Continuing Teacher and Leader Education (CTLE) Professional Development Courses
The City University of New York-Initiative on Immigration and Education (CUNY-IIE) is offering free virtual professional learning opportunities to PreK-12 educators across New York State!
Upon successful completion of an immigration and education focused module, educators will earn 15 Continuing Teacher and Leader Education (CTLE) credits. The modules will include a 1-hour assignment prior to the start of the course (found at the end of the registration form linked below), 7.5 mandatory hours of synchronous sessions (divided between three 2.5 hour sessions), and an additional 6.5 hours of asynchronous small group and independent work.
These modules take a strengths-based perspective (Gándara, 2018) of the resilience, multilingualism, and multiculturalism of immigrant students that prime them for 21st century learning. Whatever your area of certification, grade level, or position, you have the power and opportunity to educate yourself, your colleagues, and your students about current immigration issues. These issues impact the freedoms, fears, hopes, and futures of our students and families in the U.S. and beyond.
Check Out Our CTLE Courses
Feedback provided by educators who completed CUNY-IIE CTLE courses
Instructors
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Aminata Diop
Instructor
Aminata Diop, Ph.D. is an Adjunct Assistant Professor and Education Consultant at City College. She holds a Ph.D. in Urban Education from the CUNY Graduate Center, an M.P.A. in International Leadership Management, an M.A. in Culture and Communications from New York University. Her research addresses the intersectionality between culture, language, and social identity of immigrant youth while making visible a group that is often ignored and/or overlooked in school discourse, policies, and education research. Her dissertation focused on immigrant students from African descent, transnational mothering, and integration experiences of transnationalized children. Her research illuminates how the increase of the Black immigrant population in the U.S. complicates dominant ideologies of nationalism and mainstream perceptions of normal family structures.
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Ashley Busone Rodríguez
Instructor
Ashley Busone Rodriguez is a third grade teacher in an integrated co-teaching classroom at Dos Puentes Elementary School, a dual language school in the Washington Heights neighborhood of New York City. She holds an M.A. in Bilingual Education from The City College of New York. Prior to teaching third grade, Ashley taught English for Speakers of Other Languages for adults and teenagers in Harlem, Boston, Santiago de Chile, and Morogoro, Tanzania. Ashley has co-authored articles and curricula related to translanguaging, immigration, popular education and indigenous language education.
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Cecilia M. Espinosa
Instructor
Cecilia M. Espinosa, Ph.D., was born in Ecuador, South America. She is currently a Professor in the Department of Early Childhood/Childhood Education (ECCE) at Lehman College, CUNY. She received her PhD from Arizona State University. Cecilia started her education career as a teacher’s assistant. She was a bilingual multiage teacher and director of a dual language program in Phoenix, Arizona. Currently, she teaches courses on biliteracy, observation and assessment, and English as a new language. She is also the Professional Development Liaison at Samara Dual Language School. Cecilia is a Faculty Associate of the New York City Writing Project (NYCWP); she is an Associate Investigator of the CUNY-Initiative on Immigration and Education (CUNY-IIE). Cecilia served as an Associate Investigator of the Project CUNY New York State Initiative Emergent Bilinguals and New York State (CUNY NYSIEB); she served as Chair of the [Charlotte Huck Award for Outstanding Children’s Literature in Fiction](https://ncte.org/awards/ncte-childrens-book-awards/charlotte-huck-award/) (NCTE). Cecilia co-led with Dr. Patricia Velasco, the NY State Department of Education Project on Practices with Multilingual Learners and the Next Generation Learning Standards. Cecilia has authored articles and chapters on biliteracy development, descriptive processes, teacher-as-researcher, and children’s literature that nurtures and affirms their identities. She co-authored with Laura Ascenzi-Moreno the book, Rooted in Strength: Using Translanguaging to Grow Multilingual Readers and Writers.
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Sunisa Nuonsy
Instructor
Sunisa considers herself part of the 1.5 generation of immigrants who were resettled in the U.S. following the Vietnam War. Born in a refugee camp in Thailand to Lao parents, she and her family were resettled in upstate New York just after she turned one. Having graduated from New York State public schools, she also lived, attended university, and worked in northern California before returning to the east coast and transitioning to a career as a public school teacher. Sunisa currently teaches 11th and 12th grade English Language Arts at The International High School at Prospect Heights in Brooklyn, a place she considers home as she enters her ninth year at the school. Her interest in language, particularly translanguaging and home languages, has led her to the Graduate Center at CUNY, where she hopes to contribute years of progressive, critical, and transformative educational experiences to the project. In her free time, she enjoys many forms of health and happiness.
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Kellie Griffith Tanaka
Instructor
Kellie Griffith Tanaka is a bilingual dual language teacher currently working as a Project Researcher for CUNY-IIE. As part of her role at CUNY-IIE, Kellie supports middle school educators working with immigrant-origin students across New York State. She also works with teacher candidates in the Bilingual Education and TESOL Programs at both Hunter College and City College of New York (CCNY). After a decade of teaching in early childhood bilingual classrooms, Kellie’s philosophy of education centers the voices of young immigrant-origin students through translanguaging and culturally responsive teaching practices. Her international teaching experiences include a year in Loja, Ecuador, as a Fulbright English Teaching Assistant, and three summers in San Jose, Costa Rica working with PK-12 students. Kellie completed her master’s degree in Bilingual Education at CCNY in 2018 and was featured in CUNY-IIE’s Not Too Young: Immigration in Elementary Schools video series.