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| The Rhode Island Adult Education Professional
Development
Center produces a bulletin roughly every
two
to three weeks in order
to inform area practitioners of news, events, and calls for participation and also as a forum for posing questions, issues and discussion topics. The current bulletin is posted below. To read previous bulletins, please go to Bulletin Archives. To receive the bulletin via email, contact LR/RI. To learn more about professional development opportunities, please contact the RI AEPDC at (401) 456 -2838 or (401) 863-2839 June 10, 2011
Bulletin
#380 Dear
Colleagues, Calls for participation, employment, funding, and conference and workshop opportunities, online and other resources. To post information, and/or to receive the bulletin via email, please contact the AEPDC or leave a message at (401-863-2839). 
Janet Isserlis
NOTICES -
– in
addition to events listed here, a recently updated list of events
(including workforce development workshops, new practitioner New website for the Rhode Island Adult Education Community. Connect with us and let us know how you like it! http://riaec.com/default.aspx ESOL practitioner learning community (ESOL share) June 20, at 2:00 pm at the Genesis Center, 620 Potters Avenue, Providence. We will be examining practitioner and commercially generated materials at a range of levels. Please bring those you find to be useful as well. OVAE Connection archived online at http://www2.ed.gov/news/newsletters/ovaeconnection/index.html – weekly bulletin from the Office of Vocational and Adult Education; to subscribe directly, please contact ovaenewsletter@ed.gov or online http://www.edgov/about/offices/list/ovae/index.html this week: Secretary Duncan thanks some teachers, citizenship and more. Tool for adult education referrals in Rhode Island - An interactive referral website for adult education services in RI: http://groups.google.com/group/rhodeislandreferrals. Find profiles of adult education agencies, post class openings or request help with a student referral. Please update your agency's profile information, and if your agency is not listed, contact Karisa Tashjian at ktashjian@yahoo.com to have your agency added to the list. This site is open to all agencies who provide services (educational, social service, etc.) for adult education students in the state. You only need a Google account to access and post information. If you need help setting up an account, please contact KarisaTashjian or Bernice Morris at BerniceM@pha-providence.com. RICOSH/OSHA Train the Trainer workshop ABCs of Workplace safety Thursday, June 16th, from 2-4 pm RI College Room 307, RIC Student Union Bldg. Program for teachers in adult education and ESL to provide background on job safety and worker rights. This program will be conducted by The US Occupational Safety and Health Administration (OSHA), the Rhode Island Committee on Occupational Safety and Health (RICOSH) to provide curriculum and lesson plans that incorporate job safety and workers rights. Co-sponsored by the RI Adult Education: Professional Development Center. Workshop is free. For more information and to register RICOSH 751-2015. jascelenza@gmail.com NEDP Diagnostic training opportunity: Does your program have adult learners 21 years or older who need a high school credential, but are having difficulty passing the GED? The National External Diploma Program (NEDP), provided through CASAS, is a proven opportunity for motivated adults to receive a high school diploma by completing practical, real- life projects that demonstrate high school level competency. The RI Adult Education Professional Development Center is providing training by Donna Chambers for NEDP Diagnostics. Participants will learn about the NEDP process and how to administer the NEDP Diagnostics. Using CASAS materials, participants will find out how to identify which students will best benefit from the NEDP and how to facilitate the student’s readiness to enter the NEDP Assessment. Providing appropriate learning support through the NEDP Assessment will also be covered. The NEDP Diagnostic Training will take place on June 24 from 9:00 am to 3: pm at the RIRAL office, 191 Social Street, Woonsocket, RI. All participants must register by emailing Jessica Ortiz at jortiz@ric.edu or call Jessica at 401-456-2838. The National Coalition for Literacy seeks award nominations for its annual Literacy Leadership Award Celebration. The event will be held at Capitol Hill in Washington DC on Wednesday, September 14 at 5:30 PM. Award winners are required to be present. To be accepted, a nominee must have made a significant contribution to the field of adult education and literacy that is national in scope or has national significance. Nominees may be program administrators, advocates, instructors, financial supporters, colleagues or partners. For previous award event information, please see: http://www.national-coalition-literacy.org/dgawards.html Nominations must be made by June 17. Late nominations will not be accepted. To submit a nomination: http://www.surveymonkey.com/s/LeadershipAwards Please do not email, fax, or mail nominations. Only on-line nominations will be accepted. Literacy Leadership Award Winners will be notified by July 20.If you have questions about the award nomination process, please email ncl@ncladvocacy.org. -Heidi Silver-Pacuilla, Ph.D., Principal Researcher, American Institutes for Research 1000 Thomas Jefferson St. NW Washington, DC 20007, 2010-11 President, National Coalition for Literacy The RI Citizenship Consortium invites you to a free informative session on the naturalization process Thursday, July 7th, 6:00 – 8:00 p.m., Weaver Library, 41 Grove Street, East Providence, All are welcome. Join Officers of the USCIS Rhode Island Field Office to learn how to prepare to become a United States citizen. USCIS officers will be available to answer questions and you can observe a mock interview. Educators from the Consortium will be available to provide information on where and how to study for the English and civics examinations. For information call 401-455-8185. learning opportunity: RIRAL TRANSITION TO COLLEGE – Monthly Information Sessions TTC is a partner in the RI Statewide Transition to College (RI TTC) initiative and a natural segue for GED, EDP, and Advanced ESL students