LCNV's Interactive PD Calendar_May 2019
<div><span style="font-size:16px;">Submit your ideas for the Interactive Professional Development Calendar</span></div><div><br></div><div>We here at the Literacy Council of Northern Virginia hope that the opportunities are relevant and engaging and provide you and your learners with useful knowledge and skills. Do you know of other teaching tips? Upcoming professional development opportunities for this month or a future month? Please share it with us to add to the calendar!</div><div><br></div> goo.gl We here at the Literacy Council of Northern Virginia hope that the opportunities are relevant and engaging and provide you and your learners with useful knowledge and skills. Do you know of other teaching tips? Upcoming professional development opportunities for this month or a future month? Please share it with us to add to the calendar!
<div><span style="font-size:16px;">Single Mothers' Success - NCTN</span></div><div><br></div><div>Almost nine million families in the U.S. are headed by single mothers. Most support their families on very low incomes and inadequate supports for child care, affordable housing, and health and dental care (Women Employed, 2011). When pursuing postsecondary education, single mothers are most likely to enroll in two-year colleges and certificate programs.</div> www.collegetransition.org No Matter What Obstacle is Thrown My Way is the report from the Single Mothers’ Career Readiness and Success Project, funded by ECMC Foundation. The report documents program models and service strategies implemented specifically in community college settings to support single mothers and increase their rates of persistence and completion, leading to greater career and … Continued
<div><span style="font-size:16px;">Free Online Course Registration: Self-Regulated Learning (TEAL, #Writing, #DesignatedTutoring)</span></div><div><br></div><div>Course Dates: May 20 - June 10, 2019 </div><div><br></div><div>This facilitated online course will explore strategies for encouraging students to self-regulate their learning and for applying those strategies to the adult education context. Self-Regulated Learning (SRL) refers to one's ability to understand and control one's learning behaviors. For a learner to do this, he or she must set goals, select strategies to achieve the goals, and monitor progress toward the goals. In monitoring his or her progress, a learner can determine whether a particular learning strategy is not working and can modify the approach to mastering a skill. These activities can be customized to any content area and can help refine learners' attention to and confidence in learning and reinforcing specific habits, strategies, and math skills.</div> docs.google.com May 20 - June 10, 2019 This facilitated online course will explore strategies for encouraging students to self-regulate their learning and for applying those strategies to the adult education context. Self-Regulated Learning (SRL) refers to one's ability to understand and control one's learning behaviors. For a learner to do this, he or she must set goals, select strategies to achieve the goals, and monitor progress toward the goals. In monitoring his or her progress, a learner can determine whether a particular learning strategy is not working and can modify the approach to mastering a skill. These activities can be customized to any content area and can help refine learners' attention to and confidence in learning and reinforcing specific habits, strategies, and math skills.
<div><span style="font-size:16px;">LCNV's Interactive PD Calendar - List View for May 2019</span></div> docs.google.com LCNV’s Interactive PD Calendar - May 2019 List You can see and explore LCNV’s Interactive Professional Development Calendar for this month. See below for the full list including links and descriptions. Last update: June 11, 2019 Submit your ideas for the Interactive Professional Development ...
<div><span style="font-size:16px;">Webinar recording: Goals for contemporary adult English learners</span> by Dr Ken Beatty</div><div><br></div><div>Teaching English to today’s adult learners involves better understanding their goals for social, professional, and academic English. Teachers can address these goals with contemporary topics that help learners build on what they know and through innovative tasks that help learners show what they know.</div> www.youtube.com Goals for contemporary adult English learners by Dr Ken BeattyTeaching English to today’s adult learners involves better understanding their goals for social...
<div><span style="font-size:16px;">Webinar recording: Personalized, flexible teaching: helping adult language learners </span>by Dr Ken Beatty</div><div><br></div><div>Personalized and flexible teaching approaches are based on materials that allow the teacher to make decisions on teaching different skills in new ways, teaching traditionally or flipping learning, and re-ordering lessons to explore content in a variety of ways that meet individual learner needs.</div><div><br></div><div>Hosted by Pearson.</div> www.youtube.com Personalized, flexible teaching: helping adult language learners by Dr Ken BeattyPersonalized and flexible teaching approaches are based on materials that al...
