Podcasts about english language development

To promote cross-department and cross-agency collaboration, HELIX, the annual conference celebrating high expectations for students with low-incidence disabilities, provided special opportunities and incentives for teams of attendees in 2023. Shannon McMahon and Lorendana Martinez describe their experiences at HELIX and their ongoing efforts facilitating collaboration among Special Education and English Language Development educators and practitioners to support English language learners with disabilities. HELIX conference: https://www.pattan.net/Training/Conferences/HELIX-Conference Shannon McMahon is currently a Supervisor of Special Education for Bensalem Township School District. Mrs. McMahon has worked in the field of Special Eduction for over 25 years. This year Mrs. McMahon is working closely with the team at Bensalem High School in focusing on support for English Language Learners who have complex support needs. Loredana Martinez, MS, CCC-SLP is a bilingual speech-language pathologist for the Bucks County Intermediate Unit .She holds a Certificate of Clinical Competence from the American Speech-Language-Hearing Association, Pennsylvania state licensure in Speech-Language Pathology, and Teacher of Speech and Language Impaired certification in Pennsylvania. Loredana has 32 years experience working in brain injury rehabilitation, acute care hospitals, skilled nursing facilities, long-term care, and school-based settings. She has been a member of the BCIU's Multilingual Learner team since 2007. Visit our website at http://www.pattan.net

This week's episode offers additional suggestions for supporting newcomer students with Sakura's guest, Beyoung Yu from the Portland Public Schools. As an English Language Development (ELD) educator, Beyoung builds a base for the English language with his students, but he sees his job in a broader context as well. He offers suggestions about how to connect with students' cultural identities and first languages to make them feel seen and heard instead of being the “other.” Beyoung explains how he also reaches out to students' families to form strong communication channels.   Beyoung's suggestions include working to create a more inclusive curriculum for all students. He encourages educators to grow their own curriculum by using other teachers as resources, applying for grants, and building a relevant collection in the school library. This expanded curriculum counteracts the limitations of standardized testing and assessment that focuses on only one aspect of a student's achievements. The goal is to be mindful of students' identities and their backgrounds.    Resources ELD Department Main Page, Portland Public Schools   K-5 English Language Development, Portland Public Schools    NEA Foundation Grants and Fellowships   Exploring Young Immigrant Stories   OEA Grow is a proud member of the Labor Radio Podcast Network

Rachel Kerns, Jeff Ewing, Nick Dilly, and Kaieren Marshall discuss the ELD Program at Monmouth-Roseville High School. The Program of the Month is courtesy of the Regional Office of Education #33, MTC Communications, and WMOI/WRAM.

Laura Bean, writing specialist, educational wellness consultant, and creator of Write to the Core curriculum, which integrates social-emotional learning with reading and writing joins Kristi and Kelly on this episode of Mindful Conversations with KAY. During this thoughtful interview, Laura shares more about her work which promotes self-reflection, empathy, compassion, and creativity while addressing Common Core Standards. Listen in as they discuss: How Laura's mindfulness practice developed The role of mindfulness in fostering a compassionate learning environment Using writing as a means of self-discovery Tips for teachers to integrate mindfulness within their curriculum The importance of supporting our students and helping them to stay regulated throughout the day Why we must do our own work and have our own personal practice Laura lives in the San Francisco Bay Area and teaches English Language Development and mindfulness to high school students. She shares powerful poems and writings from her students. Connect with Laura! Learn more: www.mindfulliteracy.com Facebook: https://www.facebook.com/laurabeanmindfulliteracy Instragram: https://www.instagram.com/laurabeanmindfulliteracy/ LinkedIn: https://www.linkedin.com/in/laurabeanmindfulliteracy For further reading and learning opportunities: Amy Saltzman, https://stillquietplace.com/ Go With the Flow – Let Creativity Clear the Path: https://kiddingaroundyoga.com/go-with-the-flow-let-creativity-clear-the-path/ Compassion Through Yoga: https://kiddingaroundyoga.com/compassion-yoga-children-patanjali-sutra/ Yoga as a Social-Emotional Tool: https://kiddingaroundyoga.com/yoga-social-emotional-play-based-movement/ Bring yoga & mindfulness into your school with our EduKAY School Workshops. Learn more: https://kiddingaroundyoga.com/school-workshop/

