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[ProfessionalDevelopment 1948] Re: Volunteer tutorshttp://webmail.aol.com/34032/aol/en-us/Mail/DisplayMessage.aspx#Jodi Crandall crandall at umbc.eduMon Feb 11 20:07:40 EST 2008
Joanne, This is a pretty dramatic demonstration of commitment to students. I would be interested in a general overview of the Practicum, how long it was held, the major topics, where you held it, etc. Jodi Crandall On Feb 8, 2008, at 9:47 PM, jhalaesl at aol.com wrote: > We had an interesting experience with this a few years ago. NJ > Reads awarded us a grant for our volunteer efforts. The funds were > to cover Adult Ed conference fees, materials and equipment needed > by volunteer tutors, incidentals needed by students, the cost of > tuition in our home-grown Practicum in Adult ESL/ESOL Instruction. > > Most of the volunteers attended at least one Adult Ed conference > and about half participated in our Practicum--all charged to the > grant. There were purchases of : a modestly priced computer > printer, several Oxford Picture Dictionaries, and one pre-paid > phone for a single-mom student who could only attend tutoring > sessions if her daughter (11) could stay in contact (no home phone). > > The remaining expenses related to volunteer tutoring and > professional development were never submitted for reimbursement. > > When surveyed, the volunteers stated that they wanted the monies to > go directly to program costs not toward the cost of their own > education. > > And there was a strong sense that the program's willingness to > support the volunteer efforts financially enhanced these > philanthropic sentiments. > > > > Joanne > > -----Original Message----- > From: Jodi Crandall <crandall at umbc.edu> > To: The Adult Literacy Professional Development Discussion List > <professionaldevelopment at nifl.gov> > Sent: Fri, 8 Feb 2008 7:03 pm > Subject: [ProfessionalDevelopment 1923] Re: Volunteer tutors > > Joanne, Jenny, Len, and Ceci, > > I agree with you that there are well-trained volunteers and > teachers and also both volunteers and teachers who are untrained. > With the long waiting lists to get into many of our adult ESL/ESOL > programs and the scarcity of funds, volunteers play a very > important role. Our apologies if you feel that this has not been > recognized. > > I should add that I was the pro-bono (without fee) ESL consultant > to Literacy Volunteers of America for 5 years (before they joined > with Laubach to become Pro-Literacy) and know how hard the > organization works to provide training. > > That said, professional development is important. As I mentioned > previously, most adult ESL practitioners learn much of what they > know and are able to do on the job, but they need professional > development while they are doing it. Actually, I think that's true > of a lot of teachers -- of all levels. But providing those > professional development opportunities and encouraging people to > participate in them is key. There has long been a discussion in > the field about the need to pay part-time instructors for the time > that they spend in professional development. I wonder what kinds > of incentives might be provided for volunteers. What are your > thoughts on this? > > Jodi > > On Feb 8, 2008, at 4:05 PM, jhalaesl at aol.com wrote: > >> Recruiting, training, organizing, and supporting volunteers is one >> of my many job responsibilities. >> In response to the most recent few posts to this discussion(Jenny, >> Len and Ceci)... >> I am know to say "There are volunteers, and there are volunteers." >> As there are teachers and teachers, etc. >> Easy to prove and disprove the stereotypes. >> >> The "human factor" >> >> Joanne Hala >> Literacy Services >> Jointure for Community Adult Education, Inc. >> www.jointure.org >> >> -----Original Message----- >> From: Jennifer Gore <jgore at readingconnections.org> >> To: The Adult Literacy Professional Development Discussion List >> <professionaldevelopment at nifl.gov> >> Sent: Fri, 8 Feb 2008 1:46 pm >> Subject: [ProfessionalDevelopment 1921] Re: Volunteer tutors >> >> I believe I have been patient in watching the direction of this >> discussion which I believe to be ill-informed. When you categorize >> volunteer tutors in one lump, you leap into a stereotype that >> lacks the full range reflected in reality. The same with community- >> based literacy programs, their tutor training, their tutor support >> and monitoring. Not only does it descend into stereotype, it >> implies that 1000's of people across this country don't have the >> intelligence to realize whether or not they are creating and >> persisting in a workable system. I don't think anyone is >> intentionally trying to be insulting. But, I do think caution >> should be taken when addressing a national audience from a very >> narrow perspective. >> >> Jenny Gore >> >> Jennifer B. Gore >> Executive Director >> Reading Connections, Inc. >> 122 N. Elm Street, STE 520 >> Greensboro, NC 27401 >> www.readingconnections.org >> >> >> ----- Original Message ----- >> From: Lendoak at aol.com >> To: professionaldevelopment at nifl.gov >> Sent: