List members,
Please send your requests for this handbook directly to Melanie Coyne,
not to the entire list.
Thanks much,
Andy 


>>> Jacqueline Saindon <jsaindon at uga.edu> 03/09/09 10:15 AM >>>

I would also love to have a coy of the Handbook for Volunteers.  I work
with the 
Athens-Clarke Literacy Council in Athens, Georgia, and we work with
volunteers 
of adult ESL, ABE and GED students.  We are going to be greatly
expanding our 
use of volunteers in the program and would love to see what has worked
in 
other areas of the country.

Thanks,

Jackie Saindon
Athens-Clarke Literacy Council

---- Original message ----

>Date: Fri, 6 Mar 2009 12:13:10 -0800

>From: "Barber, Jennifer" <jbarber at ghc.edu>  

>Subject: [EnglishLanguage 4008] Re: managing programs for ESL  

>To: "The Adult English Language Learners Discussion List" 

<englishlanguage at nifl.gov>

>

>   I'd love a copy too.

>

>    

>

>   Jennifer Barber

>

>   English as a Second Language Instructor

>

>   Volunteer Literacy Program Coordinator

>

>    

>

>   Grays Harbor College

>

>   1620 Edward P. Smith Drive

>

>   Office: 2214

>

>   Aberdeen, WA 98520

>

>   360-538-2516

>

>   jbarber at ghc.edu

>

>   www.ghc.edu/faculty/barber

>

>    

>

>   From: englishlanguage-bounces at nifl.gov

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

>   Of Diaz, Beatriz B.

>   Sent: Friday, March 06, 2009 11:27 AM

>   To: The Adult English Language Learners Discussion

>   List

>   Subject: [EnglishLanguage 4007] Re: managing

>   programs for ESL

>

>    

>

>   The Handbook for Volunteers seems like a great tool

>   to have in order to build a group of volunteers for

>   our classes.  This is one of our goals for this

>   year.  Would you be able to share yours?

>

>   Bea

>

>    

>

>   Beatriz B. Díaz, Ed. D.

>

>   District  Supervisor, Adult  ESOL Program

>

>   Miami-Dade County Public Schools

>

>   Division of Bilingual Education and World Languages

>

>   1500 Biscayne Blvd. Suite 324

>

>   Miami, FL 33132

>

>   Phone:  305  995-2982

>

>   Fax:       305  523-0099

>

>   E-mail: bdiaz at dadeschools.net

>

>    

>

>    

>

>   From: englishlanguage-bounces at nifl.gov

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

>   Of Melanie Coyne

>   Sent: Thursday, March 05, 2009 2:29 PM

>   To: The Adult English Language Learners Discussion

>   List

>   Subject: [EnglishLanguage 3998] Re: managing

>   programs for ESL

>

>    

>

>   Hi Amy,

>

>    

>

>   In response to your concern about how to attend to

>   high quality instruction with limited funds, I have

>   a couple of strategies we use at our local

>   non-profit/ volunteer literacy program. First of all

>   we do a two day orientation/training in how to serve

>   adult students offered by the Tacoma Community House

>   Training Project. The tutors come away with a

>   Handbook for Volunteers which covers Mechanics of

>   Teaching, Assessment and Lesson Planning, Vocational

>   ESL, Activities for Practice, Reading and Writing

>   activities, Games, and use of Realia. We provide one

>   paid professional ESL teacher at each site, who

>   supervises the work of the volunteers, and helps

>   plan and brainstorm with tutors to provide quality

>   lessons. We also work with our local State Board of

>   Community and Technical Colleges which provides

>   excellent professional development and keeps us in

>   the loop as far as the development and

>   implementation of Adult Learning Standards.

>

>    

>

>   Our best collaboration with our K-12 is in using the

>   classrooms at three schools to provide ESL in the

>   evenings along with childcare/homework help that is

>   funded partially with school district funds,

>   partially with Readiness to Learn (which has sadly

>   been placed on the chopping block), and partially an

>   Even Start family literacy grant.

>

>   Best wishes as you move forward -

>

>    

>

>   Melanie Coyne

>

>   Skagit Community Action Agency

>

>   Mount Vernon, WA

>

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

>   Of Amy Baker

>   Sent: Friday, January 16, 2009 1:44 PM

>   To: The Adult English Language Learners Discussion

>   List

>   Subject: [EnglishLanguage 3468] Re: managing

>   programs for ESL

>

>    

>

>   Hi All,

>

>   I am excited to be a part of this discussion list!