Santa Barbara Unified School District presented plans for a $1.3 million “Summer of Learning” program at a district board of education meeting in February.The program is designed to assist elementary school students in meeting STAR testing requirements and to get secondary school students college and career ready. A group of 540 elementary school students will be identified by teachers and administration to work on English Language Arts, English Language Development, and Math requirements.The Indy host Alexandra Goldberg spoke with elementary superintendent Stanley Monroe and secondary superintendent Lynne Sheffield about their goals for this ‘student-centered' initiative.Hosted by Alexandra Goldberg.The Indy: A Podcast was co-created by Molly McAnany and the Santa Barbara Independent.All music for this episode written by Molly McAnany.Follow ‘The Indy' on social media @theindypod to support and contact podcast@independent.com for advertisements.

Join us for a special presentation from Rob Beltz, "Safety, Connection, & Validation: Creating Spaces of Culture and Identity."Rob Beltz, ACTRP-C, has over 20 years of experience in education and leadership. He is certified in English Language Development, Trauma and Resiliency, Equity and Inclusion, and Applied Educational Neuroscience. His current work focuses on the nature of identity and on the forces that influence neurobiological systems, including identity development. Rob is committed to disrupting systems that harm our students, and has shared his work at numerous national conferences.Support the show

Tara Goines grew up in Southern California, attending several different elementary schools because of being a foster child. She went on to complete her Bachelor's degree at CSUN majoring in Business Law. Reflecting on her positive influences in school, she decided to get her multiple subject teaching credential and taught grades TK-8 for the next several years in the Antelope Valley. Realizing she had knowledge and experiences to share with her peers, she became a district instructional coach for the Lancaster School District and supported the NGSS Shift, joining LACOE in their rollout. She also supported Math common Core instructional shifts and English Language Development structures and systems. More recently, Tara became an administrator for the Early Childhood Education program in Lancaster and works alongside her Director, Kelly Fountain and Coordinator, Linda Brown. Together they are preparing the way for UTK in their district.

Leading Literacy welcomes Dr. Jana Echevarria, Professor Emerita at California State University, Long Beach.  As an educator, Dr. Echevarria has taught all grade levels in both general and special education settings, as well as in ESL and bilingual programs.  She is a founding researcher and creator of the Sheltered Instruction Observation Protocol, or SIOP Model, and has dedicated her career to effective literacy instruction for English learners. Listen in as Dr. Echevarria shares her extensive knowledge and passion around equitable instruction for English learners, students with disabilities, and all students. We know you're going to love this episode!  Enjoy.

The holidays are upon us - a time for reflection, gratitude, and connection. Unfortunately for some, the season isn't all about joy as uncertainty around resources increases anxiety and stress. The need in our community is great, so we encourage you to consider taking action on Tuesday, November 30th, for #GivingTuesday. Martha Méndez Bolaños is a true HSD success story. After emigrating to the U.S. with her family when she was just four years old, Martha began attending school in the Hillsboro School District and ultimately graduated from Hilhi. She then got hired by the District in 2012, and for the next seven years held positions at both the school and central office level while taking classes at PCC. After earning her Associate's Degree in 2019, she made the difficult decision to leave her job and pursue a Bachelor's degree at Pacific University full-time. Upon earning her degree in May of this year with a 4.0 GPA, Martha was hired by her alma mater as an English Language Development teacher. She is thrilled to be doing what she loves and giving back to her community. Read more about Martha's amazing journey in the fall 2021 edition of Pacific University's Pacific magazine. hsd.k12.or.us