Friday, February 08, 2008 1:18 PM >> Subject: [ProfessionalDevelopment 1919] Re: Volunteer tutors >> >> We wonder you are painting with too broad a brush in labeling >> volunteer tutors as "well meaning but incompetent", "not >> productive", etc. Would you consider hard data on their >> productivity? >> >> Literacy Volunteers of America, LVA, (now a part of Pro-Literacy >> International) required that all volunteer tutors take 20 hours of >> training before tutoring a student, and to take follow up in- >> service training. (LVA had well over 50,000 volunteer tutors.) >> Further, tutors are required to periodically measure and report on >> student progress. The data on tens of thousands of students: On >> average, students progressed two grade levels per year in their >> reading and writing skills. In addition, students reported huge >> improvements in feelings of self-worth and empowerment. Would you >> want to call all that "not productive?" >> >> Len and Ceci Doak >> (former vol. tutors of reading and ESL) >> >> In a message dated 2/8/2008 9:30:42 A.M. Pacific Standard Time, >> robinschwarz1 at aol.com writes: >> Jodi-- It is laudable, of course, that you are attempting to find >> this out. I am sure you will learn about some very progressive >> approaches to this thorny problem and be able to make some >> recommendations to others with evidence to show that things CAN be >> done differently. >> >> I believe that just because people are volunteers does not mean >> that they should be permitted-- expected even- to be incompetent >> at what they are volunteering for at the expense of the learners >> who need the services so badly. Tutor attrition is just as bad >> as learner attrition in some areas. One way, as I suggested in my >> previous post, to address that issue is to help tutors be more >> competent so that they are really able to address their student's >> needs well. Their success will be as important to their >> persistence as success is to learners' persistence. I believe >> that was one of the findings in the NCSALL Persistence study, done >> with volunteer literacy programs. >> >> Robin >> >> >> -----Original Message----- >> From: Jodi Crandall <crandall at umbc.edu> >> To: The Adult Literacy Professional Development Discussion List >> <professionaldevelopment at nifl.gov> >> Sent: Thu, 7 Feb 2008 7:16 pm >> Subject: [ProfessionalDevelopment 1915] Re: Requesting Resource >> Information >> >> Robin, >> >> I agree that we need to have higher entry requirements for adult >> ESOL teachers and tutors. If I didn't, I wouldn't have undertake >> that huge project to try to find out what the states now require >> and what they are planning. I would love to see tutors >> participating in a structured training program of sufficient >> duration to provide the foundation that you mention. I just don't >> know how much we can expect when they are volunteers. >> >> I would love to hear from various volunteer program administrators >> about the kinds of pre-service and in-service training they >> provide and what kind of incentives (if necessary) to get >> volunteers to participate. >> >> Jodi >> On Feb 7, 2008, at 7:22 PM, robinschwarz1 at aol.com wrote: >> >>> Jodi-- Embedded training is pretty much what I do-- meet with >>> tutor and student and try to help the tutor develop adjusted >>> strategies and techniques for working with that learner and teach >>> the teacher as we go along what works. >>> >>> What I am saying is that the foundations skills are so lacking >>> that the "embedded training" is just like putting water color >>> paint on a house in a rainy climate. I know places like >>> Illinois have made some good efforts to create a more substantial >>> training program for tutors and require that they complete an >>> online portion and a face to face session or two before tutors >>> can begin. It is a start--but I have worked with one literacy >>> provider organization that admitted in so many words that it was >>> more important to keep the tutors happy than to serve the >>> learners' real needs-- so that organization would not change its >>> highly ineffective method of assigning tutors to students even >>> while recognizing that learners' needs were not being met. >>> >>> I am suggesting that perhaps this paradigm can be shifted--rather >>> dramatically, that learners' needs MUST drive tutor training and >>> assignments. What is so bad about setting things up so tutors >>> must EARN the right to work with learners just as teachers must? >>> I know of at least one program in the West that does that. >>> Tutors must literally earn the qualification as a tutor through >>> participation in a rigorous training program before they can have >>> the privilege of working with a learner. And they have tutors >>> not only eager to start, but who are competent enough to love >>> what they do and know they are being effective. Most training >>> programs I am aware of last from about 6-18 hours and are a hodge- >>> podge of information on adult learning, doing paperwork, culture >>> information, ESL general principles (but few techniques), etc. >>> Even things like learning how