>

>    

>

>   I am interested in advice from anyone who has

>   managed a small [in its early days at least]  ESL

>   program for a nonprofit agency.  I am also

>   interested in collaborating with K12 schools through

>   this agency to provide high-quality ESL instruction

>   to families. 

>

>    

>

>   Our nonprofit is well-established and has been

>   recognized statewide and nationally for many of the

>   services it provides, however the ESL program is

>   small, currently two classes per semester.  I am

>   the Language Programs Coordinator and I teach one of

>   the classes.  I have a MA in EESL, a TESOL

>   certificate, and 9 years experience teaching ESL.  I

>   have experience building ESL programs in the public

>   schools, but not at a nonprofit and not for adults.

>

>    

>

>   Any advice, insight, or suggestions from someone

>   with similar experience would be greatly

>   appreciated.  Our biggest concern is making sure the

>   instruction remains high quality while funds are

>   extremely limited. 

>

>    

>

>   Fortunately we have many connections with local ESL

>   teachers, family literacy programs, and the local

>   University, which has an EXCELLENT EESL MA program. 

>   This will be a tremendous help!

>

>    

>

>   Thank you!

>

>   Best to you all in your endeavors!

>

>    

>

>   Amy Baker

>

>    

>

>   On Fri, Jan 16, 2009 at 11:34 AM, Anurag Sagar

>   <sagar at centerforliteracy.org> wrote:

>

>   I agree with Karin about how the many different

>   aspects of being an ESL

>   instructor can be helpful in being an ESL program

>   manger. The classroom

>   background helps one in being able to anticipate the

>   needs of ESL

>   learners, what may work well and what probably

>   wouldn't (obviously every

>   teacher will have a different teaching style), but

>   some teaching

>   ideas/techniques such as helping students who are

>   "preliterate" can be

>   quite invaluable to a teacher who is struggling in

>   the classroom. What

>   materials may really work well as well as other

>   suggestions about lesson

>   planning are some of the ways I have been able to

>   share my expertise

>   with the other ESL teachers in my program.

>

>   Anurag Sagar

>   ESL Program Manager

>   Center for Literacy

>   Philadelphia, PA 19143

>   215-726-8240

>

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

>   From: englishlanguage-bounces at nifl.gov

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

>   Of

>   englishlanguage-request at nifl.gov

>   Sent: Friday, January 16, 2009 12:00 PM

>   To: englishlanguage at nifl.gov

>   Subject: EnglishLanguage Digest, Vol 40, Issue 26

>

>   When replying, please edit your Subject line so it

>   is more specific

>   than "Re: Contents of EnglishLanguage digest..."

>

>   Today's Topics:

>

>     1. [EnglishLanguage 3454] Re: Questions to discuss

>   re        managing

>        programs for adult English language lear (Karin

>   Abell)

>     2. [EnglishLanguage 3455] Re: Cooperation between

>   Adult ESL and

>        K-12ESL - from Robin Lovrien Schwarz (Maricel

>   Santos)

>     3. [EnglishLanguage 3456] Re: managing programs

>   for

>        adultEnglishlearners (Janet Isserlis)

>     4. [EnglishLanguage 3457] Re: Cooperation between

>   Adult ESL and

>        K-12ESL - from Robin Lovrien Schwarz (Susan

>   Finn Miller)

>

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

-----------

>

>   Message: 1

>   Date: Fri, 16 Jan 2009 10:17:37 -0500

>   From: "Karin Abell" <abellk at durhamtech.edu>

>   Subject: [EnglishLanguage 3454] Re: Questions to

>   discuss re     managing

>          programs for adult English language lear

>   To: "The>   Message-ID: <49705EC1.1942.0030.0 at durhamtech.edu>

>   Content-Type: text/plain; charset=US-ASCII

>

>   Hi everyone!

>

>   I wanted to add some additional thoughts to

>   something that I posted

>   yesterday in relation to the following question:

>

>   *        Can a person who has no background in adult

>   ESL instruction be

>   an effective manager of programs for adult English

>   language learners?

>   Why or why not?

>

>   One of the ways  that I think my background in adult

>   ESL instruction

>   helps me be a more effective manager is that I am

>   able to anticipate

>   some of the needs of instructors. I know a lot about

>   the types of

>   information instructors need as well as the

>   importance of getting that

>   information in a timely manner. One example from

>   earlier this week--I'd

>   made a handout to give to students (advertising a

>   set of classes) and

>   suddenly I remembered how I used to feel when a

>   student had information

>   that I didn't have as an instructor! I quickly made

>   sure that the

>   instructors had the same information that the

>   students had (so that they

>   didn't have to go, "hey, can I borrow that paper for

>   a minute so I can

>   copy down the info on it?")