<div><span style="font-size:16px;">Motivating the adult language learner</span></div><div><br></div><div>Motivation bridges the gap between learners’ needs and the development of their social, professional, and academic English. In this session, Dr Ken Beatty will explore how teachers can build learners’ motivation through innovative high-interest audios and videos in a variety of genres combined with projects that make the most of their skills.</div> www.youtube.com Motivation bridges the gap between learners’ needs and the development of their social, professional, and academic English. This session explores how teacher...
<div>Webinar: Assessment for Learning</div><div><br></div><div>May 9, 11 AM-12 PM</div><div><br></div><div>How can assessment directly improve the learning process? We look at three classroom assessment practices which are known to contribute to more effective learning: classroom dialogue, clarity about what is being learned, and providing feedback that move learning forward.</div><div><br></div><div>Hosted by Oxford University Press ELT</div> elt.oup.com How can assessment directly improve the learning process?
<div><span style="font-size:16px;">Webinar: Assessment for Learning</span></div><div><br></div><div><span style="font-size:16px;">May 22, 11 AM-12 PM</span></div><div><br></div><div>Feedback can be an important tool in supporting your students’ deep learning and fast progression. In this webinar we look at the 7 key features of effective feedback and examples of how we can implement these in the classroom.</div><div><br></div><div>Hosted by Oxford University Press ELT</div> elt.oup.com Feedback can be an important tool in supporting your students’ deep learning and fast progression.
<div><span style="font-size:16px;">Webinar: The Burnout Cure: Learning to Love Teaching Again</span></div><div><br></div><div><span style="font-size:16px;">May 2, 3:00 PM</span></div><div><br></div><div>As an educator, you often burn at both ends—not only eroding your own well-being but diminishing your ability to engage students in the classroom. You can also often find yourself in challenging contexts that are beyond your control. Rather than become a complacent curmudgeon, you can take control of your own actions, using the science of well-being to learn to love teaching again.</div><div><br></div><div>In this webinar, Chase Mielke will highlight research-based, teacher-tested methods that helped him fight through burnout and learn to love teaching again. You will explore practical strategies for increasing your own well-being (or that of educators you work with), reducing burnout, and improving learning in the classroom. To start, Mielke will introduce a simple Model for Thriving that empowers you take your well-being into your own hands. Then, you'll explore multiple themes for social-emotional thriving. </div><div><br></div><div>Hosted by ASCD.</div> event.on24.com
<div><span style="font-size:16px;">Blog Post: When Did the Verb “To Be” Enter the English Language? | JSTOR Daily</span></div><div><br></div><div>A Curious Reader asks: To be or naught to be?</div> daily.jstor.org A Curious Reader asks: To be or naught to be?
<div><span style="font-size:16px;">Blog Post: Seven Reasons for Teachers to Welcome Home Languages in Education</span></div><div><br></div><div>Many refugee learners who have been interviewed about their school experiences tell stories about how speaking a different language makes them targets of linguistic prejudice, bullying and xenophobia.</div><div><br></div><div>Schools that create a culture where linguistic diversity and multilingualism are the standard can lessen prejudice against learners. Kerryn Dixon, Associate Professor at the University of the Witwatersrand in South Africa, makes the case for integrating learners' home languages into the life of the school.</div><div><br></div> www.britishcouncil.org Kerryn Dixon, Associate Professor at the University of the Witwatersrand in South Africa, makes the case for integrating learners' home languages into the life of the school.
<div><span style="font-size:16px;">Blog Post: “Language is Wealth”</span></div><div><br></div><div>Immigrants bring a wealth of different languages to the United States. When schools value those languages, children learn better – and everyone benefits, Prof. Michel DeGraff told educators at the College of Education’s spring symposium.</div> www.uml.edu Immigrants bring a wealth of different languages to the United States. When schools value those languages, children learn better – and everyone benefits, Prof. Michel DeGraff told educators at the College of Education’s spring symposium.
<div><span style="font-size:16px;">Twitter Chat on May 8th at 2 PM - Task-Based Learning. </span></div><div><br></div><div><span style="font-size:16px;">Join the #ELTchat hashtag every Wednesday to connect with ELT professionals around the world. </span></div> twitter.com The latest Tweets from #ELTchat (@ELTchat). Join the #ELTchat hashtag every Wednesday to connect with ELT professionals around the world. Wherever 2 ELTers meet!
