SIFE Planning – for Directors

Description

FOR METS DIRECTORS, or by invitation from your Director. Dr. Beth Clark-Gareca will share her initial recommendations of strategies METS staff can use to maximize their work with Students with Interrupted Formal Education (SIFE). Dr. Clark-Gareca will outline the two workshops that she is planning for Thursday, May 21. Directors will be able to ask questions and provide feedback about the needs of their students and staff.

Beth Clark-Gareca, Ph.D., brings her experience as the Professor and Coordinator of the TESOL Program at SUNY New Paltz, along with the experience from her Fall 2019 sabbatical, observing and coaching teachers in the Kingston School District to improve their work with SIFE students.

Objectives/Learning Targets

Participants will

1. Learn recommendations for how METS staff can maximize instruction when working  with SIFE students
2. Have opportunity to ask questions and feedback regarding the plan for the two May workshops for staff

About the Presenter

Beth Clark-Gareca, PhD, is an Assistant Professor and the Coordinator of the TESOL program at SUNY New Paltz. She also directs SUNY New Paltz’s Clinically Rich Intensive Teacher Institute in ESOL, a NYSED grant initiative designed to better meet the needs of ELLs in the state of New York. Her research interests include classroom-based assessment for ELLs, second language acquisition, and teacher education in K-12 contexts. Before coming to SUNY New Paltz, Beth was a lecturer in the TESOL/Applied Linguistics program at Teachers College, Columbia University. Beth has taught ESL and Spanish in a variety of educational settings including K-12 classrooms, adult literacy programs, community colleges, and undergraduate and graduate academic programs. She enjoys international teaching and has strong ties to Wuhan University in Wuhan, China, where she taught for five summers, and to the Universidad Nacional de Córdoba, in Córdoba, Argentina where she was a Fulbright Scholar. Her current projects explore the linguistic worlds of students with interrupted formal education (SIFE) in secondary classrooms, and focuses on assets-based thinking about students and their scholastic trajectories.