>

>   Teaching experience is also helpful in terms of how

>   to best communicate

>   with international students. At my community

>   college, a lot of the

>   information about classes is written in long

>   sentences that require

>   reading skills that a lot of my student population

>   does not have. When

>   we write up information specifically for ESL

>   students, we keep it

>   simple. We use short sentences, we put important

>   words in bold, we add

>   pictures or photos if we can...and it makes a

>   difference. It's similar

>   in terms of speaking with students.

>

>   I definitely think that a person who has worked a

>   lot with international

>   students (but hasn't taught adult ESL) probably

>   could handle the

>   communication aspect of the job, though.

>

>   One other point I wanted to make is that some ESL

>   managers supervise

>   both instructors and office staff. I've noticed that

>   there's a lot of

>   emphasis on having managers understand the job of

>   the instructor but at

>   some institutions, it's also quite important for the

>   manager to

>   understand the job responsibilities of the office

>   staff. I never want to

>   be one of those managers who doesn't know how to use

>   the computer system

>   (and life gets too busy for me to have that luxury

>   anyway!). I believe

>   strongly in "keeping the talent happy" and this

>   applies to everyone who

>   works in the program--not just the teachers.

>

>   Karin M. Abell

>   ESL Program Director

>   Durham Technical Community College

>   1637 Lawson Street, Durham, NC 27703

>   Phone (919) 536-7221 ext. 3226

>

>   --

>   This message has been scanned for viruses and

>   dangerous content by MailScanner, and is

>   believed to be clean.

>

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

>

>   Message: 2

>   Date: Fri, 16 Jan 2009 07:24:03 -0800 (PST)

>   From: Maricel Santos <maricelgsantos at yahoo.com>

>   Subject: [EnglishLanguage 3455] Re: Cooperation

>   between Adult ESL and

>          K-12ESL - from Robin Lovrien Schwarz

>   To: The Adult English Language Learners Discussion

>   List

>          <englishlanguage at nifl.gov>

>   Message-ID:

>   <391883.15230.qm at web30804.mail.mud.yahoo.com>

>   Content-Type: text/plain; charset="windows-1252"

>

>   Thanks to Robin for her thoughtful posting.  I

>   wanted to add 2 comments

>   in response to her question "Wouldn't it be

>   wonderful to have a regular

>   source

>   of summaries of allkinds of research for our

>   field?":

>

>   (1) the need for access to research among ABE/ESL

>   practitioners was one

>   of the key inspirations behind the design of the

>   NCSALL study circles.

>   These are professional development opportunities to

>   promote the

>   discussion of current research in our field.  It'd

>   be g>   around research of adult ESL and K-12 ESL through

>   joint study circles.

>   Local teacher ed programs would have an important

>   role to play in these

>   efforts, I imagine.

>

>   (2) I think Jennifer Cromley'sLearning to think,

>   learning to  learn:

>   What the science of thinking and learning has to

>   offer adult education,

>   published

>   in 2000, remains a wonderful example of how research

>   (in this case

>   cognitive

>   science) which is normally inaccessible was made

>   accessible to

>   practitioners.

>   This monograph also does a wonderful job of helping

>   teachers understand

>   hallmarks of adult learning that address some of the

>   issues Robin

>   mentioned (plasticiticity, processing,

>   contextualized learning with

>   PBL).

>

>   Best, Maricel

>

>   Maricel Santos

>   San Francisco State University (English/TESOL)

>

>   ________________________________

>   From: Miriam Burt <mburt at cal.org>

>   To: The Adult English Language Learners Discussion

>   List

>   <englishlanguage at nifl.gov>

>   Sent: Friday, January 16, 2009 6:58:54 AM

>   Subject: [EnglishLanguage 3453] Re: Cooperation

>   between Adult ESL and

>   K-12ESL - from Robin Lovrien Schwarz

>

>   Hello, all.

>

>   For some reason  there were difficulties on my end

>   getting

>   Robin Lovrien Schwarz's message (below) posted, so

>   I'm posting it for

>   her. It

>   shouldn't happen again to her or anyone else's

>   posts, though; I think

>   it's just a weird blip, some glitch in cyperspace.

