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[ProfessionalDevelopment 1923] Re: Volunteer tutorsJodi Crandall crandall at umbc.eduFri Feb 8 19:03:53 EST 2008
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 concrete, 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 -------------- next part -------------- An HTML attachment was scrubbed... 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