Most of us have never faced a pandemic on this scale, so there was much to learn and we did.  Of course, there were mistakes made and some that seem so obvious in the rearview mirror. In this episode, we take a candid look at what we missed and why? Follow on Twitter: @delgadong94 @MCUSDSupe  @SelenaCarrion @mharvey607 @larryferlazzo @bamradionetwork@Jonharper70bd Altagracia (Grace) H. Delgado has been in field education for 26 years. She has worked as a bilingual teacher, literacy coach, and school administrator. In addition, she has written curriculum for Spanish Language Arts and English Language Development and is currently the Executive Director of Multilingual Services at Aldine ISD. Selena A. Carrión (@SelenaCarrion) is an experienced classroom teacher, educator, writer, and activist working in NYC. She has worked with Teachers College, NYSED, NewSchools, and PBS. Her writing has been published in NCTE, Chalkbeat, and ACSD among other publications. Her work is grounded in critical pedagogies, anti-racist teaching, and the equitable transformation of our schools. PJ Caposey is a speaker, leader and educator. PJ began his career as an award-winning teacher in the inner-city of Chicago and has subsequently led significant change in every administrative post he has held. PJ became a principal at the age of 28 and within three years was able to lead a small-town/rural school historically achieving near the bottom of its county to multiple national recognitions. After four years, PJ became a superintendent at Meridian CUSD 223. He is a best-selling author and has written 8 books for various publishers. His work and commentary has been featured on sites such as the Washington Post, NPR, CBS This Morning, ASCD, Edutopia, and the Huffington Post. Marci Harvey teaches Integrated Science to 9th grade and Physics to upperclassmen at the University of North Carolina School of the Arts High School program in Winston Salem, NC.  She joined the faculty at UNCSA in 2017 after teaching at West Forsyth High School in the Winston Salem/Forsyth County district for 20 years. She currently chairs the faculty welfare committee at UNCSA and is a member of the NC Association of Educators and the NC Science Teachers Association.

Kelsey is the District ELD Teacher Leader. Topics include English Language Development (ELD), building relationships, using visuals.

Kelsey is the District ELD Teacher Leader. Topics include English Language Development (ELD), building relationships, using visuals.

Guest Bio: Rosie Reid has been teaching English and English Language Development for 19 years. She was named 2019 California Teacher of the Year and received a 2020 Teaching Tolerance Excellence in Teaching award for her work promoting equity in and outside the classroom. Whether she is teaching ELD, grade level English, or IB English, social justice is at the heart of her lessons. Her experience as a mom of a multiracial family with a range of sexualities and academic abilities and affinities has heightened her awareness of issues of equity and justice. About This Episode: Walk with California's 2019 Teacher of the Year and a 2020 recipient of Teaching Tolerance's Excellence in Teaching Award. Find out where in the educational setting that the magic really happens, the joys teaching about social justice, the Writing Project and lessons learned from being a mom of six very different children. To learn More: Visit www.stillstacey.com for questions about this podcast, the host or scheduling inquiries. To learn more Rosie, follow her on Twitter (@msreidenglish). --- Send in a voice message: https://anchor.fm/stacey-mcadoo/message Support this podcast: https://anchor.fm/stacey-mcadoo/support

In part 1 of 2 episodes, MK sits down with educators Dr. Awo Okaikor Aryee-Price, Belinda Bellinger, & Lisa Kelly as they explore the questions: What has this pandemic unveiled? What are the silver linings or unveilings we want to keep moving forward? & What kind of world do we want to build after? Awo Okaikor M. Aryee-Price, Ed.D. is an anti-racist teacher-organizer and teacher educator who organizes from an anti-racist de/colonial Black feminist lens. She is one of the co-founders of MapSO Freedom School and a founding steering committee member for the National Black Lives Matter at School, a Black-led organizing group of educators, parents, and community organizers committed to transforming schooling for Black and Brown students in the nation currently referred to as “The United States of America.” As a former classroom teacher, teacher-leader, and now, teacher educator, Okaikor is committed to undoing and unlearning the systems and structures that hinders all of us from being able to access our full human-selves. Okaikor is also a core trainer and organizer for the People’s Institute for Survival and Beyond– an anti-racist organization committed to Undoing Racism. Okaikor’s dissertation research explored the dehumanizing impact of Eurocentrism and racism on Black educatorhood and Black studenthood, and what we can do to rehumanize ourselves and our learning environments. Most importantly, Okaikor is the mother of two amazing children, Saige Ayikailey and Kaeden Nii Ayikundzra and partner to Keith L. Price. Belinda Bellinger is jubilant about youth empowerment, community organizing, performance theater/spoken word, and healing work. She is known for creating instructional spaces where students are seen, heard, and encouraged to be their authentic self. Over the last 15+ years, she has worked with Bay Area young people in many formations, from tutor to organizer. Before becoming a classroom teacher, she did community organizing, developing young people into social justice warriors who fought for Ethnic Studies, cleaner bathrooms, more counselors and less cops, and youth employment. She began her teaching career as an English teacher at KIPP Bayview Academy, and is currently the 7th grade Social Studies teacher at Summit: Tamalpais in Richmond, CA. Lisa Kelly, an Afrolatina runner and rugby player from Sacramento, CA, is a 9 year teaching veteran. She is currently teaching in the Oakland Unified School District in a Fruitvale public school, and loves teaching English and English Language Development from an Ethnic Studies perspective and framework. Lisa has taught in Berkeley and has now been in Oakland for three years. Lisa loves playing rugby for the Berkeley All Blues, reading, hiking and spending time with her partner and two cats.

