Building Multilingual Programs Through Multi-level Collaboration
Did you know that immigration can revitalize rural communities in the U.S.? However, implementing multilingual programs in low-incidence areas has been a challenge, leaving many immigrants without the support they need to thrive. In this workshop, discover how a UVM doctoral student and district multilingual program coordinator collaborated with the state director of multilingual programs and a professor from the University of Vermont to develop a research-based multilingual program support rubric. This rubric guides districts and supervisory unions in evaluating and improving their multilingual programs, addressing a critical need expressed by practitioners in rural areas. Join us to be part of this innovative initiative, which includes forming a network of multilingual coordinators and providing district leaders with the tools they need to develop effective multilingual programs.
Rebecca Callahan, Ph.D., is Professor of Educational Leadership and Policy Studies and Coordinator of the doctoral programs in EDLP (Ed.D. and Ph.D.). Her research focuses on the intersection of education, language (EL), and immigrant/immigration policies in K-12 public education, as well as the college-going of ever EL-identified students. Prior to returning to graduate school, she was a bilingual kindergarten teacher in southern California.
Tamara Eklof-Parks, a former Vermont high school principal and current district coordinator of multilingual programs, has a unique perspective on education. She began as a Master Teacher in New York City and New York State, where she helped launch a public school in the Internationals Network. Tamara completed the Superintendent's Fellowship program at Columbia University's Teachers College, the facilitative leadership program at NYU, and a Superintendent's certificate program at Bank Street College of Education. She holds a B.S. in Biology from Indiana University and an M.A. in Biology Education and School Administration from Queens College and New England College, respectively. Currently, Tamara is pursuing her Ed.D. in Educational Policy and Leadership at the University of Vermont.
Stephanie has been working with multilingual learners in a variety of contexts since 2006. She has worked in private language schools and trained teachers internationally through her affiliation with Cambridge University Press and Assessment. After a stint as a consulting writer and editor for Oxford University Press and Cengage NatGeo Learning, she transitioned into working to support multilingual learners at the Vermont Agency of Education as the Title III and EL Programs Director. Stephanie is also Board Treasurer of NAELPA.