prior to post-secondary education. Information Sessions start at 10:00 am. Please allow 2 -3 hours. Do not bring children. July 9 (or by appointment) 175 Main Street Pawtucket (2nd floor/ Pawtucket Visitor’s Center/DLT) Contact: MarieCrecca-Romero@riral.org Telephone: 722-9800 or 487-9566. TTC is a comprehensive college preparation program to prepare you for college. It includes a Free College Reading class (ENGL 0850) at CCRI in Providence; student success, career exploration, and mentoring workshops; academic writing, basic math, and pre-algebra; computer lab and tutorials; academic advising, support services, and registration for college; college application and financial aid preparation. learning opportunities Join Brooke Istas for a webinar on Preparing Students for College-Level Math on June 17, 11:00-12:30 pm. Sponsored by LINCS Regional Resource Center 1. Advance registration is required. Please make sure that you have the required players on your computer. This session explores various strategies to prepare adult education students for success in college-level mathematics. Math anxiety, math journals, goal setting, college placement exams, and math labs are some of the topics that are discussed in the session. Brooke Istas is instructional coordinator for the Cowley College Adult Education program, the moderator for the LINCS Math and Numeracy Discussion list, and an adjunct mathematics instructor. Brooke has worked with adults to improve mathematics ability through new and innovative practices. Particularly, she has worked to develop the online adult education program and is currently expanding the development of the online numeracy component at Cowley College. She is working on her Ph.D. in Adult Education at Kansas State University with an emphasis in mathematics and numeracy. Supplementary Readings: Meader, P. (2006). Preparing students for college level mathematics (NCTN Promising Practice). Boston, MA: National College Transition Network. Ginsburg, L., Manly, M. & Schmitt, M. J. (2006 December). The components of numeracy (NCSALL Occasional Paper. Cambridge, MA: National Center for Study of Adult Learning and Literacy. P. 34 from http://www.ncsall.net To register for this session Go to https://jsi.webex.com/jsi/j.php?ED=149647277&RG=1&UID=0&RT=MiMxMQ%3D%3D Register for the meeting. Once the host approves your request, you will receive a confirmation email with instructions for joining the meeting. For assistance: https://jsi.webex.com/jsi/mc On the left navigation bar, click "Support". You can contact kbeall@worlded.org 1-765-717-3942. The playback of UCF (Universal Communications Format) rich media files requires appropriate players. To view this type of media file in the meeting, please check whether you have the players installed on your computer by going to https://jsi.webex.com/jsi/systemdiagnosis.php. Adult Multiple Intelligences and Differentiated Instruction June 28–August 22 Online chats during Lessons 3, 4, and 5 Research conducted by the National Center for the Study of Adult Learning and Literacy shows that instructional practices inspired by Multiple Intelligences (MI) theory resulted in high levels of authentic instruction and student engagement. Integrate your understanding of Multiple Intelligences (MI) theory with the power of differentiated instruction in this facilitated, eight-session course. You’ll learn how to apply MI theory and differentiate instruction for all levels of adult basic education and English for speakers of other languages. The facilitator will guide you as you develop your own MI-based lessons. Upon completion of this course you will be able to: Apply the theory of multiple intelligences (MI) to design learning activities that match your learning objectives Use varying methods of differentiated instruction (DI) that address different skills and interests of your learners Apply knowledge of your own MI profile to your classroom teaching Produce and reflect on a lesson or unit using both MI and DI Required Text: Viens, Julie and Silja Kallenbach. Multiple Intelligences and Adult Literacy: A Sourcebook for Practitioners. (New York: Teachers College Press, 2004. Copies of the required textbook can be obtained from the publisher, Teachers College Press (TCP), the publisher at http://store.tcpress.com/0807743461.shtml. The cost is $28.95 per copy. Course Format and Schedule: facilitated, online During this eight-week course, you will engage in self-paced activities and readings, as well as asynchronous discussions with the facilitators and course participants. Three synchronous chats will be scheduled during Lessons 2, 3, and 4. Course Overview: Download at http://professionalstudiesae.worlded.org/pdf/midi_overview.pdf. Course Facilitator: Wendy Quiñones Estimated Completion Time: 40 hours Fee: $249.00 (negotiated group rates available) Registration: Complete and return the registration form, which you can download at http://professionalstudiesae.worlded.org/pdf/midi_reg.pdf. Payment must be received prior to enrollment. Registration is limited to 20 participants. Cancellation policy: World Education reserves the right to cancel the course if the minimum number of registrants is not met by June 21. Number Sense: Teaching About Parts and Wholes (facilitated): July 12 to Aug. 19, facilitated by Mary Barbara Hanna Teaching students how to estimate, do mental math, and use calculators will help them to better understand how to use numbers. This course focuses on how to help adult students answer key questions: When is it necessary to have an exact answer, and when is an estimate sufficient? When calculation is necessary, which tool is appropriate to use? This course examines how students develop and apply number sense and provides lots of teaching strategies and activities that you can use right away. By the end of the course, you will be able to: help students choose the right computation tool (estimation, mental math, calculator, paper and pencil) for a problem, compare and contrast two ways to help students understand fractions and their equivalents, design math activities that use estimation, mental math, and reasonableness strategies. http://www.newreaderspress.com/Items.aspx?hierId=6503 Course Fee: $179 Group discounts available Call (888) 528-2224 ext. 221 or email prodev@proliteracy.org for more information Questions? Please