Corey Andrew posted this on 3/10/18:
Dr. Anita Pandey’s Responses
1.What experiences do you have that qualify you to serve on the Board of Education?
My 11-year-old recorded a short video that outlines my qualifications and vision, so thanks for watching it:
I’ve been teaching for 28 years, and the last 17 have been dedicated to teacher education. This range of experience, plus my experiences as a parent in HC, as well as my training and policy-impacting advocacy and skills make me a highly qualified BOE candidate.
I’m a proud parent of two HCPSS students, a trained educator, and a teacher educator. I have also been actively involved in the educational policy realm, particularly through my advocacy on behalf of a number of international and national children’s and young adult organizations. These include the ACEI, the NAEYC, CAEP (the largest accrediting body), NCLR, ACTFL (American Council on the Teaching of Foreign Languages), NABE, TESOL (Teaching English to Speakers of Other Languages), ABC (Association for Business Communication International), AAAL (the American Association of Applied Linguistics), IAWE (the International Association for World Englishes), as well as NGOs like the Unforgotten. I have authored over 70 peer-reviewed pieces, including three books (the latest from Columbia University’s Teachers College Press), and serve on the Advisory board (a nominated position) of one international journal and have served on the Editorial Board of six other international journals. My simple Columbia University book Website (www.languagebuildingblocks.com) lists the organizations that have invited me to provide Professional Development in the last two years. In MD, these include Kennedy Krieger Institute, First English Lutheran Pre and K, Baltimore, Saint Vincent de Paul, the Y of Central Maryland, Waverly Head Start (Baltimore), and the Community Action Council of HC. A 6.5 minute-video clip filmed by my children is attached.
A snapshot of my training and advocacy experiences follows. An extended version is available at www.anitapandeyboe.org
Occupation: Professor & P-12 Professional Development Coordinator & PD Provider
Education/Training: excerpted from Anita Pandey’s CV:
1) Ph.D., UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
Specialization: Applied Linguistics & Second Language & Literacy
Degree requirements completed: Aug. 1997 (GPA: 5/5)
2) M.A., UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
Specialization: Sociolinguistics & Literacy
Degree requirements completed: May 1994 (GPA: 5/5)
3) M.A., UNIVERSITY OF ILLINOIS AT CHICAGO
Department: Applied Linguistics
Specialization: Teaching English to Speakers of Other Languages/(T)ESOL
Degree requirements completed: Aug.1991 (GPA: 5/5)
Community/Professional Activities: A selected list follows. More at https://www.tcpress.com/anita-pandey
Pandey’s National & International Community/Professional Activities:
- Invited Speaker, U.S. House of Representatives Briefing on the P-12 Language Pipeline hosted by U.S. Representatives Don Young and David Price, Dec. 6, 2016, Rayburn House, Washington D.C. [Synopsis available at: https://www.ewa.org/blog-latino-ed-beat/linguistic-experts-point-benefits-teaching-children-multiple-languages]
- Invited, U.S. Liaison for the Association for Childhood Education International, January, 2017 to date.
- Invited by the Joint National Committee for Languages – National Council for Languages and International Studies to provide testimony on the Seal of Biliteracy Act at the State Congressional Hearings, Annapolis, March 10, 2016 and drafted a letter of support on behalf of NABE and as a parent. The Seal was passed April 12, 2016
- Team Leader, Con Todos! (With All): Enhancing Parent-Teacher Engagement for Meaningful Outcomes in Early Childhood, a My Brother’s Keeper App-based Proposal in the Ready to Learn category: final pitch (invited) presented to Deputy Secretary Jim Shelton and Dr. Sonal Shah (Georgetown University) at the U.S. Department of Education, September 19, 2014 [Team members: Reginald Eggleston (Army cadet & Asst. Superint. in Tuscaloosa, AL), Michael Morss (Elementary School Principal), Angela Morgan (Counselor), and Amos Pierre (child psychologist)].