Larry Ferlazzo with Altagracia (Grace) H. Delgado, Dr. Denita Harris, Marina Rodriguez and Sarah Said In the episode, we cover practical tips for avoiding the most common mistakes we often make when teaching English Language Learners. We look at both typical classroom examples and examples when teaching ELLs virtually. Follow on Twitter: @delgadong94 @HarrisLeads @mrodz308 @MrsSaid17 @larryferlazzo @bamradionetwork @jonHarper70bd Altagracia (Grace) H. Delgado has been in field education for 26 years. She has worked as a bilingual teacher, literacy coach, and school administrator. In addition, she has written curriculum for Spanish Language Arts and English Language Development and is currently the Executive Director of Multilingual Services at Aldine ISD. Dr. Denita Harris is a Curriculum Coordinator for the MSD of Wayne Township, Indianapolis, Indiana.  She has over twenty years of experience as a teacher, assistant principal, and district-level administrator. She is the recipient of the 2019 INTESOL (Indiana Teacher of English to Speakers of Other Languages) Best of the Best in K-12 Education. Marina Rodriguez is a 4th-grade dual language teacher in College Station, Texas. She has taught 4th-grade dual language over 14 years, leads an after school blogging club for multilingual students, and is one of the co-authors of Two Writing Teachers. Sarah Said has spent years overseeing ELL programming in schools in Illinois.  In addition to her current role as a Director of Language and Equity programs, she is also a contributor for ELL Confianza. She is also a course writer for English Learner portal.

Latino Outdoors' José González is an experienced educator in formal and informal education settings with an array of associated interests in the arts, education, conservation, and the environment. He has broad experience as a K-12 public education teacher, environmental education advisor, outdoor education instructor and coordinator, and university adjunct faculty. He received his B.A at the University of California, Davis, and his M.S at the University of Michigan School of Natural Resources & Environment. His teaching credential coursework was at the Bilingual Multicultural Education Department at California State University, Sacramento.As a public school teacher, he taught courses in Spanish, Social Studies, Behavior Intervention for at-risk youth, and English Language Development in middle school and high school settings. As a Program Coordinator at San Jose State University with the California Mini-Corps Program, he trained and led groups of undergraduate students providing direct instructional services to migrant students in partner school districts and in outdoor education programs. At the University of Michigan, School of Education, he was an instructor for science education in their undergraduate program. Recently, at the National Hispanic University, he has taught course on Science Methods, Math Methods, Primary & Secondary Language Development, Latino Culture, and Technology Integration at the Teacher Education Department. Latino Outdoors is a community first and an organization second. They are a community that strives for an outdoors that is safe and welcoming for all people, regardless of race, creed, nationality, language, gender, sexual orientation, or ability. They also are a community that celebrates diverse forms of outdoor engagement. and a community that believes meaningful outdoor experiences make us stronger, healthier, and happier.José founded Latino Outdoors to provide for a focused conversation on the Latinx experience without being limited to it. Our community’s voices are varied while remaining united in celebrating diversity and declaring it a core tenet of Latino Outdoors.Latino Outdoors' José González looks forward to opportunities and collaborating with organizations seeking to diversify their outdoor and conservation programs. He is available for trainings, workshops, and speaking engagements around these topics.

