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463
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Title: Multicultural Liaison Position
Body: From: "Anselmo Villanueva"
Springfield Public Schools is seeking outstanding candidates for the
position of Multicultural Liaison. This position mediates parent and
student concerns, striving for timely and positive resolution.
POSITION TITLE: Multicultural Liaison
CLASSIFICATION: Office & Support
BUILDING: Thurston High School
POSITION START DATE: ASAP
WORK YEAR: 195 days
HOURS PER DAY: 8.0 hours
BASE RATE: $15.01 per hour (range 14)
QUALIFICATIONS REQUIRED: SEE JOB DESCRIPTION
- Thorough understanding of racial and cultural differences; sensitivity to issues and concerns of communities of color.
- Demonstrated ability to relate effectively with the communities of color and school staff; ability to quickly gain the trust of others and establish credibility.
- Experienced in community based work, e.g. community development, human services, etc.
- Excellent verbal and written communication skills.
- Ability to work independently prioritizing tasks to meet deadlines while maintaining accuracy and attention to detail.
QUALIFIACTIONS DESIRED:
- Familiarity with state laws, District policies and procedures related to areas of responsibility.
- Strong bilingual (English/Spanish) verbal and written communication skills.
- Bachelor degree from an accredited college or university.
POSTING DATE: Thursday, August 28, 2003
APPLICATION DEADLINE: Friday, September 12, 2003
HOW TO APPLY:
Submit a resume, cover letter and completed application form to the
Personnel Office by the deadline. Application forms are available in the Personnel Office. 525 Mill Street Springfield, OR 97477
541-726-3203 (FAX)
541-726-3315
_________________________________________________________________
Springfield School District is an Equal Opportunity Employer
Source: Springfield, OR
Inputdate: 2003-09-04 21:10:00
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Title: Multicultural Liaison Position
Body: From: "Anselmo Villanueva"
Source: Springfield, OR
Inputdate: 2003-09-04 21:10:00
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Expdate: 2003-09-12 00:00:00
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464
Content Type: 1
Title: NCELA Newsline - July 29, 2003
Body: From: "NCELA Newsline"
Read this online at:
http://www.ncela.gwu.edu/newsline
OELA NEWSLINE - September 2, 2003
Items in this issue:
I. No Child Left Behind Update
- New Radio Campaign to Close the Achievement Gap
II. News in the Nation
- Parents Raise Bilingual Children in Greater Numbers
III. Research, Publications, and Resources
- Article Advises Against Teaching to the Test
- Hispanic Youth Dropping Out of U.S. Schools: Measuring the Challenge
Report
- New Book Addresses "Large-Scale Assessment of English Language
Learners"
- RAND Study "Assimilation Across the Latino Generations" Published
- Rethinking Race and Ethnicity in Educational Research
- Table Describes ELL Growth from 1991/92 to 2001/02
IV. Education Conferences
- Hispanic Achievement Conference
- North Carolina Migrant Education Conference
- North/South Carolina TESOL Fall Conference
- 27th Annual Statewide Conference for Teachers of Linguistically and
Culturally Diverse Students
V. Education Opportunities
- Fulbright-Hays Doctoral Dissertation Research Abroad Fellowship
Program
- Fulbright-Hays Faculty Research Abroad Fellowship Program
- International Research and Studies Program
- Starbucks' Grants to Community Organizations
- Upward Bound Program Participant Expansion Initiative
------------------------------------------------------------------------
To read the full story, visit:
http://www.csmonitor.com/2003/0827/p11s02-lifp.html
Source: OELA
Inputdate: 2003-09-04 21:14:00
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Title: NCELA Newsline - July 29, 2003
Body: From: "NCELA Newsline"
Source: OELA
Inputdate: 2003-09-04 21:14:00
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Title:
Body: From: NCELA Newsline RESEARCH, PUBLICATIONS, AND RESOURCES As a service to the field, NCELA regularly announces new materials and resources, commercial and otherwise. These notifications are in no way intended as an endorsement of any product. Readers are encouraged to closely examine materials for their appropriateness for the local population and their alignment with program goals. Article Advises Against Teaching to the Test In the summer 2003 issue of TESOL Matters, Lorraine Valdez Pierce writes in "Teaching to the Test: Best Practice?" that educators are encouraging teaching to the test. She says that this practice results in teaching lower order thinking skills and a narrow test-focused curriculum. Instead, she advises that teachers focus on "research-based reading instruction" and "assessment that promotes learning," both effective practices for doing well on standardized tests. To read the entire article, visit: http://www.tesol.org/pubs/articles/2003/tm13-3-02.html
Source: Lorraine Valdez Pierce
Inputdate: 2003-09-04 21:18:00
