NNETESOL New Hampshire Spring Mini-Conference

“Teaching and Learning in Low-Incidence Schools: Challenges and Possibilities”

May 2, 2009

Plymouth State University, Plymouth, NH

Schedule

8:30-9:00am                 Registration and Welcome!

                                    Heritage Commons

9:00-10:00am               Coffee Hour in the “Marketplace of Ideas”*

                                    Heritage Commons

10:30-11:45am             Morning Workshops—4 simultaneous sessions (workshop summaries are described below)                 

12:00-1:15pm              Networking Lunch:  “New to You” (Book Swap/Lesson Share)**

1:30-2:45pm                Afternoon Workshops—4 simultaneous sessions (workshop summaries are described below)

2:45-3:00pm                Wrap-Up

                                    Heritage Commons

*“The Marketplace of Ideas” is an opportunity for you to enjoy coffee and prepare yourself for a day of thoughtful exchanges of ideas and information with colleagues. You are invited to select two from among a menu of topics related to ESOL teaching and research that will be described on-site. Once you have made your selections, you will gather at a table of up to ten to listen to a colleague present an article, issue, or teaching method he/she is passionate about followed by a group discussion.  Each session will last 30 minutes.

** To enhance networking and idea sharing, we invite you to bring several gently used books that you no longer use as well as several copies of a lesson plan you are particularly proud of.  During lunch, you can swap books and share lesson plans with interested colleagues. The only ground rule is that in order to take, you must give.

Morning Workshops

Making A Program Work in a Low-Incidence District

Deb St. Lawrence, District ESOL Coordinator for Pelham/Windham and ESOL Tutors Jessica Field, Nancy Allen, and Sandra Rodriguez

So you have kids spread out in multiple towns, in multiple schools and you have multiple people servicing them…How do you pull together an effective program under these circumstances that will meet everyone’s needs?  Let us show you how we’ve managed to make it work.

Meeting the Challenge of Growth Through Sheltered Instruction: The Development of a High School ELL Math Class

Linda Banks, Program Director, ELL Teacher, Concord Sr. High School

Many low-incident districts in New Hampshire are beginning to see unprecedented growth in their ELL populations.  Concord High School was a low-incident school but in the past ten years it has experienced considerable growth and has met the challenge in various ways.  One successful strategy has been to implement sheltered instruction for English and Math.  In this demonstration you will learn how this ELL teacher negotiated the process of writing proposals and gaining administrator and school board approval to add sheltered instruction ELL English and Math classes.  You will learn how the changes have impacted students’ academic success.

Research—ELL Teachers in Low-Incidence Settings

James Whiting, Assistant Professor of TESOL/Applied Linguistics at Plymouth State University

Discussion of on-going research on teaching English Language learners (ELLs) in low-incidence schools.  Presents preliminary data of survey administered, and qualitative interviews conducted with ELL teachers in Maine, New Hampshire, and Vermont.  The research is designed to learn more about the reality of teaching ELLs in low-incidence schools.

Establishing Professionalism and Consistency in An ESOL Program

Karen Goyette, ESOL Teacher, Salem School District

This presentation will provide participants with information and techniques appropriate for developing a consistent and professional ESOL program.  This demonstration will also discuss various issues that surround itinerant teachers and will take a closer look at what two-full time itinerant teachers have done in their district.

Afternoon Workshops

Strategies for The Itinerant ESOL Teacher to Promote Mainstream-ESOL Collaboration
Megan Donnelly, ESOL Teacher and Coordinator, Sanborn Regional School district; Jean Fahey, ESOL Teacher and Coordinator, Claremont School district.

Two ESOL teachers who serve as the sole ESOL teacher in their school district will share strategies they use to promote ESOL-mainstream teacher collaboration.  Attendees will leave with practical ideas they can implement in their own work setting and with renewed energy to meet the challenges of an itinerant teacher.

ESOL High School Compliance In A Box

Karen Boxell, ESOL Teacher and Coordinator, Winnacunnet High School, Hampton, NH

Do you teach ESOL high school students?  Are you frustrated trying to find appropriate materials?  Do you wonder if what you are doing is working?  Then this session is for you.  You will hear about a complete program and have a chance to interact with others who share your boat.

Research—ELL Teachers in Low-Incidence Settings

James Whiting, Assistant Professor of TESOL/Applied Linguistics at Plymouth State University

Discussion of on-going research on teaching English Language learners (ELLs) in low-incidence schools.  Presents preliminary data of survey administered, and qualitative interviews conducted with ELL teachers in Maine, New Hampshire, and Vermont.  The research is designed to learn more about the reality of teaching ELLs in low-incidence schools.

N.H. GSE/WIDA Alignment Project Panel

Linda Banks, Program Director, ELL Teacher, Concord Sr. High School, Ann Maria Ash, Carey Hodges, Mariane Robert, Sandra Straus

This five-member panel of ELL teachers who are part of the Professional Learning Community (PLC) that worked on the GSE/WIDA Alignment Project will discuss the background, progress, questions, and issues relating to their work.