Episode #6: Dr. Leena is truly a remarkable soul that continues to make the world a better place through her work in education. As founder of STEM 4 Real, Leena and her team drive the opportunities for equity and social justice in the educational system. You won't want to miss her passion or the beautiful way she approaches life!Dr. Leena Bakshi intensively studies STEM education and how we can create access and opportunities for each and every student regardless of race, ethnicity, religion or socioeconomic status. Leena earned her B.A. degree in biology from UC Berkeley, M.A. in Education from Claremont Graduate University, and a doctoral degree in Educational Leadership from the University of Southern California. She has researched schools spanning all across the state of California and completed her dissertation on The Successful Implementation of STEM Initiatives in Lower Income Schools. She worked as a teacher and master teacher teaching math, science and health in middle school and high school. She went on to work as a site administrator for continuation school students and served as the science program director at the county office of education and on the statewide network of science educators collaborating with teachers, instructional coaches and administrators on the implementation of the Next Generation Science Standards, Common Core, and English Language Development standards. After seeing the limited access that underrepresented students have in STEM subjects, she founded STEM 4 Real, a nonprofit professional learning organization committed to combining STEM content learning with principles of equity and social justice. In addition to quality professional learning, the company showcases real-life STEM stars that are breaking barriers and pioneering key breakthroughs in the STEM fields through children’s literature. Through this #4Real commitment, the organization hopes to increase the school to STEM career pipeline with a diversified STEM workforce that will continue to change the world.Contact Leena:WebsiteFacebook

"I can remember the frustration of not being able to talk. I knew what I wanted to say, but I could not get the words out..." - Temple Grandin The teacher's primary job is to help students find their own voices. Because when we do, we help them become people who can engage with the world and, ultimately, make it a better place. Language, socio-economics, and physical and neurological diversity should not justify students sitting silently in the back. But how can educators help all students find their voices? Kristine Napper, is an English Language Development teacher at Whitford Middle School in Beaverton, Oregon, and author of the book A Kids Book About Disabilities. Kristine challenges her students to use technology as a tool to find their voices in order for them to build autonomy and the confidence to engage in the world. She is a TEDx presenter and you can follow her blog at www.kristinenapper.com In this episode of I have the pleasure to learn how Kristine uses techquity as an opportunity for students to engage in complex learning that takes them beyond the curriculum. Follow: Twitter Website Instagram Kristine's TEDx Presentation Resources: Kristine's book: A Kid's Book About Disabilities Snap and Read Co:Writer Adobe Spark --- Send in a voice message: https://anchor.fm/beyondthecurriculum/message Support this podcast: https://anchor.fm/beyondthecurriculum/support

This is the first episode of our “Look for the Helpers” series on the impact of coronavirus related school closures on English learners. During this challenging time, we believe it is more important than ever to amplify educators’ voices. For that reason, we are inviting anyone who works with English learners to share their stories on Highest Aspirations. Whether you have tips on keeping students and their families engaged, minimizing the social or academic impacts of social distancing, providing food and other necessities to vulnerable populations, or anything else, we want to hear from you. To participate, just go to bit.ly/ELLHelper, take 2 minutes to fill out the form, and we’ll get back to you to set up a time to talk. On our first episode of “Look for the Helpers”, we talk with Laurie Johnson and Andrea Barnett from Helen Tyson Middle School in Springdale, Arkansas. Springdale has a large ELL population and serves mostly Spanish and Marshallese-speaking ELL families. With Marshallese being a language that does not have much in the way of translation support, Springdale’s English Language Development teachers, Instructional Facilitators, and Specialists are going above and beyond to help students and families who may be severely affected by social distancing. Feel free to contact Andrea and/or Laurie by email if you would like to learn more about what they are doing... abarnett@sdale.org ljohnson5@sdale.org --- Send in a voice message: https://anchor.fm/highest-aspirations/message

