs;
Bachelor’s degree in an education or education-related area;
General knowledge of the No Child Left Behind Act;
Demonstrated experience working with ELL education programs, policy, and practice; and
Demonstrated communication skills.
Preferred/Desirable Qualifications:
Three to five years experience in the education of ELLs;
Master’s degree is preferred in an education or education-related area;
Demonstrated experience providing technical assistance information to states, school districts, or institutions of higher education (IHEs) regarding the education of ELLs;
Knowledge of Title I and Title III standards, assessment, and accountability requirements;
Demonstrated experience in professional development for teachers of ELLs or foreign language education programs;
Excellent oral and written skills;
The ability to prepare and upload materials for websites;
Demonstrated knowledge in assessment, research, evaluation, and/or second language acquisition.
Review of applications will commence immediately and will continue until the position is filled. Salary is competitive based on continuous availability of funds; and on experience.
A complete application package will include the following:
A cover letter describing your interest in the position and focusing on the qualifications listed above;
A current resume that demonstrates appropriate experience and expertise; and
Contact information for three references.
Application/Benefits: Email applications are preferred. Please send the completed package to askNCELA@gwu.edu, or mail to: NCELA/GWU, Personnel, 2011 Eye Street, NW, Suite 300, Washington, DC 20006. Generous benefits package include tuition. No calls please.
GW is an Equal Opportunity/Affirmative Action Employer.
National Clearinghouse for English Language Acquisition (NCELA): Research Scientist
The George Washington University/Graduate School of Education and Human Development-NCELA
Position Title: Research Scientist (A06950)
Description/Responsibilities:
The George Washington University’s National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs (NCELA), located within the Institute for Education Studies of the Graduate School of Education and Human Development anticipates the immediate availability of a Research Scientist position. Hiring will be based on the availability of funds from the U.S. Department of Education. While the University identifies the position as research-based, the key responsibility will focus on providing technical assistance information to the national education community serving English language learners (ELLs).
Minimum Qualifications:
Five years experience in the education of ELLs;
Master’s degree in an education or education-related area;
Detailed knowledge of the No Child Left Behind Act;
Demonstrated experience working with ELL education programs, policy, and practice; and
Exceptional communication skills.
Preferred/Desirable Qualifications:
Five to ten years experience in the education of ELLs;
Ph.D. or Ed.D. in an education or education-related area;
Demonstrated experience providing technical assistance information to states, school districts, and institutions of higher education (IHEs) regarding the education of ELLs;
Detailed knowledge of Title I and Title III standards, assessment, and accountability requirements;
Demonstrated experience in professional development for teachers of ELLs and foreign language education programs;
Excellent oral and written skills;
The ability to prepare and upload materials for websites;
Expertise knowledge in assessment, research, evaluation, and/or second language acquisition.
Review of applications will commence immediately and will continue until the position is filled. Salary is competitive based on continuous availability of funds; and on experience.
A complete application package will include the following:
A cover letter describing your interest in the position and focusing on the qualifications listed above;
A current curriculum vitae that demonstrates appropriate experience and expertise; and
Contact information for three references.
Application/Benefits: Email applications are preferred. Please send the completed package to askNCELA@gwu.edu, or mail to: NCELA/GWU, Personnel, 2011 Eye Street, NW, Suite 300, Washington, DC 20006. Generous benefits package include tuition. No calls please.
GW is an Equal Opportunity/Affirmative Action Employer.