- Member, Diversity Committee, Association for Business Communication & Recipient of the Inaugural 2016 Distinction in the Practice of Inclusion Award
- Invited NABE representative and meeting facilitator, U.S. Department of State International Visitor Leadership Program Site Visit, March 18, Silver Spring, MD, 2013.
- Invited NABE representative, Common ELP Performance Descriptors & Home Language Survey Meeting for CCSSO and Consultants (WestEd & Dr. Kenji Hakuta),Council for Chief State School Officers/CCSSO, Washington D.C., Sept. 17-18, 2013.
- Invited speaker (on the pragmatic value of multilingualism in Africa, World and African Englishes, and strategies for developing biculturalism and bilingualism in U.S.-based school leaders and policy makers), Office of English Lang. Acquisition, June 5, 2014
- Invited TV interview, National Center for Quality Teaching and Learning (for a documentary on leadership and cultural competency in early childhood education), NAEYC, June 7, 2013 (Producer: Sabina Register).
Pandey’s Local/County-specific Community/Professional Activities:
- Director, Howard County African American History Project (HCAAHP; http://hchsmd.org/hc-african-american-history-pr/), a subcommittee of the Howard County Historical Society [We began recording the educational experiences and early childhood experiences of earliest residents on Fels Lane–e.g., the legendary Ms. Sophie Pollock who turned 99 on Jan. 17, 2018–and in other areas in and around Main St., historical Ellicott City, MD], spring 2015 to date.
- Author and Co-Director (with Tyrone Tyler), The Fire Next Door, a mini documentary on the 1965 fire on Main Street in Ellicott City, MD that killed a mother and four of her children, and paved the way for sociopolitical change, HCAAHP.
- Invited member, Validation Focus Group for MD-HSSCO Needs Assessment Project, MD Head Start Association, Children’s Services Bldg., Ellicott City, July 12, 2013.
- English as a Second Language Volunteer for HC Residents & for Project Literacy, Howard County Central Library, June 2009 to 2017.
- PTA member & Convener, Multilanguage Games, World Fair, Centennial Lane Elementary School, Ellicott City, MD, May 3, 2013 & 2014 & Parent Volunteer for Joint CLES & BMMS World Showcase, 2017 & 2018.
- PTA member & Cultural Activities Co-Chair, PTA, Centennial Lane Elementary School, Ellicott City, MD, Spring 2013 to 2014.
Pandey’s Community/Professional Activities:
- Invited proposal reviewer, National Research Foundation, South Africa’s equivalent of the ACF, NSF, and U.S. Department of Education, summer 2016.
- External Examiner for a doctoral disssertation from the University of the Western Cape, South Africa, Jan. 2017 & Jan. 2018.
- Invited External Evaluator for thesis titled A Sociolinguistic Analysis of the Effective Translanguaging Strategies of Some First Year Bilingual Students at the University of the Western Cape, South Africa. Dec. 19, 2015-Jan. 6, 2016.
- Invited External Evaluator, Dissertation titled Fundamental Validity Issues of an English as a Foreign Language Test: A Process Oriented Approach to Examining the Reading Construct as measured by the DR Congo English State Examination, University of Cape Town, S. Africa, September/October, 2013.
- Invited External Evaluator, Dissertation titled Literacy Programmes in Mozambique: Adults’ Motivations, Perspectives and Expectations – the Case of Multilingual Maputo and Pemba Provinces. University of Cape Town, S. Africa, May-June 2013.
Current or past elective offices held:
- Elected NABE Executive Board member & Eastern Region Representative: 2014-2017 (NABE has some 4,122 members).
- Advisory Board of World Englishes; Journal of English as an International Language, Critical Inquiry in Language Studies: an International Journal, and the International Journal of Communication (guest-edited in 2011)
- Editor, Saiwa (meaning “roots” in Hausa, Fulani and Pulaar, a student journal for creative writing at Ahmadu Bello University in Nigeria): 1986-1987.
