Athough I have completed studies for a Master's in Early Childhood and am currently certified nk-8, I have found it is a whole different ball game teaching adults.  I received a certificate for TESOL from Indian River Community College, it's offered online and they have loads of links and readings for you.  Teaching adults is an adult experience for sure!! I taught on the community college level also classes for students in a Nurse's Aid Program, many of whom were GED graduates.

cgvalentine

--- On Thu, 1/15/09, Glenda Lynn Rose <glyndalin at yahoo.com> wrote:


> From: Glenda Lynn Rose <glyndalin at yahoo.com>

> Subject: [EnglishLanguage 3413] Re: Cooperation between Adult ESL and K-12 ESL

> To: "The Adult English Language Learners Discussion List" <englishlanguage at nifl.gov>

> Date: Thursday, January 15, 2009, 9:56 AM

> "Since

> my program is strictly for parents with young children and

> the topics pertain to school related vocabulary and events I

> prefer to hire K-12 ESOL.  At the same time I have had

> a couple K-12 teachers that had a difficult time adjusting

> their teaching style to a room full of

> adults."

>  

> I find it strange that you would

> prefer to hire people who are trained in pedgagogy, not

> andragogy, to teach adults.  I understand the

> relationship between the two programs, but can you tell me

> what in your experience causes you to lean that way? 

> Were the adult ESOL teachers (that apprently didn't do

> well in your program) actually trained in applied

> linguistics or adult education?  It has been my

> experience that many K-6 teachers have difficulty

> making the transition to adult education without a great

> deal of additional training and support.

> 

> 

> 

> 

> Grace and Peace!

> Glenda Lynn

> Rose, PhD

> 

> Instuctor, 

> Austin Learning

> Academy

> 841-4777

>  

> 

> --- On Thu, 1/15/09, Mangum, Laurie (ACE)

> <Laura.Mangum1 at fcps.edu> wrote:

> 

> From: Mangum, Laurie (ACE)

> <Laura.Mangum1 at fcps.edu>

> Subject: [EnglishLanguage 3412] Re: Cooperation between

> Adult ESL and K-12 ESL

> To: "The Adult English Language Learners Discussion

> List" <englishlanguage at nifl.gov>

> Date: Thursday, January 15, 2009, 8:38 AM

> 

> 

> 

> 

> 

> 

> 

> 

> Martin

>  

> I work

> closely with the K-12 ESOL office but fall under the Adult

> ESOL umbrella.  My program is Family Literacy which is

> free to parents of elementary school parents and funded by

> the K-12 Office using Title III funds.  My program has

> been the main link between the two offices for a

> while.  As budgets decrease in our system we have had

> more meetings between the two groups to see how we can work

> together.  Typically advertising the adult classes at

> parent events has been the main link between the two

> organizations.  I have hired both K-12 ESOL teachers

> and Adult ESOL teachers in my program and do see a

> difference in their teaching.  Since my program is

> strictly for parents with young children and the topics

> pertain to school related vocabulary and events I prefer to

> hire K-12 ESOL.  At the same time I have

>  had a couple K-12 teachers that had a difficult time

> adjusting their teaching style to a room full of

> adults.

>  

> Laurie

> Mangum

> Family Literacy

> Specialist/Adult ESOL

> Fairfax County

> Public Schools

> Adult &

> Community Education

> Plum

> Center for Lifelong

> Learning

> 6815 Edsall

> Rd. 

> Springfield , VA 22151

>  

>  

> 

> 

> 

> 

> From:

> englishlanguage-bounces at nifl.gov

> [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Martin

> Senger

> Sent:

> Thursday, January 15, 2009 8:02 AM

> To: The Adult

> English Language Learners Discussion List

> Subject:

> [EnglishLanguage 3411] Cooperation between Adult ESL and

> K-12 ESL

>  

> Pax

> et bonum! (peace & goodness)

>  

> In

> your area, is there any/much cooperation between the Adult

> ESL field (teachers/administrators/professional

> development/research) and K-12?