e-mail prodev@proliteracy.org access other ongoing self-paced online courses (available at no cost) here: http://207.10.202.20/home/ from OVAE connections - to receive the weekly OVAE Connections Newsletter, email your subscription request to: ovaenewsletter@ed.gov LINCS Offering Online Professional Development Modules Four online professional development modules that have been part of the Learning to Achieve program are now available at no cost through the Literacy Information and Communication System (LINCS) Regional Resource Centers. Learning to Achieve is an OVAE initiative designed to build state capacity to increase the achievement of students with learning disabilities . Register for the free modules at: http://mp.cls.utk.edu/. The modules are: Learning to Achieve: Accommodations is a 60–120 minute module about testing and instructional accommodations appropriate for individuals with learning disabilities. Learning to Achieve: English Language Learners is a 60–120 minute module that identifies testing and instructional accommodation considerations for non-native English speakers. Learning to Achieve: Neuroscience is a 60–120 minute module about the neurobiology of learning in general as well as its application to learning disabilities. Learning to Achieve: A Professional's Guide to Educating Adults with Learning Disabilities is a 30–60 minute module providing an overview of the popular research-based online publication of the same title. a discussion summary of a guest discussion with Dr. Stephen Reder on Understanding Adult Literacy Growth with Various Measures and Time Scales http://lincs.ed.gov/lincs/discussions/readwrite/11Growth_summary talk about Health Literacy The Literacy Information and Communication System (LINCS) will hold a meeting, Evaluating and Measuring Health Literacy June 13– 20. This discussion is designed to advance the ideas and efforts that emerged as a result of the March 2010 meeting. Last year's discussion explored the existing screeners and measures of health literacy and their uses and limitations. Participants and experts also discussed elements that a rigorous measure of health literacy should include, and the kinds of conceptual work and testing are needed in order to create and validate such a measure. This year’s discussion hopes to: extend the process further, gauge the consensus on more specifics of a new measurement tool, and agree on a course of action to develop and test it. Participants will look at the consensus numbers from last year’s survey and engage in a discussion of proposed questions. To learn about this year’s discussion, please visit LINCS. http://lincs.ed.gov/lincs/discussions/healthliteracy/11follow#desc (March, 2010 discussion here: http://lincs.ed.gov/lincs/discussions/healthliteracy/10Measures) - and - Discussion of Teacher Certification and Credentialing in Adult Education http://lincs.ed.gov/lincs/discussions/professionaldevelopment/11certification June 20-24 Many adult education teachers have been trained and certified in the K-12 system, but have little or no training in teaching adults. Others have experience helping adults, but are not familiar with effective instructional strategies that promote learning. Many do not consider either of these choices to be adequate preparation for adult educators. Join our guests on the Professional Development List to explore the following questions and more in a discussion of Teacher Certification and Credentialing in Adult Education: What should the qualifications be to teach in adult education programs? What knowledge and skills do you think are needed to teach adults? How does this differ based on different aspects of the field, such as ABE, ASE, ELL, or by different content areas like numeracy? How important is certification and credentialing to you and what would it do for the field? For example, will certification result in greater professionalization of the field? Should we develop systems of certification and credentialing and, if so, what models exist for certifying or credentialing both pre-service and in-service teachers to work with adults? To participate, subscribe to the Professional Development List: http://lincs.ed.gov/mailman/listinfo/professionaldevelopment Guests: (Bios online at: http://lincs.ed.gov/lincs/discussions/professionaldevelopment/11certbios) Gretchen Bitterlin, ESL Program Chair, San Diego Continuing Education Program, San Diego Community College District. Miriam Burt, Manager, Adult ESL Projects, Center for Applied Linguistics (CAL). Forrest Chisman, Vice President, Council for Advancement of Adult Literacy (CAAL). Lynda Ginsburg, Senior Researcher, Center for Math, Science and Computer Education, Rutgers University. Bob Hughes, Associate Professor of Adult Education, Seattle University. Cristine Smith, Associate Professor, UMass, Amherst Facilitator: Jackie Taylor, Professional Development List Moderator, LINCS. Resources CLOSING THE GAP: The Challenge of Certification & Credentialing in Adult Education by Forrest P. Chisman: http://www.caalusa.org/Closing.pdf Certifying Adult Education Staff and Faculty by Associate Professor Cristine Smith of the University of Massachusetts with Ricardo Gomez: http://www.caalusa.org/certteach.pdf. COABE 2011 Conference Workshop on What New Instructors Need: Tell Us! Audio recording http://www.bobhughes.info/SU/4-20-11_COABE-TellUs-Session.WMA Transcript http://www.bobhughes.info/SU/4-2-11_COABE_TellUs_Session_Transcriptions.doc Adult ESL teacher credentialing and certification. Washington, DC: Center for Applied Linguistics by Jodi Crandall, Genesis Ingersoll, and Jacqueline Lopez http://www.cal.org/CAELA/esl_resources/briefs/tchrcred.html Professionalization and Certification for Teachers in Adult Basic Education, John P. Sabatini, Lynda Ginsburg, and Mary Russell Chapter Summary: http://www.ncsall.net/?id=565 Full Chapter: http://www.ncsall.net/?id=572 TESOL Standards for Adult Education ESL Programs http://www.tesol.org/s_tesol/sec_document.asp?cid=281&did=1839 not unrelated, from today's PEN weekly newsblast: A lot to learn What if the United States is doing teaching reform all wrong? asks Dana Goldstein, in a guest column under Ezra Klein's byline in The Washington Post. A new report from the National Center on Education and the Economy (NCEE) examines how high-performing countries recruit, prepare, and