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Pre-Conference Institutes: Wednesday, March 6
Conference: March 7-9
Disney's Coronado Springs Resort
Lake Buena Vista, Florida
The NABE Executive Board, staff, and invited partners met in Sacramento, CA, on Sept. 14-16, 2018, to conduct a strategic planning summit with the following outcomes:
As preparation for this summit, participants were asked to reflect on the following. Participants responses were used to design the summit content.
- Strengthen and build better understanding of NABE's foundation (values, vision for the future, mission, principles), and clearly identify our organizational strategic goals/priorities to realize our 21st century organizational vision.
- Develop a first-level action plan for achieving our 21st century strategic goals/priorities.
- Develop a clear understanding of Board roles and responsibilities, how they connect with NABE staff roles, and implications for individual and collective action.
- Build positive and productive relationships among the NABE organizational leadership, affiliate leadership, and partner organizations nationally and internationally that support successful implementation of NABE's strategic plan.
- Create a continued sense of urgency, and positive energy, provide opportunities to reflect, and celebrate success.
NAMING OUR STRATEGIC PLAN
- Imagine that it is now the year 2025. Your wildest dreams have come true about NABE, and what the organization has accomplished has made a transformational change in the world. What would be the headline that captures this?
- Think about the headline you created, and the vision of NABE as a powerful, transformational organization that emerged from or that was alluded to in your headline and explanation. What would we have to believe or value in order for us to have decided that THAT (the headline) is what we thought was most important to focus on accomplishing?
NABE RISE UP: Engaging a Multilingual Generation
Creating Multilingual Citizens of the World
ADVOCATE for transformative policies and practices that disrupt inequities and achieve educational equity and excellence for bilingual/multilingual students in a global society.
PROMOTE, CREATE, AND SUPPORT policies, programs, services, and partnerships that result in high levels of multilingualism and multiculturalism, educational equity, and excellence.
INNOVATE with partners and affiliates to build capacity for successfully promoting language and culture as essential to a thriving and sustainable world.
INSPIRE AND LEAD our diverse communities to take bold action for results that move us closer to our vision.
Multilingualism & Global Competency
Culturally & Linguistically Responsive Education
Connection, Engagement, & Relationship
Creativity, Innovation, & Investment
Identity, Action, & Resistance
Passion, Empowerment, & Professionalism
Community, Collegiality, & Collaboration
Clarity & Transparency
OUR STRATEGIC GOALS
Organizational Infrastructure & Sustainability (Lead: Francisca Sánchez)
Bilingual/Multilingual Excellence (Lead: María Arreguín Anderson)
Talent Development (Lead: Judy Sauri)
Membership & Affiliates (Lead: Josie Tinajero)
Strategic Partnerships (Lead: TBD)
Community Engagement (Lead: Clarissa Duskin)
Advocacy & Celebration (Lead: César Moreno Pérez)
IMPLEMENTATION: RECOMMENDATIONS & ACTIONS
We also developed first-level draft action plans for each strategic goal. These will be finalized by the end of October 2018.
Click here view photos of this event!
Bilingual Teaching Association
Fifth International Congress of Bilingual Teaching in Educational Centers
The University of Extremadura and the Bilingual Teaching Association invite you to participate in a genuine exchange of experiences and contribute to deepen the analysis of multiple aspects of bilingual education.
The University of Extremadura and the Bilingual Teaching Association, will host the Fifth International Congress of Bilingual Teaching in Educational Centers — CIEB 2018 &mdash in Badajoz, on the Campus of the University of Extremadura on Oct. 19-21.
The 2018 CIEB Congress has among its objectives to promote the presence of national and international experts, both in practical and theoretical aspects of bilingual education.
The Fifth International Congress of Bilingual Teaching in Educational Centers - CIEB 2018, is aimed at: teachers, secondary school teachers, university professors, university students, educational leaders, researchers and educational administrations who are interested in everything related to bilingual teaching and language teaching in public, private or private centers, Immersion (AICOLE / AICLE) in a foreign language or in any other modality.
