Buscando Voices: Preparing to Work with Second-Language Learners

1. Overcoming Odds: Preparing Bilingual Paraeducators to Teach for Social Justice Jorge P. Osterling, Ph.D.Leon S. Reed Buscando Voices:Preparing to Work with Second-Language Learners Tuesday, April 11, 2006 AERA 2006

2. OVERVIEW • Over six years 49 bilingual paraeducatorsenrolled in BIPACAL, a paraeducator-to-teacher career ladder program. • 2006, 25 earned Virginia ESOL teaching license. • Others continue working as Paraeducators. US Dep. Ed. Title VII GrantT-195E-000044 Bilingual Paraprofessional Career Ladder AERA 2006

3. Assumption • Increasing the recruitment, preparation and retention of culturally and linguistically diverse teachers, through education programs such as BIPACAL, will have a positive impact in the reduction of both the academic achievement gap and the drop out rates that are currently hurting students of color. AERA 2006

4. The BIPACAL Model Non-Traditional Teaching Education Program • A research-based, non-traditional teacher education program. • Understanding teacher professional development through Vygotsky’s Zone of Proximal Development. • Assure highly qualified teachers for ALL students AERA 2006

5. A Vygotskian ApproachStrengths Model • Admission at appropriate level • Junior college, undergraduate independent studies, graduate school • Credit for work at foreign IHEs and life experience • Extensive scaffolding • Tutoring in academic English, reading/writing, math, PRAXIS preparations • Counseling services • Financial support, including tuition, • fees, books and a small stipend • Induction program (mentoring) AERA 2006

6. LEP Enrollment in BIPACAL LEAs AERA 2006

7. LEP Enrollment in Virginia LEAs AERA 2006

8. Paraeducator Voices • Minority students need to feel secure in their identity. Providing teachers from minority groups helps to insure that these students feel a sense of pride and most importantly connection. … Minority teachers [also] serve as powerful role models for said students. • Paraprofessionals work alongside traditional classroom teachers: they are co-teachers. It would serve to reason that we provide students with highly trained and qualified teachers. Who better than those who have worked side-by-side with certified teachers. It is an investment in education and one that should not be overlooked. AERA 2006

9. Participant Profile • 49 paraeducators enrolled at one time or another • More than 2/3s non-native English speakers, born outside US • Average age at the time of admission: 41 • All fulltime LEA employees • All were nominated by LEAs • LEAs agreed to provide flexible work schedules and early release for classes • IHEs agreed to admit all nominees • But graduates must meet academic English, PRAXIS requirements AERA 2006

10. Research Questions • Roles and responsibilities of IHEs/LEAs • Communication between LEAs and IHEs • Problems experienced by BIPACAL participants • Impact of IHE and LEA support programs on probability of success • Impact of student characteristics (e.g., academic English at the time of enrollment) AERA 2006

11. Methodology • Review of program records • Memoranda, progress reports, student case files, MOUs • Interviews with key stakeholders • IHAEs: Admissions, BIS/GRE faculty, tutors, mentors • LEAs: LEA and school officials • Paraeducators • Questionnaire to paraeducators AERA 2006

12. FindingsPositive Aspects • Strong IHE/LEA partnership • Recruitment and selection process • Admission process • Flexible curriculum • Financial, academic, and personal support mechanisms AERA 2006

13. FindingsFrustrations/Issues Despite being anticipated, most problems that affected other career ladder programs also occurred with BIPACAL • Feelings of academic inadequacy • Academic English requirements • Test anxiety (PRAXIS-I) • Job/family/school conflicts • Overload and stress • Lack of local school buy-in to LEA/IHE agreements about paraeducator work schedules AERA 2006

14. Findings • Program was initially controversial within Mason, but proved successful • Path is difficult, even with strong institutional support • 25/49 are currently certified • 7 others still taking classes • Overwhelming sentiment that BIPACAL experience was extremely positive • 17 dropped out for one reason or another • 10 left for academic reasons (GPA, TOEFL, PRAXIS) • Four left for personal reasons (two of whom had already passed PRAXIS) • Three never integrated into the program (academic/workload issues) • Most dropouts still working in their original jobs AERA 2006

15. Summary • Even though the sponsors anticipated them, problems experienced by past career ladder programs occurred • IHE support programs (English/math tutoring, counseling, etc.) were very important in success of participants • School-student conflicts were a problem, but did not play a major role in any student failures • Lack of academic English was an almost insurmountable problem AERA 2006

16. Novice Teacher Voices • I truly believe that I as a person, mother and educator have changed for the better because of my participation in the BIPACAL program. … I know that I can do what I set my mind and body to do. • It has helped me become aware of current research in the area of culturally and linguistically diverse population and how these factors impact learning in the American school culture. • It has made me even more empathetic to the needs of ESOL students, the need for good educators and more respect for cultural diversity. • The program gave me the tools I needed to effectively teach ELL students as much as serving as their advocate. AERA 2006

17. Contact Information • Jorge P. Osterling, Ph.D. • Director BIPACAL, A Title VII Paraeducator Career Ladder Grant • (703) 993-8136 • josterli@gmu.edu • Leon S. Reed • BIPACAL, A Title VII Career Ladder Grant • Prince William County Public Schoolslreed@gmu.edu • College of Education and Human Development • George Mason UniversityFairfax, VA AERA 2006