What are restorative practices? How do they differ from traditional school discipline? What is required to do restorative practices effectively? Follow on Twitter: @larryferlazzo @Wilson1Sheila @TimothyHiltonCG @jAPMcDizzle Dr. Sheila Wilson is a passionate educator who has been privileged to work with every level of learner: elementary, secondary, undergraduate, and graduate during her three decades in education. A native of New Orleans, she has served in private and public education settings in Louisiana and Virginia. Maurice McDavid is serving as assistant principal at Cortland Elementary School, one of the bilingual schools in the DeKalb, IL school district. As a former middle school Spanish and social studies teacher, he worked with diverse groups of students on diverse curriculum. Timothy Hilton is a Climate and Culture Specialist with Fresno Unified School District where he coaches teachers on classroom management and class climate. Timothy has over 10 years of classroom teaching experience at every level of social studies ranging from Advanced Placement to English Language Development.  Timothy is currently a doctoral candidate at Claremont Graduate University in the field of Educational Policy, Evaluation, and Reform.

How might a conceptual framework help educators better communicate around EL program management, instructional practices, and more? How can using a framework encourage educators to assess their practice and identify where they can improve? What benefits does all this have for multilingual learners? We discuss these questions and much more with Ellevation’s own Adam Howard. Adam is currently a project manager here at Ellevation Education, where he works with school districts across the country to onboard and roll-out a suite of software that manages data analysis, teacher development, and student instruction. He has an extensive background in education, having spent nearly ten years in the English Language Development classroom supporting learners from all over the world. Adam has spent his career focused on integrating 21st-century technology into the classroom, disrupting the outdated, and promoting equitable learning opportunities to empower all students. His background in educational technology contributed to his development of the SADI model, a conceptual framework that helps educators level set around English learner instruction and program management. The acronym stands for Simplification, Accommodation, Differentiation, and Integration. It is loosely based on the SAMR model, created by Dr. Ruben Puentedura that categorizes four different degrees of classroom technology integration. If you’d like to refer to the SADI model as you listen, you can find it at bit.ly/sadimodel. Be sure to subscribe to Highest Aspirations on iTunes or wherever you listen to podcasts so you never miss an episode. Also, please consider leaving us a rating and review on iTunes to let everyone know how we’re doing. This will help us get the word out and bring in more great guests. Finally, we love to crowdsource from the community! If you have an idea for a topic or guest for an upcoming episode, please reach out to stevens@ellevationeducation.com. --- Send in a voice message: https://anchor.fm/highest-aspirations/message

Get ready for Carol Salva's session, 7 Steps to a Language Rich Interactive Classroom, November 19, 2019. For more information about the session and to register, visit: http://erlc.ca/programs/details.php?id=7812   Educational consultant and co-author of Boosting Achievement: Reaching Students with Interrupted or Minimal Education (2017), Carol Salva has been on the Seidlitz Education team for two years. Carol is a former elementary educator and has most recently taught newcomer English Language Development in both high school and middle school. Carol's engaging and motivating presentation style serves as a model for sheltering instruction in the classroom. She continually receives positive feedback and praise from participants who appreciate her practical approach to supporting all students.   Connect with Carol: Twitter: @MsSalvac Website: http://salvac.edublogs.org/

How can shadowing EL students help educators, schools, and districts improve their instruction and outcomes? What are some ways we can link quantitative data from assessments with qualitative data gathered while shadowing students? What are the protocols that teachers should use when shadowing students and what action steps should be taken after the experience? We discuss the questions and much more with Dr. Ivannia Soto. Dr. Soto is professor of Education at Whittier College in California, where she specializes in second language acquisition, systemic reform for English language learners (ELLs), and urban education. She began her career in the Los Angeles Unified School District (LAUSD), where she taught English and English Language Development to a population made of up 99.9% Latinos, who either were or had been ELLs. Before becoming a professor, Dr. Soto also served LAUSD as a literacy coach and district office administrator. She has presented on literacy and language topics at various conferences, including the National Association for Bilingual Education (NABE), the California Association for Bilingual Association (CABE), the American Educational Research Association (AERA), and the National Urban Education Conference. As a consultant, Soto has worked with Stanford University’s School Redesign Network (SRN) and WestEd, as well as a variety of districts and county offices in California, providing technical assistance for systemic reform for ELLs and Title III. Soto is the co-author of The Literacy Gaps: Building Bridges for ELLs and SELs, as well as ELL Shadowing as a Catalyst for Change and From Spoken to Written Language with ELLs, all published by Corwin Press. Together, the books tell a story of how to systemically close achievement gaps with ELLs by increasing their oral language production in academic areas. Dr. Soto is Executive Director of the Institute for Culturally and Linguistically Responsive Teaching (ICLRT) at Whittier College, whose mission it is to promote relevant research and develop academic resources for ELLs and Standard English Learners (SELs) via linguistically and culturally responsive teaching practices. You can find a full transcription of our conversation and more resources on our blog post about the episode. --- Send in a voice message: https://anchor.fm/highest-aspirations/message