>

>   Miriam

>   ******

>   Miriam Burt

>   Moderator, Adult English Language Learner Discussion

>   List

>   mburt at cal.org

>

>   From: robinschwarz1 at aol.com

>   Sent: Friday, January 16, 2009 1:13 AM

>   To: englishlanguage at nifl.gov

>   Subject: Re: [EnglishLanguage 3414] Re:

>   Cooperation between Adult ESL and K-12ESL

>

>   Hi-- I am replying to Susan's

>   message but include several other replies in what

>   I'd like to say about

>   teaching

>   adult or K-12 ESL.  Susan says 'there are many

>   similarities--e.g  the

>   basics of language acquisition."..'   actually, in

>   my research on

>   adult language acquisition I have found that there

>   are GREAT differences

>   between

>   adult and child acquisition--child

>   acquisition--particularly for young

>   children

>   ( under age 12--some say 10) language acquisition is

>   generally

>   effortless and

>   mostly unconscious while for adults it is

>   characterized in the

>   literature as

>   effortful and conscious.   This rather significant

>   difference requires

>   that teaching methods for adult language learners be

>   quite different

>   than for

>   children.   One of the many causes of struggles in

>   learning that I

>   have described in my work is that too often teachers

>   use methodology

>   developed

>   on children to teach adult learners-- mostly talking

>   at them and

>   believing that

>   will result in learning.   The differences in the

>   child and adult

>   brain in processing language sound are enormous and

>   are a significant

>   part of

>   what makes language learning effortful.   Paticia

>   Kuhl, of the

>   University of  Washington , says that from

>   babyhood on, the brain's ability to proces speech

>   sounds that are

>   unfamiliar and

>   translate those into speech gestures declines

>   measurably month by month.

>

>   Add to that the fact that many adult ESOL learners

>   are older (over

>   40--meaning

>   their brains are less plastic--still plastic but mu

>   ch less so), have

>   been

>   monollingual and have little formal education, and

>   the challenges of

>   language

>   acquisition become larger and larger, a reality that

>   teachers of young

>   children

>   do not face.

>

>   In another post someone lamented the lack of

>   research on adult language learning.  I would have

>   to roundly disagree

>   that

>   there is a lack of research.  What seems to be the

>   problem is that ther>   It required some heavy digging to find it, and much

>   of it is in related

>   fields--

>   reading, neuroscience, adult learning, linguistics,

>   psychology, etc

>   --and done

>   in other countries and published in sort of "out of

>   the way" journals,

>   therefore

>   requiring access through academic data bases and

>   lots of time

>   searching.

>

>   Wouldn't it be wonderful to have a regular source

>   of summaries of allkinds of research for our field?

>

>   As has

>   been noted in several postings, teachers of K-12

>   ESOL often find it

>   difficult to

>   adjust their teaching to adults and I have

>   witnessed-- at length-- just

>   such a

>   situation where a teacher who was a 5th grade ESL

>   teacher during the

>   school

>   year, taught adult ESOL in the summer.   A few of

>   the behaviors

>   witnessed were: talking about herself in the third

>   person (Teacher needs

>   help

>   with this. Who will help teacher?")  using a yard

>   stick to point at

>   students to respond (includin g elderly Somalis),

>   hanging name signs

>   around the

>   learners' necks with ribbons, using children's books

>   for activity pages,

>

>   scolding students as if they were children, and

>   mostly,  NEVER talking

>   to

>   adults as adults--which resulted not only in her

>   having NO idea how much

>   English

>   these students actually had, but in also in not

>   knowing about religious

>   customs

>   and bringing in food the students could not eat.  

>   Even teachers who

>   have taught adults a long time may have the tendency

>   to have class rules

>   where

>   adults must ask permission to leave the room, or

>   line up in rows.

>

>   When visiting classes or observing or talking to

>   teachers who have spent

>

>   time with  younger learners,  I FREQUENTLY hear

>   language such as " I

>   LET my students look at pages in the picture

>   dictionary we have not done

>   in

>   class?; or I never PERMIT my students to copy words,

>   or " Should I ALLOW

>   my

>   student to read ahead of the class?  etc.-- language

>   of permission and

>   control that seem to me out of place in an adult

>   classroom.

>

>   The hard part is that out of respect for their

>   teachers, most ESL

>   students will not complain about being treated as

>   children, (though they

>   often

>   will vote with their feet), so feedback is difficult

>   to obtain unless

>   actively

>   sought.

>

>   On the other hand, some very successful teachers I

>   know work in K-12 simultaneously, or came out of it

>   and HAVE made that

>   transition -- their strengths are a) that they have

>   a wider repertoire

>   of act

>   ivities for learning than the typical adult-only

>   teacher may have, and

>   b) they

>   are more willing to have fun and to experiment with

>   different ways of

>   learning

>   than teachers who have only worked with adults.  In

>   addition, as someone

>

>   noted, these teachers may have a better training in

>   fundamentals of

>   reading and

>   writing.