The development of the Congress will focus mainly around the following topics:
Click here for more information.
- Bilingual education
- Teaching languages / foreign languages
- Methodologies in language teaching
- Resources for bilingual education
- Evaluation and accreditation
- Teacher training (initial and continuous)
- Technologies and language teaching
- Best practices AICLE / AICOLE
- Bilingual and intercultural education
- Design and implementation of bilingual programs
- Attention to diversity in the bilingual classroom
- Literacy in the bilingual classroom
- Family and bilingualism
The National Association for Bilingual Education Executive Board is very proud and fortunate to appoint Dr. Tomasita Ortiz, Chief Learning Officer for Ana G. Mendez University Ventures Inc., and a lifetime NABE member as the Chair of the new Corporate Advisory Council. Dr. Ortiz will head up an impressive group of business, education leaders and research scholars to provide advice and assistance to NABE's Executive Board of Directors so that the association's mission, programs, events and strategic plans are supported, advanced and realized.
CAC members will also assist NABE and its network through financial and/or in-kind and programmatic support, grants, contracts and partnerships to strengthen and diversify NABE's financial capabilities and enhance research and professional development efforts in bilingual and dual language education. The Council will coordinate the creation and sustainment of enduring partnerships between NABE and corporations, businesses, foundations, Hispanic and other ethnic group employee associations, influential businesses, educational leaders and philanthropists to provide advise, advocacy and counsel, both as a group and individually, to NABE's President and senior staff to enhance NABE's public image and credibility with the business, educational and philanthropic community and other leaders at local, national and international levels.
The Corporate Advisory Council is Co-Chaired by Dr. Abdin Noboa-Rios, a long time NABE member and international education business consultant. A partial list of members of the CAC includes distinguished education scholars, researchers and corporate partners such as Dr. Margarita Calderon, Sonia Soltero of DePaul University, Francisco Guajardo of UTRGV, Mercedes McCall of Center State Bank, Angel Toledo Lopez of SUAGM, and Silvia Dorta-Duque de Reyes of Benchmark, Courtney Eison of Hilton Worldwide.
The CAC has had a couple of meetings and launched a very ambitious outline of actions including the (1) development of a strategic partnership to advance the educational achievement levels of English and dual language teachers and administrators need in their quest of offering dual language education. (2) Escalate to a higher level the importance of bilingualism and biliteracy in all grade levels by doing a better job of portraying that bilingual education is not just for the primary grades, as specified in the preliminary report: When More Mean Less. (3) Develop and action agenda to address the findings and recommendations in the report. (4) Collaborate in the development of Dual Language Guiding Principles for Higher Education based on the recent revision to the K-12 document from Center of Applied Linguistics. (5) The NABE Special Interest Group: Dual Language in Higher Education needs to be strengthen by reaching out to higher education Educators and Administrators in USA, Mexico, Spain, China, Canada, and other countries whom are interested in bilingualism and biliteracy programs. (6) Launch a unified campaign with coalition partners and corporate organization on the topic of "Bilingualism for International Empowerment" to gather unified support from corporations for bilingual education and bilingualism.
Another priority is to push for the Seal of Biliteracy at all the levels to promote respect for multilingualism at the national level with support from the corporate sector. The CAC will meet with the NABE Executive Board for a general planning meeting to determine its annual goals and objective with the board and the corporate community.
Over the weekend, Dr. Margarita Pinkos was awarded the very coveted Mexican Government Ohtli Award at a Gala Affair in Miami, FL. The Ohtli award is administered by the Secretariat of Foreign Affairs. It is given once annually by individual consulates and consists of a medallion, silver rosette and a diploma. The name of the award comes from the Nahuatl word, which means "road" or "path. The medal depicts an Aztec god cutting grass with a machete. The symbolism of the name alludes to the idea of opening a path for others. The first award was given out in 1996. The award is one of the highest honors given to citizens living outside of Mexico. The Ohtli Award recognizes individuals who have aided, empowered or positively affected the lives of Mexican nationals in the United States and other Latin American countries. NABE proudly celebrates its long standing partnership with the Mexican Government and salutes Dr. Margarita Pinkos, NABE’s President for her commitment, vision, leadership and passion in working tirelessly for the success of all students and especially the English and Dual Language Learners, teachers, parents and immigrant community. Dr. Pinkos is also a proud immigrant from Cuba who understands the importance of creating pathways of opportunities, access and equity for all students to succeed and become productive and competitive citizens of the global economy.