Welcome to the ninth episode of Season Two of Inspired Proficiency - with Ashley Uyaguari! Inspired Proficiency is a podcast for language teachers created by language teachers - featuring interviews, tricks, resources, and tons of inspiration for your classroom!  In this episode Ashley talks about the following: Interview with Tina Hargaden about using CI in the classroom! Ashley and Tina discuss using CI in the classroom and techniques to get started using it, as well as resources to do so as well!   Ashley sits down with Tina Hargaden to discuss the use of CI in the classroom, and balancing the use of CI and traditional techniques. Tina also sheds light on an extensive amount of CI resources! Both of these teachers share a wealth of information and techniques they have acquired throughout their teaching careers. In this episode, Ashley talks to Tina on the use of CI in the classroom. Get ready for these discussions and more in the ninth episode of Season Two, and be sure to Tweet your own experiences using #InspiredProficiency to @profeashley   Guest Bio: Tina Hargaden just transitioned to high school English Language Development, teaching Emerging Multilingual Students at Madison High School, in Portland Public Schools in Oregon. She has taught in the K-12 and university setting for 16 years as a French, Spanish, Language Arts, Reading, and Social Studies teacher. She has pursued extensive training in literacy education through Teachers College Reading and Writing Project and extensive training in teaching languages using Comprehensible Input. Tina is on a mission to spread the literacy education mojo throughout the land! To that end, she leads a Facebook group, CI Liftoff, posts videos on her YouTube channel, CI Liftoff, and offers training manuals and online video training courses through her online school at ci-liftoff.teachable.com. Find her on Twitter and Instagram at @ciliftoff.   Things We Mention In This Episode: CI Liftoff Boomalang WLClassroom.com/ Wayside Publishing CI Posse ACTFL Convention!   Resources from Tina! More Resources from Tina! CI Liftoff "dip into" CI Videos on Picture Talk More Videos on Picture Talk Academic Card Talk Write and Discuss Videos More Write and Discuss Videos Rubrics COFLT Presentation Assessment Chapter on Assessment from A Natural Approach to the Year Video of Speaking Assessment: Setting Up Writing Listening Assessment Reading Assessment   The artwork for Inspired Proficiency was created by Julie Speno with music by Cody Crabb

What does rigor mean for students with interrupted formal education (SIFE)? How do we recognize and leverage the experiences newcomers bring to improve the education of all students? Why is it important that educators embrace a mindset that constantly challenges beliefs about students and what they are capable of? We discuss these topics and much more in our conversation with Carol Salva. Carol is a former elementary educator and has most recently taught newcomer English Language Development in both high school and middle school. She is also a consultant with Seidlitz Education, where she specializes in using researched-based sheltered strategies to teach grade-level content to unschooled/under-schooled language learners. With proven success including these students in content area classes, Carol is able to support teachers to make these efforts practical and to the betterment of the general population. --- Send in a voice message: https://anchor.fm/highest-aspirations/message

What is the role of an ELL student's home language in the classroom? Join us as we discuss. Follow: @larryferlazzo @traceyhabla @wendi322 @melsa777 @Bamradionetwork Melissa Eddington is in her 17th year of teaching, 15 have been as an ELL teacher. She teaches in a suburban district outside of Columbus, Ohio. Wendi Pillars, NBCT, has been teaching students with English as a second/foreign language needs in grades K-12, both stateside and overseas, for 21 years and author of Visual Notetaking for Educators: A Teacher’s Guide to Student Creativity. Tracey Flores is a PhD candidate in English Education at Arizona State University. She is a former English Language Development and Language Arts teacher who worked in elementary classrooms for eight years.