>

>   I am sure it is helpful to family literacy to have

>   K-12 teachers

>   who are familiar with what the children are learning

>   and with the

>   workings of

>   the school so as to help the adults navigate it

>   better, but as several

>   have

>   noted, it still requires that the teacher teach

>   adults in ways that work

>   for

>   adults.

>

>   For a really successful family literacy endeavor, I

>   refer

>   readers to the study of Robin Waterman ( I HOPE that

>   is the right name)

>   that was

>   presented at the AIR/NIFL/CAPED conference in

>   Sacramento two years ago.

>   This was a

>   study of the effect doing true, carefully delivered

>   project learning

>   with

>   parents in an ESL class sponsored by a K-12 school

>   to enhance the

>   English of the

>   parents so they could interact better with the

>   school and their

>   children.   The results were astounding, both

>   quantitatively ( average

>   gains of 24 points on the BEST vs 7 in the control

>   group) and

>   quali>   Sorry these posts are SO long!!

>

>   Robin Lovrien

>   Schwarz

>

>   </ div>-----Original Message-----

>   From: Susan

>   Finn Miller <susanfinn_miller at IU13.org>

>   To: The Adult English Language

>   Learners Discussion List <englishlanguage at nifl.gov>

>   Sent: Thu, 15 Jan

>   2009 10:00 am

>   Subject: [EnglishLanguage 3414] Re: Cooperation

>   between Adult

>   ESL and K-12 ESL

>   Hello Martin

>   and all,

>

>   In 1990, I started working in the field of adult ESL

>   doing both

>   teaching and professional development. Along the

>   way, I also started to

>   work

>   with ESL teachers in K12. While there are many

>   similarities (e.g., the

>   basics of

>   language acquisition and linguistics, teaching

>   methodology), I learned

>   quickly

>   that there are some important differences in the two

>   fields, too. The

>   main

>   difference, as I see it, is the focus. First, even

>   though it is

>   essential to

>   foster language for social interaction, K12 ESL

>   teachers need to focus

>   on

>   children?s academic English skills from the

>   beginning. The goal is for

>   children

>   to be able to use English to achieve academically in

>   all the content

>   areas:

>   science, social studies, math, and language arts, as

>   well as to do well

>   in other

>   classes such as art, music, physical education, etc.

>   Thus, K12 ESL

>   teachers

>   ideally have in depth knowledge of the curriculum

>   the children are

>   learning and

>   provide scaffolding and support to ensure ELLs

>   achieve academically. In

>   other

>   words, they use the content of the curriculum to

>   teach English language

>   skills.

>

>   There are other differences as well: working within

>   the demands

>   of a school system, which is often more highly

>   structured than adult ESL

>

>   programs and requires collaboration with non ESL

>   teachers; dealing with

>   the

>   accountability (testing), which tends to be more

>   demanding and stringent

>   than

>   adult ESL, and (importantly !) working with

>   children?s families, etc.

>

>   Some adult ELLs also have academic goals, so there

>   can be a similar

>   focus. Moreover, both children and adult English

>   language learners have

>   a goal

>   to improve their English communication skills and

>   have a need to share

>   their

>   culture and learn about their new culture. As we all

>   know, adults very

>   often

>   first need and want a focus on adult oriented life

>   skills.

>

>   I?ve always

>   thought that adult ESL teachers could benefit from

>   participating in K12

>   ESL

>   professional development activities because of both

>   the similarities and

>   the

>   differences in the two fields. What?s more, the K12

>   teachers I teach in

>   my

>   graduate classes have been eager to learn about the

>   issues adult

>   learners face

>   and how to work most effectively with families to

>   support children?s

>   learning.

>

>   Susan Finn Miller

>   Lancaster, PA

>

>   On 1/15/09 8:01 AM,

>   "Martin Senger" <MSenger at GECAC.org>

>   wrote:

>   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.>   Pa. Assoc. for Adult Continuing Education

>   (PAACE)

>

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

bounces at nif

>   l.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:

>   managingprogramsforadultEnglish learners

>

>   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=2 0was 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

>   </ i>

>   Expect

>   Success. Every student. Every classroom. Every day.

>

>   ________________________________

>

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

bounces at nif

>   l.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 >   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?  How20have other

>   achieved a balance short

>   of

>   putting in 20 hours of work per day?

>

>   ________________________________

>

>   From:englishlanguage-bounces at nifl.govon 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

>   highlig