evaluate teachers, and finds policies vastly different from our own, Goldstein says. Prospective educators spend a long time preparing for the classroom, and are then given significant autonomy in how to teach, with many fewer incentives and punishments tied to standardized tests. Finland, for example, requires all teachers to hold a master's degree in education and at least an undergraduate major in a subject such as math, science, or literature. Shanghai's teacher candidates take 90 percent of their college courses in the subject they will teach. As in Finland, a new teacher in Shanghai spends the first year of employment under the supervision of a mentor teacher, who is relieved of some classroom duties to spend more time training the novice. Goldstein writes that the NCEE report makes a persuasive case that the standards-and-accountability reform movement has teaching policy "exactly backward." To increase the prestige of teaching, don't make it easier for elites to do the job for a few years and then burn out, Goldstein says. Make it more challenging to earn a teaching credential in the first place. Read more: http://tinyurl.com/3ma3eax Related: http://motherjones.com/kevin-drum/2011/05/building-better-teachers Announcing the EFF Online Mini-course Teaching Listening and Speaking Strategies in Adult ESL being offered in June 27 – July 12th 2011 Register: http://guest.cvent.com/d/sdq6p6 – other summer EFF Online Course are also available EFF online courses provide participants one-on-one attention from a content-expert facilitator, and are designed to be completed on your own schedule in 8-10 hours over just 2 weeks. Cost - $189 per person/course - Course completion certificate and CEU credit available. Specifics of this ESL offering follow: Teaching Listening and Speaking Strategies in Adult ESL Course Dates (facilitated): June 27 – July 12, Registration Deadline: June 10th, 2011 Course Facilitator: Andy Nash Course Description : Designed for Instructors, this mini-course explores direct instruction methods that support adult English language learners' understanding and use of language strategies to listen and speak more effectively. By the end of the course, you will be able to: ~ Support students’ awareness of strategies (or ~ Support students’ strategy awareness) ~ Identify and teach a range of listening & speaking strategies ~ Help students choose and apply strategies appropriate to their purposes for speaking or listening ~ Begin strategy instruction with low level learners Other EFF online mini- courses available this summer: Dare to Compare: An Introduction to Proportional Reasoning July 5 - 19th Registration Deadline: June 17th Building Reading Fluency with Adult Developing Readers August 1 - 15th Registration Deadline: July 22, Vocabulary - Teaching Word Meanings August 15 - 29th, 2011; Registration Deadline: August 5th, 2011 For more information on these courses see the Course Descriptions or contact us via eff@utk.edu $189/person for each Summer 2011 online course - check/money order/purchase order only. Group invoicing available. Registrants will be invoiced at time of e-mail confirmation, payment (or proof of payment processing) must be received before course start. Information on Course Assignments and Completion information: http://tiny.cc/rrbyu Please review our Course Technical Requirements before registering! http://tiny.cc/enzhp For questions about these or other EFF services please contact us: eff@utk.edu or visit our web site at http://eff.cls.utk.edu/ Preparing for Work: The EFF Work Readiness Course - Professional Development for Instructors in Adult Education and Workforce Development July 27-28, The University of Tennessee Conference Center Knoxville, TN Find more information and register online today at: http://www.cvent.com/d/ndqh4s Training fee: $695 per person Participants will receive a copy of the newly revised teacher’s guide and student manual and a master copy of student materials on CD. Please contact Anna Bogle with questions at abogle@utk.edu ELL-U is a free, innovative online training and professional development community for adult ESOL professionals. This Web site provides users with a variety of learning activities and social networking opportunities designed to create a community of professional practice focused on improving ELL instruction. ELL-U's first online course, Second Language Acquisition: Myths, Beliefs and What the Research Shows, is available online. The course consists of four sections that can be completed independently. Each section will take about 20 minutes to complete and provide opportunities for extended learning activities. To register for the course, visit the Online Courses page under the Academics section. Registered users can access the course learning page to chat with other participants and engage with the course's author, Dr. Martha Bigelow, through ELL-U office hours. The office hours will take place online and are an opportunity for participants to ask questions. Once you've completed the course, please complete the online survey and check out additional ways to interact with the ELL-U community. http://www.ell-u.org/member/login Changing the way we teach math to adults – Kate Nonesuch's manual for teaching basic math to adults, at http://www.nald.ca/library/learning/mathman/mathman.pdf; if you’re so inclined, follow Kate on twitter at http://twitter.com/KateNonesuch read all about it: the Times in plain English http://www.thetimesinplainenglish.com/wp about persistence - online, from Ronna Magy, ronnawrite@sbcglobal.net: Dear Colleagues, I'm attaching a link to a paper I wrote recently on learner goal setting and learner persistence which will I hope will contribute to our discussion. In the paper you'll find several suggestions for classroom strategies for learner persistence and learner goal setting which can be used at the beginning of the term and throughout the school year. http://futureenglishforresults.com/materials/Author%20Articles/RMagy_Monograph.pdf Work documented by Barbara Piccirilli Alsabek and Nancy Fritz – read and learn: http://www.nelrc.org/persist/instruction_evid_h.html Audio webcast: THE FREEDOM RIDERS AND LESSONS FOR TODAY with The Rev. Dr. James Lawson who helped coordinate the Sitdown strike in 1960, Freedom Rides in 1961, and the Meredith March in 1966. While working