- Editor, Pinal Afriq (the official student magazine for Bridge Transition Students at the University of Illinois at Urbana-Champaign.
Current or past union memberships:
- AFT/American Federation of Teachers
- National Association for the Education of Young Children (NAEYC)
- National Alliance of Black School Educators (NABSE)
- National Association for Bilingual Education (NABE)
- Association for Childhood Education International (ACEI)
- National PTA (& CLES & BMMS PTA)
- National Head Start Association
- Maryland Head Start Association
Selected P-12 Professional Development Sessions
Invited Speaker, Billie Askew Early Literacy and Reading Recovery Institute, Hurst Conference Center, Hurst, Texas, Nov. 7 & 8, 2017.
Plenary Speaker & luncheon speaker at the Spring ECE Celebration of Learning, Erikson Institute, Chicago, May 19, 2016.
Invited Plenary Speaker at the ECE Conference in Southern Texas organized by UNT. April 30, 2016.
Hitting a Wall: Bridging SLA, TESOL, Bilingual Education, and World Englishes for Maximal Impact. Paper presented as part of the special topics colloquium Addressing Multiliteracies and Multimodalities for Learners of English: NABE/TESOL Connections organized, TESOL’s 50th Convention, April 7, 2017,, Baltimore Convention Center.
Time for Multilingualism?: Bilingualized ESL for Improved Outcomes, TESOL’s 50th Convention, Hilton Hotel, April 6, 2016.
The Unforgotten: Empowering Girls & Mothers, ACEI’s Global Summit on Childhood, San José, Costa Rica, April 2, 2016 (presented by and with Dr. Debora Wisneski).
Featured Speaker, California Association for Bilingual Education, March 25, 2016.
Bi/Multilingualized P-3: Language Building Blocks for Successful ECE. NABE PreConference Institute, Chicago, March 2, 2016.
Beyond Negro & White: Addressing Cultural Bias in the Word Gap. NABE Conference Institute, Chicago, March 5, 2016.
25 Fun Ways to Learn Words & Keep Reading (an Invited workshop for P-4 students: Day 1) & How to Engage Your Students & Children (for tachers and parents: Day 2), NC NABSE Conference on Early Education, Feb. 11 & 12, 2016.
P-3 Tacoma Public Schools PD workshop, Oct. 30, 2015.
Time for Bilingual Early Childhood Education. NABE’s Summer Dual Language Institute, Wheaton, MD, July 8-10, 2015.
2. What role does a member of the Howard County Board of Education fill?
Members of the Howard County Board of Education provide leadership and policy oversight to all HCPSS students and their families and neighborhoods, with the objective of ensuring that employees, students, their families and our community as a whole are held to the highest educational standards. Deciding how to dispense funds in a fiscally responsive manner is also a critical role played by elected officers. To ensure that I have a handle on issues of concern to all the parties involved, including parents, teachers, staff, students and other County residents who might not access FB and other SM, my family and I have been hosting “Conversations” at our home every Saturday since I filed.
3. Have you ever attended a meeting of the Howard County Board of Education?
Yes, I have attended as many as my schedule would allow and have kept abreast of the major issues. I’ve watched (Online) most of the meetings that I haven’t been able to attend in person.
4. Numerous officials have indicated that the Howard County government will be facing a few difficult years ahead in budgeting and finance. How do you propose the Board of Education address these challenges?