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Body: From: NCELA Newsline RESEARCH, PUBLICATIONS, AND RESOURCES As a service to the field, NCELA regularly announces new materials and resources, commercial and otherwise. These notifications are in no way intended as an endorsement of any product. Readers are encouraged to closely examine materials for their appropriateness for the local population and their alignment with program goals. Article Advises Against Teaching to the Test In the summer 2003 issue of TESOL Matters, Lorraine Valdez Pierce writes in "Teaching to the Test: Best Practice?" that educators are encouraging teaching to the test. She says that this practice results in teaching lower order thinking skills and a narrow test-focused curriculum. Instead, she advises that teachers focus on "research-based reading instruction" and "assessment that promotes learning," both effective practices for doing well on standardized tests. To read the entire article, visit: http://www.tesol.org/pubs/articles/2003/tm13-3-02.html
Source: Lorraine Valdez Pierce
Inputdate: 2003-09-04 21:18:00
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466
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Title: Hispanic Youth Dropping Out of U.S. Schools: Measuring the Challenge
Body: From: NCELA Newsline Hispanic Youth Dropping Out of U.S. Schools: Measuring the Challenge Report Richard Fry's report Hispanic Youth Dropping Out of U.S. Schools: Measuring the Challenge published by the Pew Hispanic Center sheds new light on the nature and the size of the Hispanic dropout problem in American schools. Based on a new analysis of Census Bureau data, the report assesses the impact of immigration on the Latino dropout population and shows that the dropout rate for Hispanics who attend U.S. schools has been improving in recent years. The report also provides previously unavailable detail on the characteristics of Latino dropouts, including employment, earnings and language abilities. To read the full report, visit: http://www.pewhispanic.org/site/docs/pdf/high%20school%20dropout%20report--final.pdf
Source: Richard Fry
Inputdate: 2003-09-04 21:20:00
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Title: Hispanic Youth Dropping Out of U.S. Schools: Measuring the Challenge
Body: From: NCELA Newsline Hispanic Youth Dropping Out of U.S. Schools: Measuring the Challenge Report Richard Fry's report Hispanic Youth Dropping Out of U.S. Schools: Measuring the Challenge published by the Pew Hispanic Center sheds new light on the nature and the size of the Hispanic dropout problem in American schools. Based on a new analysis of Census Bureau data, the report assesses the impact of immigration on the Latino dropout population and shows that the dropout rate for Hispanics who attend U.S. schools has been improving in recent years. The report also provides previously unavailable detail on the characteristics of Latino dropouts, including employment, earnings and language abilities. To read the full report, visit: http://www.pewhispanic.org/site/docs/pdf/high%20school%20dropout%20report--final.pdf
Source: Richard Fry
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Title: "Large-Scale Assessment of English Language Learners"
Body: From: NCELA Newsline New Book Addresses "Large-Scale Assessment of English Language Learners" The latest addition to the TESOL Professional Paper Series is Large-Scale Assessment of English Language Learners: Addressing Educational Accountability in K-12 Settings by Margo Gottlieb. The first section of this publication provides working definitions of terms and reasons behind the renewed emphasis on testing and assessment. The second section aspires to reshape how ESL and bilingual education professionals measure the language proficiency of English language learners within a standards-based system. The third section outlines the parameters that constitute large-scale assessment. The author concludes by offering logical means by which to include theses students within school, school district, and statewide assessment efforts. For more information, visit: http://www.tesol.org/pubs/offpress.html
Source: Margo Gottlieb
Inputdate: 2003-09-04 21:23:00
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Title: "Large-Scale Assessment of English Language Learners"
Body: From: NCELA Newsline New Book Addresses "Large-Scale Assessment of English Language Learners" The latest addition to the TESOL Professional Paper Series is Large-Scale Assessment of English Language Learners: Addressing Educational Accountability in K-12 Settings by Margo Gottlieb. The first section of this publication provides working definitions of terms and reasons behind the renewed emphasis on testing and assessment. The second section aspires to reshape how ESL and bilingual education professionals measure the language proficiency of English language learners within a standards-based system. The third section outlines the parameters that constitute large-scale assessment. The author concludes by offering logical means by which to include theses students within school, school district, and statewide assessment efforts. For more information, visit: http://www.tesol.org/pubs/offpress.html
Source: Margo Gottlieb
Inputdate: 2003-09-04 21:23:00
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Title: Rethinking Race and Ethnicity in Educational Research