as a pastor at the Centenary Methodist Church in Memphis, he invited Dr. King to Memphis & played a major role in the sanitation workers strike of 1968. Dr. King called Lawson - the leading theorist and strategist of nonviolence in the world. - and - Diane Nash, a member of the Student Nonviolent Coordinating Committee (SNCC) who participated in the sitdown strikes in Nashville and rode the freedom buses into Alabama and Mississippi where she endured mob violence & imprisonment. Later, she was hired by the Southern Christian Leadership Conference (SCLC) & was a major organizer for the 1963 Birmingham campaign. Fifty years after the freedom rides, on this anniversary Building Bridges looks back at & learns anew how the freedom riders organized and mobilized to dramatically alter the very functioning of the state and what we can emulate today in the face of increasing repression by undemocratic forces who seek to unravel fifty years of gains ushered in by the freedom riders. To download or listen to this 28 minute program, go to http://www.radio4all.net/index.php/program/51955 or http://www.archive.org/details/TheFreedomRidersAndLessonsForToday - from the weekly bulletin of The Centre for the Study of Education and Work. CSEW brings together educators from university, union, and community settings to understand and enrich the often-undervalued informal and formal learning of working people. We develop research and teaching programs at the Ontario Institute for Studies in Education (UofT) that strengthen feminist, anti-racist, labour movement, and working-class perspectives on learning and work. For more information about CSEW, visit: http://www.csew.ca. funding opportunities - large and less large - grants posted on the National Institute for Literacy website: http://www.nifl.gov/cgi-bin/lincs/search/gsearch/dbsearch.cgi?action=Show%20Results - grants from the Public Education Network: http://www.publiceducation.org/newsblast_grants.asp - The federal government's new one stop
grant
site: http://www.grants.gov/ The Poverty & Race Research Action Council (PRRAC) announces another round of education reform grants in areas of social science research. PRACC is particularly interested in issues such as high classroom turnover/mobility and its disproportionate impact on low-income, minority, and farm worker students. However, other issues will be considered as well. To apply, send PRRAC a proposal outlining the planned research and methodology, the advocacy work it is designed to support, a budget, timeline, and qualifications of the researchers. Maximum grant: $10,000. No application deadline. http://www.prrac.org/grants.php Funding Solutions for Small Nonprofit Organizations A collection of resources to help small nonprofit organizations fundraise including ways to motivate your board, sample fundraising letters, phonathon advice, and tips to improve your direct mail solicitation. http://www.nonprofit-innovations.com/ employment opportunities employment opportunities are generally sent as they arrive via email; if you would like to receive this bulletin, and those updates by email please contact janet_isserlis@brown.edu. learning and work opportunity for Providence residents: The Providence Green Pathways orientation schedule for the month of June is complete with a new site!. Posted below - dates and locations for the June orientations. June 13th, DaVinci Center, 470 Charles St, 10am June 15th, SWAP, 500 Broad St, 10am The Swap location is in the community room of the newer building, across from the Friendship Cafe. This location is new to us and in a great location, directly on a bus route. are seeking your help to find excellent candidates for this new and exciting training program – one of the few that provides opportunity to lower-literacy Providence residents! If you have a candidate for the program, please call Ashley Rice at 709-6406. The Providence Green Pathways program (PGP) is an initiative of the City of Providence in collaboration with Apeiron Institute, Cleanscape/Ecotope, OIC, Amos House, CCRI, Genesis Center, the Providence Housing Authority, and the Providence/Cranston Workforce Investment Board. PGP will provide 16 weeks of contextualized literacy training and hands on skills-development to prepare low literacy Providence residents for jobs in the emerging green industry sector. It includes the following components: A 4 week “on-ramp” with: four levels of literacy/skills instruction, including one focused on ESOL 40 hours of Hazwoper certification training, job readiness, and career planning. 12 weeks in either energy efficiency or deconstruction training, which includes: 20 hours a week of transitional jobs training (hands-on work for which participants receive a weekly stipend) and 20 hours of classroom/skills work, including lead and asbestos certifications, continued literacy development, and skill development in construction, communications, warehouse management, and other related skills Job placement assistance through the Workforce Investment Board in jobs including weatherization worker, green construction laborer, green product marketing, warehouse or logistics worker. Retention support for 6 months Supplemental supports including an emergency services fund. Entrance Requirements: Residents from the following target neighborhoods: Downtown, Elmwood, Federal Hill, Hartford, Manton, Mount Pleasant, Olneyville, Silver Lake, Smith Hill, South Providence, Valley, Wanskuck, and West End Unemployed or with gross income below 200% of poverty (about $3600/month for a family of four) Literacy levels for native English speakers from 5th-10th grade; literacy level of at least 5th grade for non-native English speakers. Residents with legal status to reside in the United States Life readiness to take 40 hour/week training for 16 weeks Able to lift 50 pounds and be on their feet for many hours Interest in green jobs and in construction Jobs for Change "seeks to spark a nationwide movement toward careers in the nonprofit, government, and social enterprise sectors" – online at http://jobs.change.org/ Jobs in Literacy – nation wide postings on the National Institute for Literacy's LINCS site: http://www.nifl.gov/cgi-bin/lincs/jobs/jobs.cgi Substitute list: if you would like your name added to the general list, please see contact janet_isserlis@brown.edu The list needs to be updated so that it can function more usefully for teachers and programs hoping to work with them. (http://www.brown.edu/lrri/sub.html) Rhode Island Community Jobs (RICOMJOB) is a public e-mail announcement list that seeks to raise the profile of meaningful work in Rhode Island by helping non-profit and public interest employers publicize openings effectively. Anyone seeking a job that makes a difference in Rhode Island can join the list. Any non-profit, government or private sector employer advertising a paid position related to the public interest or community concerns can post a free job listing. Positions must be paid but may be part-time, full-time or temporary. To join the list as a job seeker or to post a job as an employer go to: http://www.ricommunityjobs.org Rhode Island Community Jobs is supported by