Dr. Margarita Pinkos is a lifetime NABE member and currently serves as the National President. She is a highly recognized educational leader serving in the Palm Beach County School District as the Assistant Superintendent of Global Education and Community Outreach. Under Dr. Pinkos leadership the Palm Beach County School District Spanish Language Academy has earned numerous international awards and recognitions for its exemplary bilingual and multicultural language programs. The Spanish Academy was recently visited by the First Lady of Japan, and the Consulates of Spain, Italy, France and Haiti. Dr. Pinkos has established several renowned international exchange programs for students and teachers from China, Puerto Rico, Spain, Japan, France and Haiti. Dr. Pinkos Distinguished career has also enabled her to serve as the Acting Secretary of Education and Director of the Office of English Language Acquisition (OELA) in Washington, DC in the George H. Bush Administration. Dr. Pinkos is considered an international expert in Bilingual Education and Second Language Acquisition. She has presented both domestically and internationally on many topics relating to Effective Teaching Strategies for Bilingual/Dual Language Teaching, World Languages, Bilingual and Dual Language Education and Bilingual Teacher Recruitment, Training and Preparation. NABE family extends a warm and enthusiastic "¡Sí se puede!" to President Margarita Pinkos who joins two other NABE family members (Drs. Josie Tinajero, 2017 and Santiago Wood, 2006), as recipients of this very prestigious OHTLI Mexican Government Award.
Click here view photos of this event!
At this year's conclusion of its 4th Annual DLI Symposium in Washington, D.C., the NABE President and administration established a National Dual Language Advisory Council working group consisting of the following members who will be setting national policy support and standards for DL Programs to assist school districts across the nation and in US territories abroad. Members of the group met for a dinner meeting to discuss several strategic ideas and also agreed to further expand the group. At this initial meeting, the following expert professionals volunteered to be part of the working group: Dr. Joel Gomez, President and CEO of the Center for Applied Linguistics, Dr. Margarita Pinkos, President of NABE and Assistant Superintendent of Global Affairs of Palm Beach County SD, Dr. Nancy Lewin, Executive Director, ALAS, Dr. Leo Gomez, National Treasurer, NABE and CEO of Dual Language Enrichment (DLE), Dr. Cristina Alfaro, Professor and Chair of the Department of Dual Language and English Learner Education, San Diego State University, Dr. Sonia Soltero, Associate Professor and Chair of the Department of Leadership, Language, and Curriculum, and former Director of the Bilingual-Bicultural Education Graduate Program at DePaul University in Chicago, Dr. Abdin Noboa-Rios, President, Innovative Consultants International Inc., Francisca Sanchez, National Secretary, NABE and CEO of Provocative Practice Education Consultants Inc., Dr. William Rivers, Executive Director of Joint National Committee for Languages and Lic. Luis Zayas, Vice President AGMUS Ventures.
This working group will help NABE to continue to offer initial PD and continuous PD "on-site" and technical support through national DLI experts that will ensure long-term sustainability of your DLI Program, increase program fidelity, and maximize student achievement. Contact NABE at www.nabe-conference.com for detailed information!
Overwhelming research clearly demonstrates that Dual Language Immersion is the most effective instructional program for educating ELL students. DLI can easily be adopted as the district or school's Bilingual Education program serving ONLY ELLs. DLI programs close the academic gap, increase graduation rates, and reduce having "long-term ELLs." If you are interested in bringing this enriched instructional program to your ELL population (non-ELLs can also participate), please click on the NABE National Professional Development Program banner above and consider the NABE DLI Program.
