1. Center for Language and Culture
Bilingual Paraeducator
Career Ladder Teacher Education Program
BIPACAL
CFDA 84.L195E (2000 – 2005)
Jorge P. Osterling, Ph.D.
10/7/2004

2. Vision Statement
GMU’s Center for Language and Culture (CLC) provides leadership in promoting educational equity for culturally & linguistically diverse populations from disenfranchised communities.
BIPACAL is a career ladder teacher education program that assists bilingual paraeducators in become highly qualified ESOL teachers, in accordance to NCLB.
10/7/2004

3. Participants Participants Two IHEs: Three LEAs: GMU NVCC APS FCPS
PWCPS
Participants
Enrollment
NVCC [no, AA degree -- less 60 credits] 12
GMU [no, BA – 60 – 120 credits] 15
GMU [BA or higher, no license] 22
TOTAL 49
Left Program
(all continue working)
16 (32.7%)
(703)
10/7/2004

4. Participant’s Profile
Received a AA, BA, MA or equivalent degree from an institution of higher education overseas.
Majority:
Non-native English speakers [BICS level],
Speak two or more world languages.
Non Traditional Students:
Average age 41,
Have family responsibilities, several single parents with young dependents
Have been away from school for an extended period of time,
Work full-time at a LEA.
10/7/2004

5. Academic Success September 04 Indicators
Participants
Enrolled in BIPACAL (2000 – 2005) 49
Left BIPACAL (All undergraduates)
16 (32.7 %)
Earned Bachelor’s Degree 31
Passed PRAXIS-I VA Composite Score 532 25
Received Provisional ESOL Teaching License 6
Earned ESOL Teaching License 4
Projected Teaching Licenses
[by End of Program ] 20
10/7/2004

6. Academic Success September 04 Indicators
Participants
Average Score
GPA
Over 3.5 (Dean’s List) 26
3.86
Below 3.5 18
2.97
TOEFL 19
558
PRAXIS-I
Passed
(532 or higher) 25
536
Took Exam 37
528
10/7/2004

7. Academic and Student Support Services offered to BIPACAL’s Non Traditional Students
Academic Advisement
Writing Center (e.g., EDUC 301)
Math Review courses (e.g., PRAXIS)
Tutoring Services
Evening and summer classes
Personal Counseling Services
First year teacher induction
10/7/2004

8. Need for Paraeducator Career Ladder Teacher Education Programs
Challenges/Obstacles
BIPACAL Supports
Financial Difficulty in paying tuition and supporting self and family.
Tuition paid.
Stipends to supplement school division's leave of absence.
School division's willingness to retain paid paraeducators while enrolled in BIPACAL project.
Social Isolation on an IHE-culture predominantly designed for native- English, Anglo students, mostly in their twenties or early thirties.
Provision for child care/ transportation (within the stipend).
Bilingual/ bicultural counseling/ mentoring opportunities.
Academic
Inadequate academic preparation.
Classes scheduled during work time.
English difficulties.
Need for advising and monitoring.
Flexible schedule. Closely monitored academic advising. Tutoring.
English language instruction [CALPS level].
On-site faculty mentors.
PRAXIS-I review courses
10/7/2004