Wouldn't it be great if we could invite guest speakers who work in the field
in areas where such attire is worn and get their take on how they conduct
adult literacy and civil rights classes given these parameters?

Ujwala, I would love a discussion like this!

There is also this discussion (below) coming up that I think will help
clarify when referrals are necessary, mandated, etc.

-----------------------------------------------

The Role of Counseling and Advising in Adult Basic and Secondary Education
(including ESL/ESOL)
September 14 -18, 2009
Description

We will look at what programs' responsibilities are for providing adult
learners with advising and counseling, who should provide these services
(teachers, advisors, counselors?), what the range of these services should
be (academic -- work and vocational -- and citizenship advising only, or
also personal and/or case management counseling?) We will look at how
advising fits -- or could fit -- with volunteer work experience, internships
or apprenticeships, and when learners should be referred for specialized
counseling or advice.

*Background on Guest panelists *

*Judith A. Alamprese* is a Principal Associate in the Economic and Social
Policy Division of Abt Associates Inc.  For the past 30 years, she has
directed research, evaluation, technical assistance, and program development
projects in adult education and workforce development.  Her current research
is focused on organizational change, program improvement, and policy
development in adult education, pathways for adult education participants’
transition to work and postsecondary education, and the instructional and
organizational factors that are associated with adults’ development of
reading skills.  These projects are supported by the U.S. Department of
Education, the National Institute for Literacy, the Oregon Department of
Community Colleges and Workforce Development, and the U.S. Department of
Health and Human Services’ National Institutes of Health.  Her previous work
has included studies of effective practices in workplace and family
literacy, the evaluation of statewide adult education systems, and the
provision of assistance to states in program and policy development.  Among
the committees that she has served on are the U.S. Department of Education’s
Adult Literacy Assessment Workplace Literacy Panel and the National
Institute for Literacy’s Lifespan Literacy Methodology Panel.  Ms. Alamprese
also was a member of the National Research Council, Board of Testing and
Assessment’s Committee on Performance Levels for Adult Literacy and the
Committee on Alternative Assessments of Adult Literacy.  She received her
M.A. in Sociology from Syracuse University’s Maxwell School of Citizenship
and Public Affairs where she also completed her coursework for a Ph.D. in
Sociology.

*Cathryn Gannon’s* first position in Adult Basic Education was in 1985 as
the counselor in a small, part time ABE program in Massachusetts.  Her
qualifications for the position included an M.Ed. in College and Community
Counseling from Northeastern University, teacher certification, and
experience as a counselor in vocational high schools.  After 3 months she
became the director of the program and continued in that role until 1999.
She was a consultant to the Massachusetts System for Adult Basic Education
Support (SABES) and developed and delivered trainings to ABE Program
counselors across the state.   In 1999 she joined the Central Massachusetts
SABES staff as the ABE Community Planning Coordinator statewide and later
became an associate coordinator in the Central Massachusetts region.  She
continued her work with counselors by convening a regional counselor/student
support coordinator working group, and delivering and participating in the
design of counseling workshops.

*Sandy Goodman* is the Director of the New England College Transition
Project at the National College Transition Network (NCTN) of World
Education, in Boston, MA.  She directs two regional initiatives that involve
substantial career and educational counseling and advising using the
*Integrating
Career Awareness into the ABE/ESOL Classroom*, a curriculum guide for
teachers and counselors, written by Carol Bower and Martha Oesch, and edited
by Sandy. She also wrote and facilitates on online course for practitioners
using the curriculum. Sandy has directed community based workforce
development and ABE/ESOL programs in Boston, where she supervised career
coach/case managers and counselors. Before joining the ABE field, Sandy
trained and supervised volunteer counselor/advocates staffing a battered
women’s shelter and 24-hour hotline, and consulted to the Massachusetts
Department of Social Services on domestic violence risk assessment, case
management protocol, and policy.

Sandy is the lead author of the College Transition Toolkit. Both the College
Transition Toolkit and the Integrating Career Awareness curriculum can be
found at www.collegetransition.org.

*Margaret Van Duyne** (*Peg) began One WITH One, Inc. an organization
fostering refugees and immigrants' integration with Americans in our
communities and businesses through two programs. For 21 years Learning
Partnerships paired 3500 volunteer adult tutors and newcomers from 70
countries for English conversation. For 15 years in the re-/ pre-employment
training Entrance: Office Careers, 524 women and men prepared for entry
level jobs and gained employment. Peg led the staff's professional
development as program and curriculum designer, educational counselor and
tutors' workshop leader. She also was the director and fundraiser for One
WITH One's two programs. She is currently completing a memoir of *Loving
Teaching, Principles and Practices for Professional Development *along with
seven manuals and guides for the *Experiencing English *series with Anita
Webb. For five years Peg participated in post- graduate long distance adult
education courses led by business consultant Dr. Fernando Flores, now of
Chile.  Peg completed her MA in Communications from William Paterson College
and BA in English from Bryn Mawr College. She is a licensed NJ teacher,
former library trustee and consultant as well as a former job search
counselor for the national out-placement firm of Tom Jackson, author of *The
Perfect Résumé.*

*Anita H. Webb* has worked in English as a second language, cultural, and
business education for 15 years as a teacher, trainer and educational
counselor. Working with Margaret Van Duyne at One WITH One for 12 years,
Anita managed the Entrance: Office Careers program for 5 years.  Anita has
an M.Ed in Education in Adult Education and Community Development with a
focus on Work and Career from the Ontario Institute for Studies in Education
(OISE/UT) in Toronto , Ontario. She is also a Certified Professional Résumé
Writer and Certified Employment Interview Professional through the
Professional Association of Résumé Writers / Career Coaches

David J. Rosen
Special Topics Discussion Moderator
DJRosen at theworld.com



On Wed, Aug 26, 2009 at 2:13 PM, Ujwala Samant <lalumineuse at yahoo.com>wrote:


> Wouldn't it be great if we could invite guest speakers who work in the

> field in areas where such attire is worn and get their take on how they

> conduct adult literacy and civil rights classes given these parameters?

> Their insights would shed a lot of light and perhaps serve to clarify some

> of the issues that we discuss on this listserv. If NIFL is interested in

> inviting such a panel, I'm more than happy to put them in touch with them.

>

> regards

> Ujwala

>

> --- On *Wed, 8/26/09, HKerr at aol.com <HKerr at aol.com>* wrote:

>

>

> From: HKerr at aol.com <HKerr at aol.com>

> Subject: [Diversity 1003] Re: A pertinent article about women's oppression

> by Jimm...

> To: diversity at nifl.gov

> Date: Wednesday, August 26, 2009, 1:35 PM

>

>

>   In a message dated 26/08/2009 12:27:39 GMT Daylight Time,

> katherine.gotthardt at gmail.com writes:

>

> should teachers be bringing up topics like these in the classroom setting?

>

> My two pennies worth: No, we shouldn't set out to do so. However, language

> is a tool and the most educationally motivating and instructive moments

> happen when a topic gripping the students is on the table. On occasion these

> may lead where we might not have deliberately chosen to go, but go we

> usually should. We may wish to tread, like Agag, delicately, but tread we

> frequently must.

>

> *Hugo

> **

> at:** *http://www.hugokerr.info*

> *

> "We're here to help each other get through this thing - whatever it might

> be." (Kurt Vonnegut)

>

> -----Inline Attachment Follows-----

>

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>

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-- 
Katherine Mercurio Gotthardt
Community Writer for NEWS AND MESSENGER
www.insidenova.com
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