Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id i1JFgbI04415; Thu, 19 Feb 2004 10:42:37 -0500 (EST) Date: Thu, 19 Feb 2004 10:42:37 -0500 (EST) Message-Id: <BAY99-F24PF8Kyt3EXi0001cd5e@hotmail.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: "Lynne Weintraub" <lynneweintraub@hotmail.com> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:9937] Re: Staff Diversity in ABE ESOL Programs X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; format=flowed Status: O Content-Length: 8357 Lines: 218 David--this is a good example in a native speaker ABE context, but I think the issues in ESL programs (especially those serving multi-ethnic communities) are a little different. Would you offer an example that relates more to ESL? >From: David Rosen <djrosen@comcast.net> >Reply-To: nifl-esl@nifl.gov >To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> >Subject: [NIFL-ESL:9935] Re: Staff Diversity in ABE ESOL Programs >Date: Thu, 19 Feb 2004 10:18:09 -0500 (EST) > >John and Maurice, > >I would like to suggest why staff diversity is important in achieving >quality. To do so, let me give one example. Many adult literacy programs >have difficulty recruiting/attracting and retaining African American male >adult learners. A community-based program I have visited in Boston, >actively concerned to address this problem, has hired several >well-qualified African American male teachers, some of whom have also been >in circumstances similar to the students they have recruited. They are >good teachers, good role models, and they can understand and empathize from >experience. So far -- in its second or third year now, the program has a >100% retention rate. > > >David J. Rosen >djrosen@comcast.net > > > >On Thursday, February 19, 2004, at 09:51 AM, John Kamplain wrote: > >>Maurice, >> >>Well, I would say that it's a sometimes difficult thing to strive for, >>this "...goal that staff >>reflect similar cultural, racial/ethnic, and linguistic background as >>that of the student population." >> >>For example, at Albany Park Community Center's Literacy Program (where >>I'm a teacher and coordinator) we have a student body that represents 30 >>different languages and almost as many different countries; as well, the >>surrounding neighborhood we serve is the most ethnically diverse in the >>city of Chicago. Our teaching and administrative staff doesn't come >>anywhere near representing the diversity of the population, and yet >>we're one of the best run agencies in the state with one of the best >>retention and success rates. I can't speak for the hiring practices of >>our administrators, but it seems to me that although I know they're not >>in any way against diversity, they've always concerned themselves with >>hiring the best person for the best job. In my humble opinion, >>government agencies should be more concerned that funds are being spent >>on qualified teachers and programs and not on whether or not there's a >>quota being met. >> >>I will say that a positive side of the issue Maria is bringing up is >>that I'm now interested in the policies of my own state's programs. I've >>heard anecdotal evidence from teachers in Chicago Public Schools as well >>as within the community college system in Chicago that if you don't meet >>a certain ethnic "profile" your chances of getting the job are pretty >>slim. And that's a sad statement to make no matter which profile they're >>pushing. >> >>Anyway, this an interesting topic and I look forward to reading on. I'm >>particularly curious if anyone has read any study that establishes a >>positive correlation between good teaching and matching diverse staff to >>diverse groups. >> >>Regards, >> >>>-----Original Message----- >>>From: nifl-esl@nifl.gov [mailto:nifl-esl@nifl.gov] On Behalf >>>Of m.white >>>Sent: Wednesday, February 18, 2004 5:33 PM >>>To: Multiple recipients of list >>>Subject: [NIFL-ESL:9933] Re: Staff Diversity in ABE ESOL Programs >>> >>> >>>John, >>> >>>No one would disagree that good teaching isn't based on skin >>>color. Your thoughts on the larger issue Maria brought up >>>would be interesting to read. >>> >>>Maurice White >>> >>>John Kamplain wrote: >>> >>>>I always thought that teaching (like anything else) wasn't >>>based on a >>>>person's skin color but how well they teach? >>>> >>>>>-----Original Message----- >>>>>From: nifl-esl@nifl.gov [mailto:nifl-esl@nifl.gov] On Behalf Of >>>>>m.white >>>>>Sent: Wednesday, February 18, 2004 12:27 PM >>>>>To: Multiple recipients of list >>>>>Subject: [NIFL-ESL:9930] Re: Staff Diversity in ABE ESOL Programs >>>>> >>>>> >>>>>Dear Maria, >>>>> >>>>>This is not a non-issue. I brought this subject up at a recent >>>>>strategic planning meeting for adult education here in Kentucky. >>>>>The state is serving an increasingly more diverse adult >>>population, >>>>>but that diversity is not relected in the overall >>>staffing patterns >>>>>- this includes the administration and the people in the field. >>>>>However, there are currently efforts in progress to address this >>>>>issue. >>>>> >>>>>As an African-American of mixed heritage, and the ESOL >>>professional >>>>>development specialist for adult education in Kentucky, I >>>am keenly >>>>>aware of the situation. Over the last year of conducting >>>a variety >>>>>of training workshops for ESOL practitioners and program >>>>>supervisors, I have had the pleasure of working with hundreds of >>>>>wonderfully dedicated professionals - two of them have >>>been Hispanic >>>>>and one of them has been African-American. >>>>> >>>>>There are many good reasons why people are drawn to this >>>field, and >>>>>as was mentioned by another respondent, there's an equal >>>number of >>>>>reasons why this profession does not top the "1st choice" >>>list. For >>>>>adult students of color, this means there is a paucity of >>>>>professional who they can fully identify with. We know >>>how this may >>>>>affect motivation, retention, and success in our programs. >>>>> >>>>>These are just a few thoughts. A growing group, one of >>>the caucuses >>>>>of TESOL is International Black Professionals & Friends >>>in TESOL. >>>>>Diversity among ESOL professionals is at the forefront of their >>>>>agenda. I'll pass on the names and email addresses of >>>the current >>>>>chair & co-chair of IBPFT: >>>>> >>>>>Shondel Nero, Chair neros@stjohns.edu or >>>>>snero@earthlink.net >>>>>Khadar Bashir-Ali, Co-Chair khadarbashir_ali@hotmail.com >>>>> >>>>>Good luck! Maria. >>>>> >>>>>Maurice White >>>>> >>>>>Maria Elena Gonzalez wrote: >>>>> >>>>>>Dear Colleagues, >>>>>> >>>>>>A week or so ago I posted a message inquiring about the >>>>>issue of staff >>>>>>diversity in ESOL programs for adults. I am looking for >>>>>information >>>>>>on how other states, programs, or individuals might have dealt >>>>>>with this issue. Except for one person who wrote directly to me >>>>>asking that >>>>>>I post any information that I receive to the entire list, >>>>>no one has >>>>>>responded. >>>>>> >>>>>>So now I'm pushing the envelope a little bit and >>>asking: Is this >>>>>>a non-issue? In Massachusetts, the Quality Indicators for >>>>>ABE Programs >>>>>>funded by DOE include under Program Management and >>>>>Accountability that >>>>>>programs show progress "...toward the goal that staff >>>>>reflect similar >>>>>>cultural, racial/ethnic, and linguistic background as >>>that of the >>>>>>student population." It has been difficult for many programs to >>>>>>achieve this goal and that is why the Massachusetts System >>>>>for Adult >>>>>>Basic Education Support (SABES) is currently >>>researching promising >>>>>>practices in the hiring and retention of diverse staff >>>in ABE/ESOL >>>>>>programs. We are planning to talk directly to programs >>>across the >>>>>>state who have implemented such policies but are also looking >>>>>>nationally for similar information. >>>>>> >>>>>>What do you think? Does your program have a diverse staff? >>>>> If so, why is >>>>>>it so? If not, why do you think it's so? Does your state >>>>>have a similar >>>>>>goal for state-funded DOE programs? If so, are they posted >>>>>somewhere >>>>>>so I can access the information? >>>>>> >>>>>> You can respond directly to me (email below) or to the >>>>>entire list. >>>>>>If responding directly to me, please indicate if I may >>>>>share your answer with >>>>>>others. Thank you very much for your help. >>>>>> >>>>>>Maria E. Gonzalez >>>>>>SABES Coordinator >>>>>>Adult Literacy Resource Institute/Boston >>>>>>SABES Regional Center >>>>>>617-782-8956, X15 >>>>>>617-782-9011 (fax) >>>>> >>> >> > _________________________________________________________________ Say “good-bye” to spam, viruses and pop-ups with MSN Premium -- free trial offer! http://click.atdmt.com/AVE/go/onm00200359ave/direct/01/
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