<div>Twitter Chat on May 22 at 2 PM EST - LGBTQ+ in English language teaching. </div><div><br></div><div>Join the #ELTchat hashtag every Wednesday to connect with ELT professionals around the world.</div> twitter.com The latest Tweets from #ELTchat (@ELTchat). Join the #ELTchat hashtag every Wednesday to connect with ELT professionals around the world. Wherever 2 ELTers meet!
<div><span style="font-size:16px;">Conference Session Recording: </span></div><div><b><span style="font-size:16px;">Language for Resilience</span></b></div><div><br></div><div>The report examines the role that language can play in enhancing the resilience of Syrian refugees and host communities. The ‘Language for Resilience’ report was commissioned in response to the unprecedented effects of the Syrian refugee crisis and brings together information gathered though interviews with refugees, host communities and those working to support them, with lessons learned from past and on-going British Council language programming in conflict and post-conflict areas. Key practitioners and Syrian refugee stakeholders will share their thoughts on the role of language in enhancing the resilience of individuals and communities affected by crisis.</div><div><br></div><div>British Council Signature Event | IATEFL Online</div><div><br></div> iatefl.britishcouncil.org British Council Signature Event | IATEFL Online
<div><span style="font-size:16px;">Blog Post: We Talk Pronunciation Again: from Teacher Listening Time to Teacher Noticing Time</span></div><div><br></div><div>In this post we would like to focus more on what to do during our feedback stages. We see the note-taking stage during the communicative activities as the time when a teacher should be able to notice what the students need and make a decision on how to respond to those needs. For instance, assessing their pron output, identifying what the students might need to work on and improve, or even recognising when positive feedback on their pronunciation could be beneficial to the group as a whole. We call this <b>T</b>eacher <b>N</b>oticing <b>T</b>ime (<b>TNT</b>).</div> teachpronunciation.blog In our last post We Talk Pron: TLT we proposed that by making certain stages of our lessons more communicative and giving our students more opportunities to speak, we can give ourselves vital oppor…
<div><span style="font-size:16px;">Blog Post: We Talk Pronunciation: Teacher Listening Time</span></div><div><br></div><div>I am sure all of you have heard of Student Talk Time versus Teacher Talk Time. On initial teacher training courses there is often an “increase STT and reduce TTT” comment, and often for good reason. As new teachers we tend to think we need to explain a lot. This of course changes over time and we learn how to move towards a more inquiry based approach, we develop lesson planning skills and adopt a more inductive approach to teaching.</div><div>In this post we want to introduce and focus on a different acronym; Teacher Listening Time and consider how we can use it to teach pronunciation more effectively. </div> teachpronunciation.blog I am sure all of you have heard of STT versus TTT. On initial teacher training courses there is often an “increase STT and reduce TTT” comment, and often for good reason. As new teachers we tend to…
<div><span style="font-size:16px;">Blog Post: Ten tips for listening to our students | ETp</span></div><div><br></div><div>Some say that our classrooms should feature 70% of student talking time and only 30% of teacher talking time. But how can we get students talking for the majority of their time in the classroom if we don’t know how to listen?</div> www.etprofessional.com Some say that our classrooms should feature 70% of student talking time and only 30% of teacher talking time. But how can we get students talking for the majority of their time in the classroom if we don’t know how to listen?