the Swearer
Center
for Public
Service at Brown University and the Rhode Island Campus Compact. RI DLT's Rhode Island Red job search feature draws job postings from ALL local jobs boards (except Monster.com). To access this resource visit RI RED http://www.dlt.ri.gov/rired/ -- under quick menu click job search; choose location search criteria, provide job title or other criteria. Source codes are listed at the bottom of the page
Unemployment
lifeline – from the AFL-CIO,
with locally-searchable links to resources http://www.unemploymentlifeline.com/
online / resources available from the PEN weekly newsblast, June 3, 2011: Put test score data in its rightful place Linda Darling-Hammond concedes that teacher evaluation systems in this country are broken. She quotes an LAUSD veteran: "I have had administrators who never came into my classroom for formal observations or asked me for anything more than the initial planning/goal sheet. I have had administrators observe a formal lesson and put the feedback sheet in my box without ever having spoken to me about the lesson, and I have had years where I am just asked to sign the end-of-the-year evaluation sheet [without being observed]." Yet value-added measures are not the answer, Darling-Hammond says. Test scores are "notoriously unstable," and a teacher typically looks more effective on value-added measures with more privileged students, and less effective with students who are low-income, new English learners, or who have special education needs. Tests are focused on multiple-choice questions that assess low-level skills. And if teachers are ranked against each other, the collaboration that characterizes great schools will likely be replaced by competition, stopping the sharing of expertise. "Smart evaluation will put test score data in its rightful place -- as a small part of a much more comprehensive picture of what teachers do to foster engaging and important learning with all of the diverse learners we need them to serve well," writes Darling-Hammond. Read more: http://www.educationnation.com/index.cfm?objectid=E730EFBA-86ED-11E0-B74E000C296BA163&id=8&dir=NEXT&aka=0 Related: http://www.educationnation.com/index.cfm?objectid=4104DE22-8618-11E0-B74E000C296BA163&aka=0 to subscribe to the newsblast or to read it online: http://www.publiceducation.org The Media Library of Teaching Skills (MLoTS) has a new Adult Secondary Education/GED classroom video, Writing: the Five Paragraph Essay, with Clinton Massachusetts GED teacher, Brenna Kane and some of her GED students. We have other Adult Secondary Education, ESOL/ESL, Family Literacy, Numeracy, Reading and Writing classroom videos, and we link to over 70 adult education videos made by others. MLoTS is the "go to" web site for adult education professional development videos, a "video window on other teachers classrooms." You will find copies of a lesson plan aligned to state curriculum frameworks and standards, upon which each lesson was designed, and questions for you and other adult education teachers to use in professional development discussions. If you only have a half hour for professional development, you and other teachers at your program could download a discussion guide, view a streamed or downloaded video and discuss it. Each short, edited, authentic classroom video ranges from two to 15 minutes. With permission, the videos can be incorporated in online or face-to-face professional development courses and workshops. MLoTS, now over four years old, is free; It is the only such video collection devoted exclusively to classroom and tutorial learning for adult education professional development. I hope you will have a look at http://mlots.org, and that you will add your comments and questions to the video web pages. In some cases, the teachers in the videos will respond. [Note: some versions of the Internet Explorer browser may not be able to be used to view the videos. We suggest you use a Safari, Firefox or Chrome browser, all free and easily downloaded. See http://mlots.or for links to downloads of these browsers.] We eagerly await your comments on the new GED essay writing video, and others. - David J. Rosen, President djrosen@mlots.org The Ontario Adult Literacy Curriculum Framework, now available, includes a competency-based curriculum framework and related assessment and learning material resources that help adult learners transition to their goals of work, further education and training, or independence. It provides practitioners with guidance and support to make closer connections between literacy programming and the skills, knowledge, and behaviours learners need to reach their chosen goals. http://www.tcu.gov.on.ca/eng/eopg/oalcf/index.html http://www.tcu.gov.on.ca/eng/eopg/publications/OALCF_Curriculum_Framework_Mar_11.pdf from the Council for Advancement of Adult Literacy (CAAL): Certifying Adult education students: A survey of state director of adult education certificate programs in use This 16-page Information Brief reports on the use of certification systems, as reported by state education directors, to validate student attainment in adult education and workforce skills programs. The survey was administered and analyzed by CAAL Senior Advisor Garrett Murphy from June to November 2010. It provides a partial snapshot of usage at a fixed point in time and was intended to help identify issues for CAAL to examine in a future invitational Roundtable on the topic. CAAL's work in this area is funded by the AT&T Foundation the Dollar General Corporation, the