• Family, School, and Community Partnerships
  • Preparation for Session One
  • Session One: Community, Assumptions, and PTA Standards
  • Session Two: Preparing to Cross Borders
  • Session Three: Family and Community Engagement
  • Session Four: Collaboration
  • Session Five: Exploring Community Resources
  • Session Six: High Expectations English Learners
  • Session Seven: Responding to Student and Family Needs
  • Session Eight: Advocating for Students and Families
  • Abstracts
  • Download
  • Search
  • Publication Information
    SeriesTELL: Teaching English Language Learners

    Family, School, and Community Partnerships

    Table of Contents

    M. Winston Egan

    Brigham Young University

    Winston Egan is an emeriti faculty member of the David O. McKay School of Education at Brigham Young University, where he provide guidance in the development of this program. He has taught children of all ages, preschool through high school. He began his special education career Utah Boys Ranch. His writings appear in Behavior Disorders, Journal of Teacher Education, Teacher Education and Special Education, Journal of Technology and Teacher Education, American Journal of Distance Education, Journal of Special Education, Rural Special Education Quarterly, and Teaching and Teacher Education. He has been honored with several university teaching awards including Professor of the Year, Blue Key National Honor Society at Brigham Young University, and Excellence in Teaching Award, Graduate School of Education, University of Utah. He has also been an associate of the National Network of Education Renewal (NNER). His interests include youth development, video-anchored instruction, teacher socialization and development, and emotional/behavior disorders.
    Valerie Jueschke

    Brigham Young University

    Valerie Hales received her Master’s Degree in Education from the University of North Dakota with an emphasis in reading. She spent several years working for a private reading clinic in the testing and teaching of struggling readers. She began as a teacher in the public schools in 1985 where she taught grades K-8 for 18 years. She participated in a Fulbright Teacher Exchange to England in 1993. Beginning in 1998 her work shifted to that of a teacher educator with Brigham Young University’s teacher intern program. She has coordinated the ESL endorsement program for inservice teachers through the CITES Office (Center for the Improvement of Teacher Education and Schooling) of Brigham Young University in partnership with five school districts and supervises the practicum experience required for the TESOL K-12 minor of BYU preservice students. She assisted in the initial design and development of the TELL Project, taught these courses on the BYU campus and prepared facilitators to teach the courses.She has been worked on the committed that development of the initial standards for ESL endorsed teachers through the Utah State Office of Education.
    Kendyl Loar
    Kendyl Loar is a senior at Brigham Young University. She is majoring in Elementary Education, with a minor in Teaching English to Speakers of Other Languages (TESOL). She will begin her formal teaching career as an intern at an elementary school in Alpine School District this fall. During the past year, she has worked as a Research and Teaching Assistant for the TELL Program. In addition, to the regular tasks of a teaching assistant she has collaborated with Stefinee Pinnegar in the design and implementation of an online version of the Integrating Content and Language Instruction course and has helped develop an online version of an adolsecent developmnt course. Through out 2018-2020, she has been an important collaborator in the design and production of the updated open access textbooks for the TELL courses utilized in professional development in the BYU/Public School Partnership. Most recently, she helped develop an open-access online version of Textiles and Tapestries: Self-Study for Envisioning New Ways of Knowing. Kendyl values her education and that of her future students. She is committed to working hard to provide each child with a quality education, because she believes they deserve nothing less.
    Stefinee E. Pinnegar

    Brigham Young University

    A St. George native, Dr. Pinnegar graduated from Dixie College (now DSU) and Southern Utah State (now SUU). She taught on the Navajo Reservation then completed an M.A. in English at BYU. She taught for 5 years in Crawfordsville, Indiana. She then completed a PhD in Educational Psychology at the University of Arizona (1989). She was faculty at Western Michigan University in Kalamazoo, before coming to BYU. She helped develop and now directs the TELL program. She is Acting Dean of Invisible College for Research on Teaching, a research organization that meets yearly in conjunction with AERA. She is a specialty editor of Frontiers in Education's Teacher Education strand with Ramona Cutri. She is editor of the series Advancements in Research on Teaching published by Emerald Insight. She has received the Benjamin Cluff Jr. award for research and the Sponsored Research Award from ORCA at BYU. She is a founder of the Self-Study of Teacher Education Practices research methdology. She has published in the Journal of Teacher Education, Ed Researcher, Teachers and Teaching: Theory and Practice and has contributed to the handbook of narrative inquiry, two international handbooks of teacher education and two Self-Study of Teaching and Teacher Education Practices handbooks. She reviews for numerous journals and presents regularly at the American Educational Research Association, ISATT, and the Castle Conference sponsored by S-STTEP.
    Pat Draper

    Brigham Young University

    Pat Draper is currently responsible for the TELL practicum for the pre-service teahcers. She has a master's degree in linguistics from the University of Utah. She has been an active participant in the design and implementation of the TELL courses from the beginning. She taught TELL courses in the Salt Lake City School District from 1997 through her retirement for SLCSD contributing to the endorsement of 1200 teachers. Across these years, she has regularly prepared facilitators for the Foundations and Family courses. In 2017, after 40 years in the classroom, she retired from teaching. From 2013 to 2017, she mentored new teachers in SLCSD through their first year of teaching. Most recently, she has been actively involved in redesigning the TELL courses and producing the instructional guides used in teaching them.

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