Districts wishing to schedule a meeting for further discussion may contact Nilda Aguirre, Deputy Executive Director, (225)-209-2222 or email@example.com.
The Association of Latino Administrators and Superintendents is an educational professional association advocating for Latino youth through professional development, interaction and networking among administrators in school districts nationwide that serve Hispanic students. ALAS was formed in 2003 in response to the lack of national advocacy and representation by the existing mainstream professional associations.
Our Leaders, Our Culture, Our Harvest
Nov. 14–17 • Santa Fe, New Mexico
Join us in the City Different — Santa Fe, New Mexico, for one of the largest dual language conferences in the country La Cosecha! Organized for teachers, by teachers, La Cosecha Dual Language Conference provides a unique opportunity to share best practices and resources, provides current theory and practice, builds networks and fuels our community's efforts to build a better future for our children.
The Hispanic Education Coalition of Palm Beach County
Click here to view the 4th Annual Hispanic Leadership Awards Luncheon invitation.
Click here to view 4th Annual Hispanic Leadership Awards Luncheon Sponsorship Packages.
Registration is now open for the 5th Edition of the Colloquium, which will be held at the Centro Cultural Palacio de la Audiencia in Soria, Spain, July 3-5. The event, organized by the Loyola Marymount University School of Education (Los Angeles, CA), with the support of the Department of Culture of the City of Soria, welcomes professionals, college students, and any individual interested in these issues. Participants attending at least 85% of the 20 contact hours will receive a certificate of attendance from the LMU School of Education.
The Call for Proposals (English and Spanish) is now open
Please visit www.languagecultureidentity.com and click "Proposal Submission"
Deadline for submissions: Jan. 31 at 5 p.m. California Time
Executive Director Special Education — Springfield or Chicago Office
Executive Director Equity and Access — Springfield or Chicago Office
Candidate brief for the position of
Head of Junior School — Dulwich College Beijing
Associate or Full Professor: Dual Language and English Learner Education — San Diego State University
By: Douglas Magrath (commentary)
ESL professionals need a basic understanding of the effects of cultural contrast on ESL learners. The percentage of ESL students in public schools is a significant factor. Add to these the international students coming on study visas and the residents in ABE/ESOL programs and one can see how cultural understanding is essential. As I wrote in the first part of this article, the instructor cannot be an expert on every culture but should be aware of some of the more common areas of potential conflict.
Two reports have been submitted to the U.S. Department of Education which examine the extent to which states' education plans are in step with guidance established by the Every Student Succeeds Act with regard to English learners. Advocacy groups UnidosUS and Achieve produced the briefs, entitled "How Have States Set Goals for English leaners in ESSA Plans?" and "How Are States Including English Language Proficiency in ESSA Plans?," to provide an analysis of the English Language Proficiency indicators and academic achievement goals proposed in state ESSA plans.
Many state accountability plans for the Every Student Succeeds Act don't do a great job of incorporating the performance of vulnerable subgroups of students, such as racial minorities, English learners and those with disabilities, according to an analysis released by the Alliance for Excellent Education, a research and advocacy organization in Washington. And many states are skirting ESSA's requirements when it comes to identifying low-performing schools, and those where subgroups of students are struggling, the Alliance found.
Puerto Rico's school system was struggling long before Hurricane Maria struck a year ago. But the disaster exacerbated deep problems, as schools were destroyed, thousands of children moved to the U.S. mainland and students struggle with trauma. Now, special correspondent Kavitha Cardoza of Education Week reports, the system is at a crossroads as the schools chief advocates for charter schools.
Juan Gonzalez, a contributor for Scholastic, writes: "Being a public educator in Texas, I get to work with students who have beautiful and diverse backgrounds. Many of these students also come from bilingual homes, and in my area are predominately Spanish speaking. This diversity has lead me to start bringing more bilingual books into my classroom."
