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John Hilliard, President of Paridad
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Barbara E. Marler, Ed.D.

Co-Founder, President

 

Barbara attended El Instituto de Filologia Hispanica in Saltillo, Coahuila, Mexico as a Title VII fellow.  That experience launched her career working with language learners, their families, and their teachers with a passion and commitment that continues to burn brightly. She has taken on a variety of roles and responsibilities at a range of levels over the years, thereby gaining a wealth and variety of perspectives related to language and culture education.  Barbara  brings those valuable "lessons learned" from multiple and diverse perspectives to her current work in facilitating professional learning and growth.

 

Inspiration

Expertise

  • Program Design & Development

  • Leadership & Strategic Planning

  • Multi-tiered Systems of Support, Response to Intervention, Special Education

  • Program Evaluation

  • Curriculum Design & Development

                                    

Experience

  • Presenter, facilitator, and consultant

  • Adjunct graduate level instructor and coordinator of adjunct instructors

  • Expert in English learner (EL) matters, US Department of Justice

  • Director, ESL/bilingual, dual, migrant, world languages, and multilingual preschool programs

  • Principal, summer school, grades K-8

  • Teacher, ESL, bilingual, grades K-8

 

Education

  • Ed. D., Educational Leadership (in progress), National Louis University, expected December 2016 

  • M. Ed., Administration & Supervision, National Louis University, 1988

  • B.S., Elementary Education, Spanish, and Bilingual Education, (Title VII Fellow), Northern Illinois University, 1982

 

Licensure:

  • General Administration & Supervision

  • Elementary Education

  • English as a Second Language

  • Special Education 

 

Honors:

  • Sigma Alpha Pi Scholar 2015

  • Phi Delta Kappa Scholar 1988

  • Title VII Fellow 1980

  • La Sociedad Nacional Hispanica Sigma Delta Pi 1979

  

Publications

A practical handbook for pre-service and practicing educators who are striving to make sense of the relationship of Common Core State Standards (CCSS) and diverse learners.  The text is a compilation of 95 questions culled from practitioners in the field, with responses provided by 130 experts representing a range of implementation perspectives.  Barbara was invited to write about preparation for administrators in schools serving ELLs/emergent bilinguals and the value of formative assessment relative to CCSS.

Valdés, G., Menken, K., & Castro, M. (Eds.). (2015). Common core, bilingual, and English language learners: A resource for educators. Philadelphia, PA: Caslon, Inc.

SLIFE: Students with Limited or Interrupted Formal Education

A WIDA Focus Bulletin designed to provide technical assistance to educators working with refugees, students with limited or interrupted formal education, or the recent influx of unaccompanied minors from Central America.  Add Description here

WIDA Focus on SLIFE: Students with limited or interrupted formal education. (2015, May). WIDA Focus Bulletin. Retrieved from https://www.wida.us/professionaldev/educatorresources/focus.aspx

English Language Learners at School: A Guide for Administrators

A popular book, in its second edition, serves as a quick reference for administrators, teachers, and leadership teams, a wellspring of ideas from 71 experts for program development and improvement, and a framework for pre-service or in-service professional learning.  Barbara was invited to write about essential knowledge and skills for administrators implementing programs for ELLs, use of valid and reliable evidence for ELL student growth in decision making, appropriate Response to Intervention (RtI) for ELLs, best practice for students with limited or interrupted formal schooling (SLIFE), and logistical considerations for programs with low numbers of ELLs.

Hamayn, E. & Freeman Field, R. (Eds.). (2012, 2006). English language learners at school: A guide for administrators. Philadelphia, PA: Caslon, Inc.

A veritable how-to guide for implementing Response to Intervention (RtI) and Multi-Tiers Systems of Support (MTSS) in a culturally and linguistically responsive manner.  

Hamayan, E., Marler, B., Sánchez-López, C., & Damico, J. (2013, 2007). Special education considerations for English language learners: Delivering a continuum of services. Philadelphia, PA: Caslon, Inc.

Illinois State Board of Education Guidance Document: Illinois Special Education, Eligibility, and Entitlement Procedures and Criteria within a Response to Intervention (RTI) Framework.

Barbara worked with a committee of ten, the RTI and ELL Professional Practice Committee, to provide updates to the original document and statewide guidance related to ELLs and Special Education Eligibility and Entitlement within an RTI Framework.

DUAL U – Dual Language Teacher Training Curriculum (2004)

An eight-module curriculum designed to assist elementary and secondary teachers and administrators in developing, implementing, and assessing dual language programs.

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