>  

> I

> work with several adult ESL teacher networks, but have very,

> very limited contact with the K-12 crowd. Is that the norm,

> or are we “special?” I have just talked with the PA Dept

> of Ed/K-12 ESL section, and they said we could use their

> professional development (when pertinent). I just think

> it’s funny that we have people doing basically the same

> thing (ESL), but in completely different circles. Is there a

> big enough difference between adult ed and K-12 to warrant

> two individual fields? What say you?

>  

> 

> Martin

> E. Senger

> Adult

> ESL / Civics Teacher,

> G.E.C.A.C.

> / The R. Banjamin Wiley Learning Center

> Erie,

> Pa.

> Co-Director,

> ESL

> Special Interest Group

> Pa.

> Assoc. for Adult Continuing Education

> (PAACE)

>  

> 

> 

> From:

> englishlanguage-bounces at nifl.gov

> [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Brigitte

> Marshall

> Sent:

> Wednesday, January 14, 2009 11:34 PM

> To: The Adult

> English Language Learners Discussion List

> Subject:

> [EnglishLanguage 3410] Re: FW: Re:

> managingprogramsforadultEnglishlearners

>  

> So many

> of us who have pursued management of ESL Programs as a next

> step in our journey as ESL professionals are very committed

> to keeping the direct and real connection with the

> classroom. Several posters to this list discussion have

> talked about the value of remaining engaged at the classroom

> level because of their love of teaching and/or their desire

> to remain connected to students. I know that for a couple of

> years I struggled to juggle both, being an administrator and

> a classroom teacher, and in the end I discovered a way to

> feed my need to teach and stay connected more directly to

> students at the same time in a way that I had not

> anticipated. My motivation has always emanated from a

> commitment to refugee and immigrant students, but when I was

> asked to teach in an adult credentialing programming, I

> discovered a whole new way of

>  contributing something that I thought would ultimately be

> of benefit to refugees and immigrants. Working with teachers

> as they are learning their craft can be wonderfully

> rewarding and provided me with the opportunity to engage

> with teachers in a way that was not evaluative or

> supervisory – which raises another question I have been

> wondering about….

>  

> When I

> was going through the administrative credentialing program,

> the professor who was leading the section on supervision and

> evaluation made a couple of very strong recommendations; the

> first was that administrators and program managers should

> not try to be instructional experts and should not try to

> critique the teachers they were supervising and observing

> from a place of expertise. The second was that as the

> supervisor and/or evaluator, an administrator or program

> manager is very ill positioned to be a coach, or the person

> identified to help and support a teacher because the

> supervisory dynamic will get in the way. 

> What do

> others think about these recommendations? 

> Can ESL

> Program Managers continue over time to be experts on

> instructional practice, or should they acknowledge that

> being out of the classroom either entirely or more than they

> are in it, reduces their ability to speak from a platform of

> expertise? And if an ESL Program Manager does not speak from

> a platform of instructional and specific ESL expertise, how

> do they effectively manage and supervise?

> Do you

> agree that administrators and program managers are not the

> best people to be coaches for teachers who need support to

> develop their craft? If not the Program manager, then

> who?

>  

> 

> Brigitte

> Marshall, Director

> Oakland

> Adult and Career Education

> McClymonds

> Education Complex

> 2607

> Myrtle Street,

> Oakland , CA 94607

>  

> Tel:

> (510) 879 3037

> Fax:

> (510) 452 2077 

>  

> Expect

> Success. Every student. Every classroom. Every

> day.

> 

> 

> 

> 

> From:

> englishlanguage-bounces at nifl.gov

> [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Diaz,

> Beatriz B.

> Sent:

> Tuesday, January 13, 2009 7:05 PM

> To: The Adult

> English Language Learners Discussion List

> Subject: RE:

> [EnglishLanguage 3347] Re: FW: Re: managing

> programsforadultEnglishlearners

>  

> 

> 

> As the

> "leader" of a very large Adult ESOL program, 

> I wear many hats but more and more I find it difficult to

> get away from my "administrator crown", which

> is the one I like the least.  I strongly believe that

> programs improve and better service students if leaders are

> in the  class, in the centers and in the community

> facilating English literacy opportunities and expanding

> our learning communities. Unfortunately, many hours of my

> day are spent processing the right form, approving purchase

> orders and attending meetings.  Is this typical of

> others in similar positions?  How have other achieved a

> balance short of putting in 20 hours of work per

> day?