<div><span style="font-size:16px;">Webinar: Designing language classes and tasks with learner engagement in mind with Sarah Mercer</span></div><div><br></div><div>May 4, 10:00-11:00 AM</div><div><br></div><div>To be learning, learners need to be engaged. Learning needs action and attention. In today’s fast-paced world, everyone finds their attention being pulled in all directions and the struggle to concentrate and keep focus becomes ever more difficult. While there are no easy, quick solutions to the battle for learners’ attention, there are some strategies informed by psychology which help us understand how to design tasks and classes that are more likely to get learners engaged and actively learning. In this webinar, I will explain why engagement is so important for contemporary language educators to understand. The main focus will be on exploring a number of principles and concrete actions that can inform task design to capture and maintain learners’ attention. Without learner engagement, no matter how great your task, learning will not take place. Engagement is the key to successful learning. </div> events-emea1.adobeconnect.com 'Designing language classes and tasks with learner engagement in mind' with Sarah Mercer
<div><span style="font-size:16px;">Conference Session Recording: Is English teaching inclusive? Do we practise what we preach?</span></div><div><br></div><div>British Council Signature Event:</div><div><br></div><div>Can we say our English language teaching practices globally promote inclusive practices? We probably believe in inclusion though do we have a common understanding of what we mean by inclusion and inclusive practices?</div><div>The sustainable development goal 4 aims at 'ensuring equitable and quality education and promoting life-long learning for all'. Where are we in implementing this goal? What evidence is there from current global practice that supports our ambition?</div><div>The British Council believes that inclusion involves an integrated approach to policy, educational culture and classroom practice and that good practice is an ongoing process. Key issues are access, engagement, empowerment and enablement. What do these terms mean and how can they be applied? Come along to this engaging participatory session which will be of interest to us all looking to be more inclusive in finding solutions in supporting quality learning approaches in our different contexts. </div> www.teachingenglish.org.uk About the talk
<div><span style="font-size:16px;">Conference Session Recording: Job applications in 2030: Do students have the right skills?</span></div><div><br></div><div>A key role for educators is to prepare students for the workplace, but at a time of great change in the job market, how do we know what to teach? This presentation looks at research into the skills needed for jobs in 2030 – and how English language teachers are ideally placed to cultivate these skills.</div> www.teachingenglish.org.uk About the talk
<div><span style="font-size:16px;">Conference Session Recording: Oracy skills and the 21st century</span></div><div><br></div><div>Oracy can be defined as the range of speaking and listening skills, behaviours and language necessary for effective communication and collaboration. Oracy skills encompass physical, social and emotional, linguistic and cognitive aspects of learning. Whether novice or experienced, this session explores how to introduce and apply oracy in the classroom using practical tips and procedures.</div> www.teachingenglish.org.uk About the talk
<div><span style="font-size:16px;">Conference Session Recording: Gender and sexuality in ELT – inclusive education vs. queer pedagogy</span></div><div><br></div><div>After more than half a century of profound social change and legislative reform across much of the world, issues of gender and sexuality remain problematic in English language teaching and in education more generally. Despite limited progress in certain domains, English language teaching materials, English language tests and many teacher education courses continue to reproduce and reinforce heteronormativity – referred to by Deborah Cameron and Don Kulick (2003: 55) as 'those structures, institutions, relations and actions that promote and produce heterosexuality as natural, self-evident, desirable, privileged, and necessary'. Such a situation denies recognition to those students who are gender and sexuality non-conforming, ignores those who are questioning their gender identity or their sexual orientation, and fails to educate all about the complexity of the world in which we live.</div><div>In this talk I explore some of the reasons behind this state of affairs and I look at ways in which it has been suggested this can be remedied. On the one hand, there is the case for inclusive education in which recognition is accorded to previously erased groups. Drawing on examples of how this has been done, I suggest that there are pitfalls to such an approach being thoughtlessly applied – as the appearance of terms such as homonormativity, homocapitalism, homonationalism and pink-washing reveal. On the other hand, there is the more radical case for queer pedagogy, which I argue is congruent with the principles of critical pedagogy and a view of education as 'the practice of freedom' (Hooks, 1994). Paradoxically, this approach may be more appropriate for teachers working in those parts of the world where inclusivity is taboo.</div> www.teachingenglish.org.uk About the talk
<div><span style="font-size:16px;">Blog Post: Running Out of Children, a South Korea School Enrolls Illiterate Grandmothers</span></div><div><br></div><div>As the birthrate plummets in South Korea, rural schools are emptying. To fill its classrooms, one school opened its doors to women who have for decades dreamed of learning to read.</div> www.nytimes.com As the birthrate plummets in South Korea, rural schools are emptying. To fill its classrooms, one school opened its doors to women who have for decades dreamed of learning to read.
<div><span style="font-size:16px;">Conference Session Recording: Future directions in ELT: where are we headed?</span></div><div><br></div><div>This plenary is a team effort focusing on the future of our profession. It kicks off with four mini-presentations and is followed by an interactive discussion with the audience both inside and outside the plenary hall.</div><div>The presentations aim to look at English teaching to future generations from various angles:</div><ul><li>changing attitudes and learning habits</li><li>next generation workplace needs</li><li>materials to support a changing learning context</li><li>new roles for the teacher</li></ul> www.teachingenglish.org.uk About the talk
<div><span style="font-size:16px;">Online Course: Understanding Language</span></div><div><br></div><div>Access for free April 29-June 10</div><div><br></div><div>An introduction to some key concepts in the effective teaching and learning of languages.</div><div><br></div><div>FutureLearn</div><div>University of Southampton &amp; British Council</div><div><br></div> www.futurelearn.com An introduction to some key concepts in the effective teaching and learning of languages.
