PDF READ FREE Breaking Down the Wall: Essential Shifts for English Learners� Success
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About the Author Margarita Calder�n, a native of Ju�rez, Mexico, is Professor Emerita and Senior Research Scientist at Johns Hopkins University�s Graduate School of Education.� She is President/CEO of Margarita Calder�n & Associates, Inc.� Margarita has served on several national panels, among others: the National Research Council�s Committee on Teacher Preparation; the U.� S.� Department of Education Institute for Education Sciences� National Literacy Panel for Language Minority Children and Youth; the Carnegie Adolescent English Language Learners Literacy Panel; and the California Pre-School Biliteracy Panel.She was principal investigator in three five-year studies on Expediting Reading Comprehension for English Language Learners (ExC-ELLTM) Programs, one that focuses on professional development of science, social studies, and language arts teachers in New York City�s middle and high schools, funded by the Carnegie Corporation of New York; and two other studies, the Bilingual Cooperative Reading and Composition (BCIRC) in El Paso, Texas, and another funded by the U.� S.� Department of Education in the Pacific Islands for fourth- and fifth-grade teachers and students, and in middle and high schools in Alaska.She was co-principal investigator with Robert Slavin on the five-year national randomized evaluation of English immersion, transitional, and two-way bilingual programs, funded by the Institute for Education Sciences.She has published over 100 articles, chapters, books, and teacher training manuals and is invited to present at national and international conferences and professional development events.Maria G. Dove, Ed.D, is Professor in the School of Education and Human Services at Molloy College, Rockville Centre, New York, where she teaches pre-service and in-service teachers about the research and best practices for developing effective programs and school policies for English learners. Before entering the field of higher education, she worked for over thirty years as an English-as-a-second-language teacher in public school settings (Grades K�12) and in adult English language programs. In 2010, she received the Outstanding ESOL Educator Award from New York State Teachers of English to Speakers of Other Languages (NYS TESOL). She frequently provides professional development for educators throughout the United States on the teaching of culturally and linguistically diverse students. She has published numerous books, articles, and book chapters on collaborative teaching practices and instructional strategies for English learners. With Andrea Honigsfeld, she coauthored four best-selling Corwin Press books, Common Core for the Not-So-Common Learner, Grades K�5: English Language Arts Strategies (2013), Common Core for the Not-So-Common Learner, Grades 6�12: English Language Arts Strategies (2013), Co-Teaching for English Learners: A Guide to Collaborative Co-Planning, Co-Teaching, Co-Assessment, and Reflection (2018) and their latest volume, the second edition of their 2010 best seller, Collaboration for English Learners: A Foundational Guide to Integrated Practices (2019). Diane Staehr Fenner�is the president of SupportEd, LLC (formerly DSF Consulting), a woman owned small business that provides educators in English learners� education the skills and resources they need to champion ELs� success within and beyond their classrooms. At SupportEd, Diane serves as project lead for all the team�s work providing professional development, programmatic support, and research to school districts, states, organizations, and the U.S. Department of Education. Diane is an author of four books, a blogger for the Color�n Colorado website, and a frequent keynote presenter on EL education at conferences across North America. Diane was a research associate at George Washington University�s Center for Excellence and Equity in Education, spent a decade as an ESOL teacher, dual language assessment teacher, and ESOL assessment specialist in Fairfax County Public Schools, VA, and taught English in Veracruz, Mexico and Berlin, Germany. Diane earned her Ph.D. in Multilingual/Multicultural Education with an emphasis in Literacy at George Mason University. She earned her MAT in TESOL at the School for International Training and her Masters in German at Penn State University. She lives in Fairfax, VA with her husband, three elementary age kids who are in a Spanish immersion program in their public school, a dog, a few fish, and an elderly hamster. Diane speaks fluent Spanish and German, grew up on a dairy farm in New York State�s Finger Lakes region. You can connect with her via email at Diane@GetSupportEd.net or on Twitter at @DStaehrFenner.�Watch Diane?s Webinar: Advocating for English Learners: Sharing the Responsiblity and the JoyMargo Gottlieb, Ph.D., is Co-founder and Lead Developer for WIDA at the Wisconsin Center for Education Research, University of Wisconsin- Madison, having also served as Director, Assessment and Evaluation, for the Illinois Resource Center. She has contributed to the crafting of language proficiency/ development standards for American Samoa, Guam, TESOL, and WIDA and has designed assessments, curricular frameworks, and instructional assessment systems for language learners. Her professional experiences span from being an inner city language teacher to working with thousands of educators across states, school districts, publishing companies, governments, universities, and educational organizations. Highlights of Margo�s career include being a Fulbright Senior Specialist in Chile and being appointed to the U.S. Department of Education�s Inaugural National Technical Advisory Council. In 2016 Margo was honored by TESOL International Association?s 50@50 �as an individual who has made a significant contribution to the TESOL profession within the past 50 years.� She has had opportunities to travel extensively and has presented in American Samoa, Argentina, Brazil, Canada, Chile, China, the Commonwealth of the Northern Mariana Islands, Denmark, Finland, Guam, Italy, Jakarta, Mexico, Panama, Singapore, South Korea, Taiwan, United Arab Emirates, the United Kingdom as well as close to home across the United States. Margo?s publications include over 70 articles, technical reports, monographs, chapters, and encyclopedia entries. Additionally she has authored, co-authored, and co-edited 11 books this past decade: Assessing English Language Learners: Bridges to Educational Equity (2nd Ed., 2016), Academic Language in Diverse Classrooms: Definitions and Contexts (with G. Ernst-Slavit, 2014), a foundational book for the series Promoting Content and Language Learning (a compendium of three mathematics and three English language arts volumes co-edited with G. Ernst-Slavit, 2014, 2013), Common Language Assessment for English Learners (2012), Paper to Practice: Using the TESOL?s English Language Proficiency Standards in PreK-12 Classrooms (with A. Katz & G. Ernst-Slavit, 2009); and Assessment and Accountability in Language Education Programs: A Guide for Administrators and Teachers (with D. Nguyen, 2007).Learn more about Andrea Honigsfeld?s PD offeringsAndrea Honigsfeld, EdD, is Associate Dean and Professor in the Division of Education at Molloy College, Rockville Centre, New York. She directs a doctoral program in Educational Leadership for Diverse Learning Communities. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5�8 and adult) and an English-as-a-second-language teacher in New York City (Grades K�3 and adult). She also taught Hungarian at New York University.She was the recipient of a doctoral fellowship at St. John�s University, New York, where she conducted research on individualized instruction and learning styles. She has published extensively on working with English language learners and providing individualized instruction based on learning style preferences. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past twelve years, she has been presenting at conferences across the United States, Great Britain, Denmark, Sweden, the Philippines, and the United Arab Emirates. She frequently offers staff development, primarily focusing on effective differentiated strategies and collaborative practices for English-as-a-second-language and general-education teachers. She coauthored Differentiated Instruction for At-Risk Students (2009) and co-edited the five-volume Breaking the Mold of Education series (2010�2013), published by Rowman and Littlefield. She is also the co-author of Core Instructional Routines: Go-To Structures for Effective Literacy Teaching, K�5 and 6�12 (2014), published by Heinemann. With Maria Dove, she co-edited Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) and co-authored Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K�5: English Language Arts Strategies (2013), Common Core for the Not-So-Common Learner, Grades 6�12: English Language Arts Strategies (2013), Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), Collaboration and Co-Teaching: A Leader�s Guide (2015), Coteaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018), five of which are Corwin bestsellers. Read more
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