> 

>  

> 

> 

> 

> From:

> englishlanguage-bounces at nifl.gov on behalf of Betsy Wong

> Sent: Tue

> 1/13/2009 10:50 AM

> To: 'The

> Adult English Language Learners Discussion List'

> Subject:

> [EnglishLanguage 3347] Re: FW: Re: managing

> programsforadultEnglishlearners

> 

> In keeping with the spirit of a

> chain dialogue, I wanted to highlight

> something that Laurie said:

> 

> "What I find more important is recognizing really good

> teaching methods and

> resources available and providing opportunities to share

> those in your

> program."

> 

> I think that this is a really important part of a program

> manager's role,

> and it gets back to the points that have been made about

> striving to be a

> visionary and achieving balance.

> 

> It also points to a solution to a dilemma that many of us

> face: In the face

> of shrunken resources, what can we offer teachers when

> salary increases or

> full-time positions are simply not on the table?

> 

> I think that professional development opportunities can be

> something to help

> "sell" a program to a prospective teacher and

> help motivate (and retain)

> current teachers. This can be through formal in-service

>  meetings responding

> to teachers' stated needs or informal discussions or

> focus groups that allow

> teachers to share ideas and give input on program

> decisions.  

> 

> What do the rest of you think? Suggestions?

> 

> Betsy Lindeman Wong

> Lead ESL Teacher

> Alexandria Adult and Community Education

> 

> -----Original Message-----

> From: englishlanguage-bounces at nifl.gov

> [mailto:englishlanguage-bounces at nifl.gov]

> On Behalf Of Mangum, Laurie (ACE)

> Sent: Tuesday, January 13, 2009 9:18 AM

> To: englishlanguage at nifl.gov

> Subject: [EnglishLanguage 3342] FW: Re: managing programs

> foradultEnglishlearners

> 

> I wanted to respond to Brigitte's thought

> 

> "I think it would be very interesting to explore this

> last point a

> little

> bit more. We have already asked if we think that ESOL

> Program Managers

> should ideally have ESOL classroom

>  experience - but what do we think

> about the need for an effective ESOL Program Manager to

> have been a

> good, or really good teacher? Is this a necessary

> pre-requisite? And is

> an effective ESOL Program manager's effectiveness

> derived from their

> ongoing expertise as a classroom instructor? Is it really

> possible for

> an ESOL Program Manager to remain current and a model of

> good

> instructional practice? If they don't, could they still

> be able to

> manage and supervise other ESL instructors

> effectively?"

> 

> 

> My name is Laurie Mangum, I manage the Family Literacy

> program under

> Adult ESOL for Fairfax County Public Schools.  I had

> taught a

> non-intensive ESOL class (first as a volunteer and then

> paid) before

> taking on the responsibility to coordinate this program but

> I always

> think of my professional background as a project

> manager.  I am often

> frustrated by the idea in Education that good teachers make

>  good

> administrators.  I don't necessarily think being a

> really good teacher

> is a pre-requisite to running a really good program. 

> What I find more

> important is recognizing really good teaching methods and

> resources

> available and providing opportunities to share those in

> your program.  I

> see part of my job to be a consulting role and look for

> best practices

> to share with my staff.  Managing the many facets of a

> program and being

> adept at changing strategies when something isn't

> working are also

> instrumental to being successful in the role.  Or as

> some people have

> described my job: having the ability to juggle while

> herding cats. 

> 

> 

> 

> Laurie Mangum

> Family Literacy Specialist/Adult ESOL

> Fairfax County Public Schools

> Adult & Community Education

> Plum Center for Lifelong Learning

> 6815 Edsall Rd.

> Springfield , VA 22151

> 

> Phone: 

>  703-658-2760

> 

> ----------------------------------------------------

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> Email delivered to betsywong at comcast.net

> 

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> Email delivered to

> 

> bdiaz at dadeschools.net----------------------------------------------------

> National Institute for Literacy

> Adult English Language Learners mailing list

> EnglishLanguage at nifl.gov

> To unsubscribe or change your subscription settings, please

> go to

> http://www.nifl.gov/mailman/listinfo/englishlanguage

> Email delivered to

> glyndalin at yahoo.com

> -----Inline Attachment Follows-----

> 

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