<div><b><span style="font-size:16px;">FY 2020 House Labor-HHS Appropriations Bill Moves Forward</span></b></div><div><br></div><div><span style="font-size:16px;">Announcement from the Coalition on Adult Basic Education. </span></div><div><br></div><div>On Tuesday, the House Labor-HHS Appropriations Subcommittee approved its FY 2020 funding bill along party lines. Amendments to the bill were held until full Committee markup, which is expected to be held on Wednesday, May 8th.</div><div><br></div><div>The bill provides $11.7 billion over FY 2019 levels, a 6.2% overall increase and is in marked contrast to the Administration’s budget proposal that would have cut 10% from current funding levels.</div><div><br></div><div>While some individual program spending lines can be found in the <a href="http://r20.rs6.net/tn.jsp?f=001pnU9Lbbm-rm2GAWh-gd0MEhyX2YeDNVy7PKoCVBprcjU6uvOO2Pf4ZWExDqXIwrkeTiH1RJ6KgsAuKr-xCnY7_VTDJZAoIBtYcnZ8ef5NpDeWTdFCAw_SNiqqWW0EJVJNnjc3n65ZSZxt7t0lbobxXW_x8DpXjNiTMN6X4mx4puZ2jfc0t90BmPo-14KOBDY-6oNZWlTHTcBI808GdkZ_-Oc0FVL4ixB0NEsLiVYwn1HCQ_BG4hipa8VgIgq8unUCGd4qZyAFxzqPihHcKNH--MQR_x78DH8&amp;c=2RBJv_MeXZE01Ho3aRnHd-ACViCF4fpYcpcQY_tUJGqsYCu2Q4KdKw==&amp;ch=I9UeJ3KDRFw5QlBjooLOKoBx4IyAWmzek5P3NpKttqzvFDmipQVt7Q==">legislative text</a>, as well as the Subcommittee’s <a href="http://r20.rs6.net/tn.jsp?f=001pnU9Lbbm-rm2GAWh-gd0MEhyX2YeDNVy7PKoCVBprcjU6uvOO2Pf4ZWExDqXIwrkWffLwOHqt-B2rAWgdfXoCosZwhLw1NVFguGKOM1KNgOGzmr6v3cpB0DMK04FRlMwEGHlGbLinWwaJBJ5kytLyZsDsZWJHVWP7navlaZ4wMOLA6T8p7wN1ZREbpreYCfPdjV7SxTawOaS5S1ieIPPvh1AjN0x_-S4sTi2imX0UquG1q3_3qidnf-rWMlroCk2gixd5ngbwnnJ_1tSIWPyxgMn77503Cxi5ONyNwCsNfE=&amp;c=2RBJv_MeXZE01Ho3aRnHd-ACViCF4fpYcpcQY_tUJGqsYCu2Q4KdKw==&amp;ch=I9UeJ3KDRFw5QlBjooLOKoBx4IyAWmzek5P3NpKttqzvFDmipQVt7Q==">summary document</a>, the exact funding for adult education and many other programs will be unveiled on May 7th.</div> cqrcengage.com Home Page
<div><span style="font-size:16px;">Webinar Recording: Developing Cross-Cultural Awareness in the Monolingual Classroom</span></div><div><br></div><div>Language learning for life as responsible citizens of the international community must include cultural awareness. As Albert Einstein put it, “The world we have created is a product of our ways of thinking. It cannot be changed until we change those ways of thinking.”</div><div><br></div><div><br></div><div>Before we can understand other cultures, though, we need to understand our own first. This webinar presents two frameworks as vehicles for being able to talk about culture. It is also important to recognize that no two people are identical representatives of the same culture. The session shares activities that can both sensitise participants and provide tools for their own classrooms.</div> www.teachingenglish.org.uk About this webinar
<div><span style="font-size:16px;">Learn about Ramadan!</span></div><div><br></div><div>Find out how <a href="https://twitter.com/hashtag/Ramadan?src=hash">#Ramadan</a> is celebrated in the UK with this article: <a href="https://t.co/tlJDw1YQiZ">http://bit.ly/Reading-Ramadan</a> Listen to young people talk about what they do in this video: <a href="https://t.co/FJLBTwZ8ND">http://bit.ly/Video-Ramadan</a></div><div>Watch YouTuber Sophia talk about her own experience of Ramadan in her video: <a href="https://learnenglishteens.britishcouncil.org/study-break/youtubers/my-ramadan-experience">https://learnenglishteens.britishcouncil.org/study-break/youtubers/my-ramadan-experience</a></div> twitter.com “Find out how #Ramadan is celebrated in the UK with this article: https://t.co/tlJDw1YQiZ Listen to young people talk about what they do in this video: https://t.co/FJLBTwZ8ND Watch YouTuber Sophia talk about her own experience of Ramadan in her video: https://t.co/sW29iALyBH”
<div><span style="font-size:16px;">Get ready to teach or assist in LCNV's summer semester. Learn about the Stand Out books that we use and how the books incorporate evidence-based instruction for college and career readiness.</span></div> eltngl.com At National Geographic Learning, our goal is to bring the world to the classroom, and the classroom to life. We think the world is incredible, and that learning should inspire and amaze. We want students of English and their teachers to experience the excitement and joy of learning through our materials. With our English language programs, students learn about their world by experiencing it.