Body: From: NCELA Newsline The following four articles appear in the June/July 2003 issue of "Educational Researcher," 32 (5), a special theme issue devoted to discussion of reconceptualizing race and ethnicity in educational research. "Every Shut Eye Ain't Sleep": Studying How People Live Culturally, by Carol D. Lee, Margaret Beale Spencer, and Vinay Harpalani, pp. 6-13 The authors present a framework for educational research that integrates two processes of learning: cultural socialization and identity development. Cultural socialization refers to how people learn to live within a culture, and the influences of family and community. Identity development refers to an individual's sense of identity, and is shaped by the process of cultural socialization. An important goal of research, the authors claim, is "to understand the diverse pathways to development through patterns of cultural socialization and their impact on learning" (p. 12). Ethnic and Academic Identities: A Cultural Practice Perspective on Emerging Tensions and Their Management in the Lives of Minority Students, by Na'ilah Suad Nasir and Geoffrey B. Saxe, pp. 14-18 In this article, Nasir and Saxe describe a cultural approach to analyzing the tensions minority students face in negotiating between their ethnic and academic identities. Their approach is multi-layered, taking into account face-to-face interactions, developmental shifts in positioning with regard to identity, and the social history of communities. The authors recommend longitudinal research "in which individuals are followed over time in their participation in varied practices in and out of school" (p. 17). Cultural Ways of Learning: Individual Traits or Repertoires of Practice, by Kris D. Gutierrez and Barbara Rogoff, pp. 19-25 Gutierrez and Rogoff argue the importance of characterizing both commonalities and differences across individuals and groups. "Treating cultural differences as individual traits encourages overgeneralization" (p.20), they state. More useful is to take a cultural-historical approach to research and practice, "making first guesses about patterns and seeking confirmation or disconfirmation to extend what is known" (p. 23). Cultural Diversity Research on Learning and Development: Conceptual, Methodological, and Strategic Considerations, by Marjorie Faulstich Orellano and Phillip Bowman, pp. 26-32 This article identifies two conceptual and methodological limitations to social science research on cultural diversity: (1) the treatment of "race, ethnicity, culture, and social class as fixed and often essentialized categories" (p. 26); and (2) the focus on single levels of analysis, without acknowledging social and cultural contexts. Orellano and Bowman recommend mixed-methods research that acknowledges the dynamic nature of culture, and the way in which culture interacts with ideological, material and structural contexts. The "Educational Researcher" is published by the American Educational Research Association (AERA). Membership and subscription information can be found at the AERA Web site: http://www.aera.net/pubs/
Source: The "Educational Researcher"
Inputdate: 2003-09-04 21:30:00
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Title: Rethinking Race and Ethnicity in Educational Research
Body: From: NCELA Newsline The following four articles appear in the June/July 2003 issue of "Educational Researcher," 32 (5), a special theme issue devoted to discussion of reconceptualizing race and ethnicity in educational research. "Every Shut Eye Ain't Sleep": Studying How People Live Culturally, by Carol D. Lee, Margaret Beale Spencer, and Vinay Harpalani, pp. 6-13 The authors present a framework for educational research that integrates two processes of learning: cultural socialization and identity development. Cultural socialization refers to how people learn to live within a culture, and the influences of family and community. Identity development refers to an individual's sense of identity, and is shaped by the process of cultural socialization. An important goal of research, the authors claim, is "to understand the diverse pathways to development through patterns of cultural socialization and their impact on learning" (p. 12). Ethnic and Academic Identities: A Cultural Practice Perspective on Emerging Tensions and Their Management in the Lives of Minority Students, by Na'ilah Suad Nasir and Geoffrey B. Saxe, pp. 14-18 In this article, Nasir and Saxe describe a cultural approach to analyzing the tensions minority students face in negotiating between their ethnic and academic identities. Their approach is multi-layered, taking into account face-to-face interactions, developmental shifts in positioning with regard to identity, and the social history of communities. The authors recommend longitudinal research "in which individuals are followed over time in their participation in varied practices in and out of school" (p. 17). Cultural Ways of Learning: Individual Traits or Repertoires of Practice, by Kris D. Gutierrez and Barbara Rogoff, pp. 19-25 Gutierrez and Rogoff argue the importance of characterizing both commonalities and differences across individuals and groups. "Treating cultural differences as individual traits encourages overgeneralization" (p.20), they