to set concr ete, achievable, real >>> goals WITH the learner and then measure progress i n clear terms >>> are elements that I have never seen in training. In working with >>> some professional tutors from one of the large literacy >>> organizations a few years ago, I was told that they were well >>> trained in setting up a lesson plan, but had not the first word >>> of training in how to measure whether the lesson was effective or >>> not. >>> >>> What you see when this happens and learning is vague is the blame- >>> the-learner syndrome. EVERY ONE of the tutors here that I >>> have worked with FIRST blamed the learner for not "getting" what >>> was being offered, and then, later in the conversation, began to >>> wonder if maybe they ( the tutor) could possible present the >>> information differently or wonder if it was even the RIGHT >>> information. One of these--and his supervisor-- characterized >>> his learner as an almost total beginner in English and the tutor >>> was doing ESOL 101.01--"Hi. My name is___. What is YOUR >>> name?" . FIVE minutes with the learner told me that he was >>> really an intermediate learner-- he had LOTS of not-so- >>> comprehensible English and wanted to learn more vocabulary to be >>> able to carry on a normal conversation. The tutor, having >>> nothing to compare it to, nor any rubric or anything for gauging >>> it, judged the level to be zero. >>> >>> I agree that SOME tutors COULD learn on the ground, but unless >>> they have more preparation for what they are going to do, it >>> would take a tremendous amount of mentoring and monitoring, which >>> no literacy program could manage, that I know of. One of the >>> tutors I have mentored here is a 25-yr. teaching veteran. She >>> confessed that NOTHING in her experience as a teacher prepared >>> her for the demands of tutoring a highly literate adult ESOL >>> learner. >>> >>> Robin >>> >>> >>> -----Original Message----- >>> From: Jodi Crandall <crandall at umbc.edu> >>> To: The Adult Literacy Professional Development Discussion List >>> <professionaldevelopment at nifl.gov> >>> Sent: Thu, 7 Feb 2008 2:59 pm >>> Subject: [ProfessionalDevelopment 1912] Re: Requesting Resource >>> Information >>> >>> I think Robin has shared what are very important concerns. >>> >>> I also know how hard it is to expect volunteer tutors to have >>> substantial training in teaching ESL/ESOL. I'd really like to >>> know how various programs structure professional development for >>> volunteers/tutors? In a recent brief I co-authored, with >>> Genesis Ingersoll and Jacqueline Lopez at CAL, "Adult ESL >>> Teacher Credentialing and Certification" we tried to identify >>> what the states are requiring in terms of initial hiring and >>> professional development. Because it was a "Brief," we >>> could not go into much detail on various ways in which individual >>> programs are training or what their initial hiring expectations >>> are. You can access the Brief at: >>> www.cal.org/caela >>> >>> Be sure to click on the large table which provides information on >>> each of the states and the District of Columbia. >>> >>> Since we know that most adult ESL/ESOL practitioners gain much of >>> their knowledge and skill on the job (see Marilyn Gillespie and >>> Cristine Smith on this at NCSALL), we really need to figure out >>> the best ways in which we can support tutors and help them to >>> gain skills while they are tutoring. >>> >>> Is there a way to "embed" training in the volunteers' tutoring >>> experiences. I'm thinking of something similar to ways in which >>> ESL and work-related training is provided to workers on the job. >>> "Embedded training" -- the same as ESL and skills instruction >>> embedded in work -- is something that has great potential, I >>> think. Has anyone tried this? How? >>> >>> Jodi Crandall >>> >>> >>> >>> >>> On Feb 7, 2008, at 1:15 PM, robinschwarz1 at aol.com wrote: >>> >>>> I hate to be a wet blanket here, but this just caught my eye. >>>> Why don't you recommend that this person advertise at a local >>>> college for someone to tutor him. He needs someone who will >>>> work with him on his assignments who is able to meet him at the >>>> level of English he already has. I say this having just worked >>>> with one on one with the FOURTH tutor from the local library >>>> Literacy Services assigned to an ESOL learner with fairly strong >>>> English skills. I have also worked with numerous literacy >>>> service providers in several states and regularly provide PD >>>> sessions for literacy tutors in the state where I live. >>>> >>>> These tutors mean so well but know so very little about working >>>> with ESOL learners that frankly, it is not a productive match. >>>> Since the tutors do not know ESOL issues well, they tend >>>> to grab at some generic book in hopes that will appease the >>>> learner-- when usually the learner has very specific needs and >>>> goals, as does this learner, which do not get met or addressed >>>> at all. >>>> >>>> I am so disheartened by the gap between what ESOL learners need >>>> and what their literacy tutors are providing that I have decided >>>> to speak more