Joyce Foundation, and The McGraw-Hill Companies. http://www.caalusa.org/StudentCert.pdf Work after prison: One-year findings from the transitional jobs reentry demonstration is the first major evaluation of the multi-year "Transitional Jobs Reentry Demonstration" project funded by the Joyce Foundation. MDRC is the lead evaluator in a team that includes the Urban Institute and the University of Michigan. The project focuses on programs that provide temporary subsidized jobs, support services, and job placement help. The project's purpose is to test transitional jobs as a promising approach to regular paid employment for ex-offenders and other disadvantaged groups. The 278-page report describes how the program was implemented--with more than 1,800 men assigned to it in four cities (Chicago, Detroit, Milwaukee, and St. Paul). It also looks at results in terms of employment and recidivism in the first year following entrance into the program. A key general finding is that transitional jobs, as currently designed and operated, do not sufficiently help people get or retain permanent jobs, nor do they have an impact on recidivism. Only about one-third of the participants was employed in the formal labor market at the end of a year. However, it is seen as a positive indicator that about 85 percent of the men assigned to the program actually worked in an income-subsidized transitional job, reflecting genuine eagerness to work. And the evaluators are inclined to think that subsidized transitional employment programs could be effective if they were strengthened with components that provide basic and workplace skills instruction and if better job- and post-placement services were built in. The project will be followed up for one more year with further results after which another report will be issued. full repoirt: http://www.mdrc.org/publications/570/full.pdf This report is also available as a 14-page executive summary: http://www.mdrc.org/publications/570/execsum.pdf Opening Doors to Student Success A Synthesis of Findings from an Evaluation at Six Community Colleges - Susan Scrivener and Erin Coghlan http://www.mdrc.org/publications/585/overview.html Khan Academy - have you seen this? http://www.khanacademy.org/ Developing oral proficiency of adults learning English – resources from CAL http://www.cal.org/adultspeak/ The U.S. Department of Education Office of Vocational and Adult Education’s (OVAE) Division of Adult Education and Literacy has a new quarterly newsletter - Adult Career Pathways (ACP) News is a part of the department’s effort to provide technical assistance resources that will revolutionize the quantity and quality of available career pathways instructional programming for low-skilled adults. Browse headlines available in this issue below, and view the whole article and newsletter online: Resources from the Field ACP News will be devoted to highlighting resources of value to local practitioners. This first issue features recently published resources that have been recommended by the Technical Working Group (TWG) members. U.S. Departments of Labor and Education Partner on Career Pathways Technical Assistance Initiative The Career Pathways Technical Assistance Initiative is directed at strengthening career pathway systems for low-skilled adults and dislocated workers. Knowledge is Power - ProvPlan Invites You to Take a Closer Look at Census 2010 http://campaign.r20.constantcontact.com/render?llr=5qk7mzeab&v=001qwhULkbmHDtNFUfHfpFZNJtf-NJdp5pUGyVTleegoV6kfIc5JeElD7t4g5JZKkyXSoyHwvyoyRK7OdZn4ENkYrZ3YI25Zl-LoMSkkAyH5fLVliwVXED1y5bJZ_4c4Nkk11S_TQT-7ygS10SNI5leSg%3D%3D updates form the National Coalition for Advocacy: http://us1.campaign-archive2.com/?u=2d6768592c02f5717ce038fa8&id=d2dadf552b fact sheets from the national Coalition for Literacy: http://www.ncladvocacy.org/ffadult.html and http://national-coalition-literacy.org/advocacy/AdultEducationSupportsNationalPriorities.pdf Teaching ESL to Adults Classroom - Approaches in Action MaryAnn Florez and Betsy Parrish, ESL consultants A SERIES OF 8 TRAINING VIDEOS View online for free or purchase DVDs at minimal cost In spring 2010, the New American Horizons Foundation, with the help of ESL training specialists MaryAnn Florez and Betsy Parrish, produced its first two teacher training videos, set in real classrooms led by expert teachers using evidence-based practices. They were titled Lesson Planning for Life Skills and Building Literacy with Adult Emergent Readers. Six more videos are now available, and you can view online for free and/or own the complete set of eight videos on three DVDs at a minimal cost ($5.00 for materials per DVD plus shipping). The new titles are: Growing Vocabulary with Beginning Learners, Working with a Multi-level Class, Developing Listening Skills with High-intermediate Learners, Teaching Grammar in Real-life Contexts, Cultivating Writing Skills at the Intermediate Level and Developing Reading Skills for Intermediate/Advanced Learners http://www.newamericanhorizons.org The New American Horizons Foundation is a non-profit organization dedicated to making adult ESL courses more widely available and affordable. Its current priority is to develop high-quality teacher training resources for adult ESL. did you know? a listing of research and evaluation projects, and other initiatives funded through OVAE: http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/englit.html The proceedings for the 2009 LESLLA (Low Educated Second Language and Literacy Acquisition) Symposium in Banff, Alberta, Canada are available at http://www.leslla.org/files/resources/Conference_Proceedings_FINAL_Aug12.pdf. Thanks to Theresa Wall and colleagues at Bow Valley College for putting them together. Reflect 13 - special report on employability; teaching composition and using poetry; classroom-based research as Continuous Professional Development; a phonics debate; how statistics can confuse rather than clarify; how television is being used to reach adult learners in Ireland; teaching in secure hospitals; prisons – creativity space and books for new readers; the Reflect approach and ESOL; and the role of care support workers in developing the literacy, language and numeracy skills of clients with learning difficulties and disabilities. http://www.nrdc.org.uk/publications_details.asp?ID=179# Rhode Island Employment Disability