<div><span style="font-size:16px;">Learn about the Stand Out books that LCNV uses and how the books incorporate critical thinking skills.</span></div> eltngl.com At National Geographic Learning, our goal is to bring the world to the classroom, and the classroom to life. We think the world is incredible, and that learning should inspire and amaze. We want students of English and their teachers to experience the excitement and joy of learning through our materials. With our English language programs, students learn about their world by experiencing it.
<div><span style="font-size:16px;"><b>Webinar: </b>Scaffolding Emergent Reading, Oral Language, and Writing for Dual Language Learners/English Learners in PreK-1st Grade</span></div><div><br></div><div><span style="font-size:16px;">May 15, 6:30-8:00 PM </span></div><div><br></div><div>This 90-minute webinar is designed to provide practical, evidence-based resources for teachers to promote language and literacy learning for young Dual Language Learners (DLLs)/English learners (ELs) in the early years of schooling. </div><div><br></div><div>The teaching and learning cycle (TLC) is a framework for scaffolding oral language development and emergent academic reading and writing by weaving together content, language, and literacy. This approach uses interactive reading, text-based discussions, and language awareness building to engage all students, including DLLs/ELs, and is intended to provide equitable opportunities to learn and thrive. </div><div><br></div><div>Using the TLC, presenters will discuss how to provide abundant opportunities for children to think, talk, and write to develop content knowledge. </div><div><br></div><div>Participants will: </div><ul><li>Learn about the TLC framework and consider its uses for promoting language and literacy development; </li><li>Hear about examples of interactive reading and text-based discussions aligned with the TLC framework; and </li><li>Discuss how the TLC framework is a shift from traditional approaches to teaching DLLs/ELs. </li></ul><div><br></div><div>Who Should Attend: teachers, instructional coaches, teacher educators, administrators, and applied researchers.</div><div><br></div><div>#FLP</div> zoom.us Welcome! You are invited to join a meeting: Scaffolding Emergent Reading, Oral Language, and Writing for Dual Language Learners/English Learners in PreK-1st Grade. After registering, you will receive a confirmation email about joining the meeting.
<div><span style="font-size:16px;">Blog Post: Make your English language lesson work for learners from a different culture</span></div><div><br></div><div>Description: When teaching learners from a different culture, what issues should you be sensitive to?What assumptions should you avoid making? </div><div><br></div><div>Author: Chia Suan Chong is the author of Successful International Communication, and a regular columnist and award-winning resident blogger for monthly magazine English Teaching Professional.</div> www.britishcouncil.org Chia Suan Chong is the author of Successful International Communication, and a regular columnist and award-winning resident blogger for monthly magazine English Teaching Professional.
<div><span style="font-size:16px;">Webinar: Digitally Enhanced English and Content Learning</span></div><div><br></div><div><span style="font-size:16px;">May 14, 6:00-7:00 PM</span></div><div><br></div><div>Hosted by New York State TESOL</div> docs.google.com Please sign up here and a Zoom webconference link will be sent to you 2 days prior! You can go to https://zoom.us/ to set up your computer in advance.

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