Successfully completing class assignments doesn't mean students are meeting grade-level standards that will put them in a strong position for college-level work, according to a new report by TNTP, a research and advocacy organization that usually focuses on teacher policy and equity issues. Specifically, "The Opportunity Myth" finds that almost three-fourths of the time — 71 percent — students are doing the work that teachers give them, but less than a fifth of those assignments meet standards for college-readiness. That's why there's a myth, the authors say.
The goal of a successful language program is to foment and foster the development of linguistic and cultural proficiency, and thus awareness, that will facilitate dialogue and contribution to a global society. Language teachers continually strive to provide educational opportunities that allow students to become multilingual, multicultural, and intellectual members of the community, while inspiring an appreciation of the language and culture that extends past the classroom. Managers of school districts, states and college and university programs select pedagogical and instructional approaches and strive to offer courses at all levels which enrich the creative, intellectual and productive talents of the students.
Classrooms today look much different than they did even just a couple decades ago. The number of students of color enrolled in public schools, for instance, has increased, and they're expected to be the majority of high school graduates by 2025. Likewise, the number of students with disabilities, English learners and LGBTQ students in pre K-12 has increased steadily over the past 10 years.
Altering or individualizing assessment procedures can propel second-language learners toward more successful mastery of that language, ongoing research by Penn State Associate Professor of Education Matt Poehner and his interdisciplinary team suggests.
Developed countries like the United States have seen a remarkable transformation in education over the last century: Girls and young women — once subjected to discrimination in and even exclusion from schools and colleges — have "conquered" those very institutions, as a report from the Organization for Economic Cooperation and Development put it. Today, for example, women comprise a growing majority of students on college campuses in the U.S., up from around 40 percent in the 1970s.
A Trump administration proposal that would deny green cards or visas to many immigrants who legally use public benefits would not penalize families who use several programs — such as Head Start, the federal school lunch program, and services provided under the Individuals with Disabilities Education Act — that support children's education. While the proposal would not strip student eligibility tied to elementary and secondary public education and Head Start, an early-childhood program, the plan could still affect the children and their families.
U.S. News & World Report
One was on the roof of a Habitat for Humanity house in California when it occurred to her. Another was in a state senator's office in Oklahoma City. Still another was at an education conference in Minneapolis when she began to consider it. It's a decision hundreds of educators across the country have made this year: To change the conditions in their classrooms, they would have to run for office themselves. Some 550 educators will be on election ballots this fall, according to the National Education Association, running for everything from local school board to governor.
University of California-Irvine via Science Daily
People who include a little yoga or tai chi in their day may be more likely to remember where they put their keys. Researchers at the University of California, Irvine and Japan's University of Tsukuba found that even very light workouts can increase the connectivity between parts of the brain responsible for memory formation and storage.
U.S. Secretary of Education Betsy DeVos is very close to knowing how much money her department has to spend in the next fiscal year. The House approved a spending package that includes fiscal 2019 funding for the U.S. Department of Education. The legislation, which the Senate passed, includes several increases for programs such as Title I, special education, a big block grant that districts can use for creating safer schools and education technology, and charter schools grants, among others. The legislation now heads to President Donald Trump for his signature.
When it comes to the Every Student Succeeds Act, school leadership from Delaware, Nebraska and South Carolina agreed that the 2015 law was demonstrably better than the No Child Left Behind Act. However, the leaders agreed that there is room for improvement. "Our design to include science and social studies proficiency in the achievement and progress sections of our accountability system failed, even though Secretary DeVos has strongly encouraged states to 'think out of the box,'" said Susan Bunting, Delaware's Secretary of Education, at a Sept. 25 Senate Committee on Health, Education, Labor and Pensions hearing.
A third of students reported that they experienced bullying during the 2017-2018 school year — up from a fourth in previous school years, according to survey results released today by YouthTruth Student Survey, a San Francisco-based nonprofit organization. Schools in which the majority of students are white were more likely to report bullying than those where students of color make up the majority — 36 percent compared to 32 percent. In schools with more students of color, however, white students still reported experiencing more bullying.
7701 Las Colinas Ridge, Ste. 800, Irving, TX 75063