state. More useful is to take a cultural-historical approach to research and practice, "making first guesses about patterns and seeking confirmation or disconfirmation to extend what is known" (p. 23). Cultural Diversity Research on Learning and Development: Conceptual, Methodological, and Strategic Considerations, by Marjorie Faulstich Orellano and Phillip Bowman, pp. 26-32 This article identifies two conceptual and methodological limitations to social science research on cultural diversity: (1) the treatment of "race, ethnicity, culture, and social class as fixed and often essentialized categories" (p. 26); and (2) the focus on single levels of analysis, without acknowledging social and cultural contexts. Orellano and Bowman recommend mixed-methods research that acknowledges the dynamic nature of culture, and the way in which culture interacts with ideological, material and structural contexts. The "Educational Researcher" is published by the American Educational Research Association (AERA). Membership and subscription information can be found at the AERA Web site: http://www.aera.net/pubs/
Source: The "Educational Researcher"
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Title: Table Describes ELL Growth from 1991/92 to 2001/02
Body: FROM: NCELA Newsline NCELA has posted a table to the State Resource pages listing the states and outlying territories in order by greatest growth of English Language Learners (ELLs) from 1991/92 to 2001/02. Data is from the U.S. Department of Education's Survey of the States, 1991/92 through 2000/01, and the National Center for Educational Statistics' Core of Common Data, 1998-1999 through 2001-2002. To view the table, visit: http://www.ncela.gwu.edu/states/growthtable.htm
Source: NCELA
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Title: Table Describes ELL Growth from 1991/92 to 2001/02
Body: FROM: NCELA Newsline NCELA has posted a table to the State Resource pages listing the states and outlying territories in order by greatest growth of English Language Learners (ELLs) from 1991/92 to 2001/02. Data is from the U.S. Department of Education's Survey of the States, 1991/92 through 2000/01, and the National Center for Educational Statistics' Core of Common Data, 1998-1999 through 2001-2002. To view the table, visit: http://www.ncela.gwu.edu/states/growthtable.htm
Source: NCELA
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Title: Hispanic Achievement Conference
Body: FROM: NCELA Newsline "Crossing the Bridge Together" Friday, October 24, 2003 The School of Science and Math Durham, NC For more information, visit: http://www.thencshp.org/conference2003/ Or contact: North Carolina Society of Hispanic Professionals P.O. Box 1557, Apex, North Carolina 27502-3557 Tel: (919) 654-4516 Fax: (919) 654-4524 Email: mailbox@TheNCSHP.org www.TheNCSHP.org
Source: The School of Science and Math, Durham, NC
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Title: Hispanic Achievement Conference
Body: FROM: NCELA Newsline "Crossing the Bridge Together" Friday, October 24, 2003 The School of Science and Math Durham, NC For more information, visit: http://www.thencshp.org/conference2003/ Or contact: North Carolina Society of Hispanic Professionals P.O. Box 1557, Apex, North Carolina 27502-3557 Tel: (919) 654-4516 Fax: (919) 654-4524 Email: mailbox@TheNCSHP.org www.TheNCSHP.org
Source: The School of Science and Math, Durham, NC
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Title: North Carolina Migrant Education Conference
Body: FROM: NCELA Newsline North Carolina Migrant Education Conference September 10-11, 2003 The Marriott Durham, NC For more information, contact: Paula Langill Department of Public Instruction Raleigh, NC 27699 Tel: 910-862-4136 Fax: 910-862-4277 Email: plangill@dpi.state.nc.us http://www.learnnc.org/DPI/instserv.nsf/0/4c140dbe307697a1852568ea006061c1?OpenDocument
Source: Department of Public Instruction, Raleigh, NC
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Title: North Carolina Migrant Education Conference
Body: FROM: NCELA Newsline North Carolina Migrant Education Conference September 10-11, 2003 The Marriott Durham, NC For more information, contact: Paula Langill Department of Public Instruction Raleigh, NC 27699 Tel: 910-862-4136 Fax: 910-862-4277 Email: plangill@dpi.state.nc.us http://www.learnnc.org/DPI/instserv.nsf/0/4c140dbe307697a1852568ea006061c1?OpenDocument
Source: Department of Public Instruction, Raleigh, NC
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Title: North/South Carolina TESOL fall conference
Body: From: NCELA Newsline North/South Carolina TESOL fall conference November 13-15, 2003 Embassy Suites Greenville, SC For more information, contact: Doris Paez Email: doris.paez@furman.edu Or Linda Thrift Email: Lmt4ESL@yahoo.com
Source: NCELA
Inputdate: 2003-09-04 21:43:00
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Title: North/South Carolina TESOL fall conference
Body: From: NCELA Newsline North/South Carolina TESOL fall conference November 13-15, 2003 Embassy Suites Greenville, SC For more information, contact: Doris Paez Email: doris.paez@furman.edu Or Linda Thrift Email: Lmt4ESL@yahoo.com
Source: NCELA
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