frankly about it. I have adjusted my sessions >>>> with tutors to help them start with the very basics: let's find >>>> out just what English your learner actually knows and then what >>>> he or she really came to you to learn. >>>> >>>> Robin Lovrien Schwarz >>>> -----Original Message----- >>>> From: Sandy Phillips <SPhillips at ci.oceanside.ca.us> >>>> To: lbedford at rushmore.com; The Adult Literacy Professional >>>> Development Discussion List <professionaldevelopment at nifl.gov> >>>> Sent: Thu, 7 Feb 2008 10:37 am >>>> Subject: [ProfessionalDevelopment 1910] Re: Requesting Resource >>>> Information >>>> >>>> Laurie, >>>> >>>> Have him call the Literacy Coordinator at the Stockton Public >>>> Library Peaches Ehrich at (209) 937-8261. I am sure she can >>>> help him locate the help he needs. >>>> >>>> Sandy Phillips >>>> Literacy Coordinator >>>> Volunteer Coordinator >>>> (760) 435-5683 >>>> (760) 435-5681 FAX# >>>> sphillips at ci.oceanside.ca.us >>>> >>>> From: professionaldevelopment-bounces at nifl.gov >>>> [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of >>>> Laurie Bedford >>>> Sent: Thursday, February 07, 2008 7:38 AM >>>> To: The Adult Literacy Professional Development Discussion List >>>> Subject: [ProfessionalDevelopment 1909] Requesting Resource >>>> Information >>>> >>>> All, >>>> I am an adjunct faculty member at an online unversity teaching >>>> graduate courses. I have a student who is struggling with his >>>> writing. He is an english languague learner and Spanish is his >>>> first language. He lives in Stockton, CA. Does anyone know >>>> of any resources in that area that he might draw upon? Thanks. >>>> Laurie >>>> >>>> >>>> Laurie Bedford, Ph.D. >>>> Adjunct Faculty/Instructional Development Consultant >>>> lbedford at rushmore.com >>>> 605-720-7881 >>>> >>>> >>>> ---------------------------------------------------- >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> National Institute for Literacy >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> Adult Literacy Professional Development mailing list >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> professionaldevelopment at nifl.gov >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> To unsubscribe or change your subscription settings, please go to >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> http://www.nifl.gov/mailman/listinfo/professionaldevelopment >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> Email delivered to robinschwarz1 at aol.com >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> Professional Development section of the Adult Literacy Education >>>> Wiki >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> http://wiki.literacytent.org/index.php/ >>>> Adult_Literacy_Professional_Development >>>> More new features than ever. Check out the new AOL Mail! >>>> ---------------------------------------------------- >>>> National Institute for Literacy >>>> Adult Literacy Professional Development mailing list >>>> professionaldevelopment at nifl.gov >>>> >>>> To unsubscribe or change your subscription settings, please go >>>> to http://www.nifl.gov/mailman/listinfo/professionaldevelopment >>>> >>>> Email delivered to crandall at umbc.edu >>>> >>>> Professional Development section of the Adult Literacy Education >>>> Wiki >>>> http://wiki.literacytent.org/index.php/ >>>> Adult_Literacy_Professional_Development >>> >>> JoAnn (Jodi) Crandall >>> Professor and Director >>> Language, Literacy and Culture Ph.D. Program >>> Director, Peace Corps Master's Intl Program in ESOL/Bilingual >>> Education >>> University of Maryland Baltimore County >>> 1000 Hilltop Circle >>> Baltimore, MD 21250 >>> tel: 410-455-2313 >>> fax: 410-455-8947 >>> eml: crandall at umbc.edu >>> >>> >>> >>> >>> = >>> ---------------------------------------------------- >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> National Institute for Literacy >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> Adult Literacy Professional Development mailing list >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> professionaldevelopment at nifl.gov >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> To unsubscribe or change your subscription settings, please go to >>> >>> >>> >>> >>> >>> >>> >>> http://www.nifl.gov/mailman/listinfo/professionaldevelopment >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> Email delivered to robinschwarz1 at aol.com >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> Professional Development section of the Adult Literacy Education >>> Wiki >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> http://wiki.literacytent.org/index.php/ >>> Adult_Literacy_Professional_Development >>> ---------------------------------------------------- >>> National Institute for Literacy >>> Adult Literacy Professional Development mailing list >>> professionaldevelopment at nifl.gov >>> >>> To unsubscribe or change your subscription settings, please go to >>> http://www.nifl.gov/mailman/listinfo/professionaldevelopment >>> >>> Email delivered to crandall at umbc.edu >>> >>> Professional Development section of the Adult Literacy Education >>> Wiki >>> http://wiki.literacytent.org/index.php/ >>> Adult_Literacy_Professional_Development >> >> JoAnn (Jodi) Crandall >> Professor and Director >> Language, Literacy and Culture Ph.D. Program >> Director, Peace Corps Master's Intl Program in ESOL/Bilingual >> Education >> University of Maryland Baltimore County >> 1000 Hilltop Circle >> Baltimore, MD 21250 >> tel: 410-455-2313 >> fax: 410-455-8947 >> eml: crandall at umbc.edu >> >> >> >> >> = >> ---------------------------------------------------- >> >> >> >> >> >> >> >> National Institute for Literacy >> >> >> >> >> >> >> >> Adult Literacy Professional Development mailing list >> >> >> >> >> >> >> >> professionaldevelopment at nifl.gov >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> To unsubscribe or change your subscription settings, please go to >> >> >> >> >> >> >> >> http://www.nifl.gov/mailman/listinfo/professionaldevelopment >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> Email delivered to robinschwarz1 at aol.com >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> Professional Development section of the Adult Literacy Education Wiki >> >> >> >> >> >> >> >> http://wiki.literacytent.org/index.php/ >> Adult_Literacy_Professional_Development >> >> >> ---------------------------------------------------- >> National Institute for Literacy >> Adult Literacy Professional Development mailing list >> professionaldevelopment at nifl.gov >> >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/professionaldevelopment >> >> Email delivered to lendoak at aol.com >> >> Professional Development section of the Adult Literacy Education Wiki >> http://wiki.literacytent.org/index.php/ >> Adult_Literacy_Professional_Development >> >> >> >> Who's never won? Biggest Grammy Award surprises of all time on AOL >> Music. >> ---------------------------------------------------- >> National Institute for Literacy >> Adult Literacy Professional Development mailing list >> professionaldevelopment at nifl.gov >> >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/professionaldevelopment >> >> Email delivered to jgore at readingconnections.org >> >> Professional Development section of the Adult Literacy Education Wiki >> http://wiki.literacytent.org/index.php/ >> Adult_Literacy_Professional_Development >> ---------------------------------------------------- >> >> >> >> National Institute for Literacy >> >> >> >> Adult Literacy Professional Development mailing list >> >> >> >> professionaldevelopment at nifl.gov >> >> >> >> >> >> >> >> To unsubscribe or change your subscription settings, please go to >> >> >> >> http://www.nifl.gov/mailman/listinfo/professionaldevelopment >> >> >> >> >> >> >> >> Email delivered to jhalaesl at aol.com >> >> >> >> >> >> >> >> Professional Development section of the Adult Literacy Education Wiki >> >> >> >> http://wiki.literacytent.org/index.php/ >> Adult_Literacy_Professional_Development >> ---------------------------------------------------- >> National Institute for Literacy >> Adult Literacy Professional Development mailing list >> professionaldevelopment at nifl.gov >> >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/professionaldevelopment >> >> Email delivered to crandall at umbc.edu >> >> Professional Development section of the Adult Literacy Education Wiki >> http://wiki.literacytent.org/index.php/ >> Adult_Literacy_Professional_Development > > JoAnn (Jodi) Crandall > Professor and Director > Language, Literacy and Culture Ph.D. Program > Director, Peace Corps Master's Intl Program in ESOL/Bilingual > Education > University of Maryland Baltimore County > 1000 Hilltop Circle > Baltimore, MD 21250 > tel: 410-455-2313 > fax: 410-455-8947 > eml: crandall at umbc.edu > > > > > = > ---------------------------------------------------- > > National Institute for Literacy > > Adult Literacy Professional Development mailing list > > professionaldevelopment at nifl.gov > > > > To unsubscribe or change your subscription settings, please go to > > http://www.nifl.gov/mailman/listinfo/professionaldevelopment > > > > Email delivered to jhalaesl at aol.com > > > > Professional Development section of the Adult Literacy Education Wiki > > http://wiki.literacytent.org/index.php/ > Adult_Literacy_Professional_Development > ---------------------------------------------------- > National Institute for Literacy > Adult Literacy Professional Development mailing list > professionaldevelopment at nifl.gov > > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/professionaldevelopment > > Email delivered to crandall at umbc.edu > > Professional Development section of the Adult Literacy Education Wiki > http://wiki.literacytent.org/index.php/ > Adult_Literacy_Professional_Development JoAnn (Jodi) Crandall Professor and Director Language, Literacy and Culture Ph.D. Program Director, Peace Corps Master's Intl Program in ESOL/Bilingual Education University of Maryland Baltimore County 1000 Hilltop Circle Baltimore, MD 21250 tel: 410-455-2313 fax: 410-455-8947 eml: crandall at umbc.edu -------------- next part -------------- An HTML attachment was scrubbed... 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