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1 AERA 2006
Buscando Voices:Preparing to Work with Second-Language Learners
Overcoming Odds: Preparing
Bilingual Paraeducators to Teach for Social Justice
Jorge P. Osterling, Ph.D.
Leon S. Reed
Tuesday, April 11, 2006
2 AERA 2006
OVERVIEW
Over six years 49 bilingual paraeducators enrolled
in BIPACAL, a paraeducator-to-teacher career ladder
program.
2006, 25 earned Virginia ESOL teaching license.
Others continue working as Paraeducators.
US Dep. Ed. Title VII Grant T-195E-000044 Bilingual Paraprofessional Career Ladder
3 AERA 2006
Assumption
Increasing the recruitment, preparation and
retention of culturally and linguistically
diverse teachers, through education programs
such as BIPACAL, will have a positive impact
in the reduction of both the academic
achievement gap and the drop out rates that
are currently hurting students of color.
4 AERA 2006
• A research-based, non-traditional teacher education program.
• Understanding teacher professional development through Vygotsky’s Zone of Proximal Development.
• Assure highly qualified teachers for ALL students
The BIPACAL Model Non-Traditional Teaching Education Program
5 AERA 2006
A Vygotskian ApproachStrengths Model
Admission at appropriate level• Junior college, undergraduate independent studies,
graduate schoolCredit for work at foreign IHEs and life experienceExtensive scaffolding
• Tutoring in academic English, reading/writing, math, PRAXIS preparations
Counseling servicesFinancial support, including tuition,
fees, books and a small stipend Induction program (mentoring)
7 AERA 2006
LEP Enrollment in BIPACAL LEAs
0
5000
10000
15000
20000
25000
30000
35000
1994 1997 2000 2003
Years
LEP
Stu
den
ts
Arlington Co
Prince William Co.
Fairfax Co.
8 AERA 2006
LEP Enrollment in Virginia LEAs
0
5000
10000
15000
20000
25000
30000
35000
40000
45000
50000
1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005
Years
LEP
Stu
den
ts
Total 3 LEAsOther NOVA LEAsOther VA LEAs
9 AERA 2006
Paraeducator Voices
Minority students need to feel secure in their identity. Providing teachers from minority groups helps to insure that these students feel a sense of pride and most importantly connection. … Minority teachers [also] serve as powerful role models for said students.
Paraprofessionals work alongside traditional classroom teachers: they are co-teachers. It would serve to reason that we provide students with highly trained and qualified teachers. Who better than those who have worked side-by-side with certified teachers. It is an investment in education and one that should not be overlooked.
10 AERA 2006
Participant Profile
49 paraeducators enrolled at one time or another• More than 2/3s non-native English speakers, born
outside US• Average age at the time of admission: 41• All fulltime LEA employees
All were nominated by LEAs• LEAs agreed to provide flexible work schedules and
early release for classes
IHEs agreed to admit all nominees• But graduates must meet academic
English, PRAXIS requirements
11 AERA 2006
Research Questions
Roles and responsibilities of IHEs/LEAs
Communication between LEAs and IHEs
Problems experienced by BIPACAL participants
Impact of IHE and LEA support programs on probability of success
Impact of student characteristics (e.g., academic English at the time of enrollment)
12 AERA 2006
Methodology
Review of program records• Memoranda, progress reports, student case files,
MOUs
Interviews with key stakeholders• IHAEs: Admissions, BIS/GRE faculty, tutors,
mentors• LEAs: LEA and school officials• Paraeducators
Questionnaire to paraeducators
13 AERA 2006
FindingsPositive Aspects
Strong IHE/LEA partnership
Recruitment and selection process
Admission process
Flexible curriculum
Financial, academic, and personal support mechanisms
14 AERA 2006
FindingsFrustrations/Issues
Feelings of academic inadequacyAcademic English requirementsTest anxiety (PRAXIS-I)Job/family/school conflictsOverload and stressLack of local school buy-in to LEA/IHE
agreements about paraeducator work schedules
Despite being anticipated, most problems that affected other career ladder programs also occurred with
BIPACAL
15 AERA 2006
Findings
Program was initially controversial within Mason, but proved successful• Path is difficult, even with strong institutional support
25/49 are currently certified• 7 others still taking classes• Overwhelming sentiment that BIPACAL experience was
extremely positive
17 dropped out for one reason or another• 10 left for academic reasons (GPA, TOEFL, PRAXIS)• Four left for personal reasons (two of whom had already passed
PRAXIS)• Three never integrated into the program (academic/workload
issues)
Most dropouts still working in their original jobs
16 AERA 2006
Summary
Even though the sponsors anticipated them, problems experienced by past career ladder programs occurred
IHE support programs (English/math tutoring, counseling, etc.) were very important in success of participants
School-student conflicts were a problem, but did not play a major role in any student failures
Lack of academic English was an almost insurmountable problem
17 AERA 2006
Novice Teacher Voices
I truly believe that I as a person, mother and educator have changed for the better because of my participation in the BIPACAL program. … I know that I can do what I set my mind and body to do.
It has helped me become aware of current research in the area of culturally and linguistically diverse population and how these factors impact learning in the American school culture.
It has made me even more empathetic to the needs of ESOL students, the need for good educators and more respect for cultural diversity.
The program gave me the tools I needed to effectively teach ELL students as much as serving as their advocate.
18 AERA 2006
Jorge P. Osterling, Ph.D.Director BIPACAL, A Title VII Paraeducator Career Ladder Grant
(703) [email protected]
Leon S. ReedBIPACAL, A Title VII Career Ladder Grant
Prince William County Public Schools [email protected]
College of Education and Human DevelopmentGeorge Mason University
Fairfax, VA
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