E-News, newsletter from the Paul V. Sherlock Center on Disabilities, available at: http://www.ric.edu/sherlockcenter/onlinepublications.html the Math Bulletin, developed by SABES http://www.sabes.org/resources/publications/mathbulletin/math-bulletin-june2009.pdf Good geography refresher...and good mouse skill practice as well. http://jimspages.com/States.htm from Kate Northcott, Director, Student Literacy Corps Webster University line: LessonWriter.com is a free website where teachers can copy, paste and submit any text (an article, essay, story, etc.) and create comprehensive, standards -based lesson plans and student materials in minutes. LessonWriter is a simple, fast and free way to use authentic, high-interest content to motivate students while delivering the explicit language instruction that ELL's need in both English and content-area classes. There are advanced features that can differentiate instruction for multilevel classes and class tracking features that will automatically scaffold lessons. http://www.lessonwriter.com Lots to do at the library Providence Public Library's calendar of events: http://www.provlib.org/calendar.asp National Research and Development Centre for Adult Literacy and Numeracy, dedicated to conducting research and development projects to improve literacy, numeracy, language and related skills and knowledge. On this site you will find information on all our activities, including: Research and development projects http://www.nrdc.org.uk/projects.asp Creative routes to specialist teacher qualifications http://www.nrdc.org.uk/creativeroutes The Voices on the Page storybank is now live! Read all of the 640 stories here http://www.nrdc.org.uk/voicesonthepage.asp Research reports and reviews http://www.nrdc.org.uk/content.asp?CategoryID=329 Latest e- newsletter http://www.nrdc.org.uk/content.asp?CategoryID=671 News and events http://www.nrdc.org.uk/news.asp google literacy site: http://www.google.com/literacy/ RI Foundation online scholarship directory - searchable by city/town, intended field of study, current high school, and more. http://scholarship.rifoundation.org/ YouthBuild USA Learning Network has links to Web sites and full-text documents, and includes a section on "Authentic Materials/Engaged Learning/Constructivism/Contextual Learning/Project-based Learning." http://www.youthbuild.org/learningnetwork/professionaldev.html conferences and workshops - conferences and workshops are listed chronologically and are updated with each bulletin Rhode Island - Training/events around employment issues for people with disabilities http://www.ric.edu/uap/trainin Maine's adult education conference, June 21-23, Colby College, Waterville, ME; registration due by June 14. for information, please see links at http://www.maineadulted.org/staff/ 17th Annual Pedagogy and Theatre of the Oppressed (PTO) Conference July 20th through 23rd, 2011 Francis W. Parker School, Chicago, Illinois Conference Theme: We Are Each Other's Harvest learn more: http://www.ptoweb.org LESLLA 2011 registration now open Low Educated Second Language and Literacy Acquisition (LESLLA) for Adults is an international forum of researchers who share an interest in research into the development of second language skills by adult immigrants and refugees with little or no schooling in the home country, low levels of literacy in the native language, and limited proficiency in the language of the new country. LESLLA'ss goal is to share empirical research and information that will guide further studies on second language acquisition for the adult immigrant population with limited formal education. This research, in turn, is meant to influence educational policy development in all those countries where immigrants settle and are likely to need educational support. http://www.cehd.umn.edu/ci/LESLLA/default.html VALUEUSA's 7th National Adult Learner Leadership Institute October 9 - 11, 2011, in Sacramento, California, Featuring Danny Glover as guest speaker. more information - http://valueusa.org VALUEUSA is a national, non-profit organization dedicated to strengthening adult literacy programs in the United States through learner involvement and leadership. VALUEUSA is governed and operated by current and former adult learners. VALUEUSA is the only national organization run by students of adult education. HOSTED BY VALUEUSA in partnership with the California State Library 2011 National Refugee and Immigrant Conference Call for Conference Workshop Proposals We are pleased to announce the 2011 National Refugee and Immigrant Conference: Issues and Innovations to be held in Chicago on November 7-8, 2011. The Save-the-Date flyer and Call for Conference Workshop Proposals are posted at the conference website http://www.thecenterweb.org/alrc/refugee.html. Please contact losheff@cntrmail.org if you have any questions about proposal submissions. -Sue Barauski , Judith Diamond, Lynn Osheff - Adult Learning Resource Center, 2626 South Clearbrook Drive Arlington Heights IL 60005 Direct: 224.366.8632 The National College Transition Network at World Education invites you to submit a proposal for its fifth annual national conference on Effective Transitions in Adult Education to be held on November 14 - 15, 2011 in Providence (Warwick), RI. The conference is geared towards adult and postsecondary educators and administrators. The proposal submission deadline is June 10, 2011. Please visit http://collegetransition.org/conferences.national2011.callforpresenters.html for the submission guidelines and to access the proposal form. Do feel free to contact us if you have any questions. other events and conferences http://www.nifl.gov/cgi-bin/Calendar/calendar_world.cgi TESOL worldwide
calendar of events http://www.tesol.org/isaffil/calendar/index.html
breathe - everyday yoga at your desk. http://www.mydailyyoga.com/yoga/everyday_yoga.html street yoga - Through the teaching of free yoga, meditation and wellness classes we seek to help homeless youth increase their physical, emotional and spiritual strength, stamina and flexibility so they can better meet their own core needs. We work closely with those service providers striving to help homeless youth secure safe housing, nutritious food, accessible health care, employment, clean clothing, educational choices and human dignity.
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