In my view, there is no simple or single solution to the budget challenges and at all costs, the last place we should cut funding is the classroom—by way of programs that we disband due to insufficient funding, and/or increases to class size, for instance. I would like to work with all stakeholders—including parents, students, teachers, other BOE employees, contractors, administrators, delegates, the local government, MSDE, and MABE–to identify viable solutions. I have already reached out to other BOE members across the State to seek their counsel on how they have attempted to deal with their budget shortfalls, and would propose a multipronged approach in consultation with multiple parties. We could attempt a number of things simultaneously. I can think of at least three possible avenues we could explore, including taking a close look at approved contracts and bids. We could even attempt to renegotiate with selected contractors to cut costs and locate community partners willing to match a portion of the estimated cost, and/or eliminate the costliest contracts. For example, I read the following post on FB that suggested that some contracts have been awarded to contractors that either monopolize or overcharge for services that NGOs, Foundations and/or corporate sponsors might be willing to provide at little to no cost–providing some relief to our already bursting-at-the-seams budget:
“District Administration is District Management Council who authored the Special Ed report that hcpss did not want to share. They received over 400k in contracts. Often the companies who award (i.e., a plaque) also receive” (Vicky Cutroneo, March 7).
HCPSS is entitled and advised to include contingency clauses in all contracts. Take a look at the following PD contract I received from the largest school district in TX. Note that it includes a contingency:
We could actively reach out to the wider community to secure needed services at no added cost or to seek additional sources of income. We could invite partial or full sponsorships for specific HCPSS projects (e.g. architectural designs, one or more tech sponsors, health and wellness sponsors; transport sponsors, and so on). I would be willing to take a look at our transportation system to identify later start times for out high schoolers, while cutting costs. The move to a three-tiered transport system in Carroll County, for instance, saved the County $1.6 million. We might also consider purchasing a few buses (with a multi-year payoff) and/or soliciting donations of one or more school buses, so that we do not have to contract our entire fleet, as it appears to be most cost-efficient to have a combination of contracted and owned vehicles.
5. Based on the information available to you, briefly assess Dr. Martirano’s first year in office.
From what I have seen and read, Dr. Martirano is very professional and a more transparent and well-liked individual than the person that occupied his office before him. He is for “open meetings” (personal communication with Board members), and is also open to community partnerships, as evidenced by the successful creation and ready-to-roll-out community-wide interaction-enhancing program Talk with Me, Howard County, spear-headed by former HCPSS employee Bonnie Bricker. At Town Hall meetings and through e-communication that he sends out, he invites community input on proposed programs, as well as suggestions, so his collaborative, student-focused (http://storystrong.hcpss.org/stories/), and community-engaged leadership is refreshing and clearly appreciated. He also appears to have restricted Central Office, yielding greater accountability and multidirectional collaboration (https://www.hcpss.org/superintendent/leadership-team/). The renewal of his contract evidences his efficient leadership to date.
6. What does “equity” in education mean to you, and how should HCPSS achieve it?
As an educator and reading and language specialist, to me “equity” means equal opportunity and parity or a level playing field. This concept is exemplified in the vision that Mr. James (“Jim”) Rouse had for a specific planned community in Howard County, namely, Columbia. When Columbia was formed, it was “the place to be” ( ). Research shows that Mr. Rouse wanted individuals from varied income levels and different walks of life to mingle and learn from each other (see Better Lives, Better Places: A Biography of James Rouse by J. Olsen, 2003). The fact that the Teachers Insurance and Annuity Association was a (financial) partner strongly suggests to me that quality education—not merely from area schools but from the purposely diverse community that it was designed to bring together. Much like a diverse portfolio, one of the projected high yields of this proposed community was the non-classroom-based opportunities living in Columbia offered to area residents and employees. Columbia, as Mr. Rouse envisioned it was meant to represent the epitome of this concept, namely, “equity.”
Let’s fast-forward to present-day HC, where the income and cultural and racial diversity of Columbia, instead of being replicated in like mode in every other zip code in HC. vary considerably. This has resulted in visible pockets of poverty and cultural homogeneity in many parts of HC; akin to segregated urban neighborhoods. To level such a disparate field will require artful decision-making by BOE members that would put marginalized students at center stage. In the realm of education, equity today means every student and employee of HCPSS has more or less similar instructional resources available to him/her, regardless of his/her family circumstances (e.g., income, social class, level of support and so on), and his/her location in Howard Cty. In short, we would expect all schools in Howard Cty to receive and provide more or less the same resources (i.e., highly qualified teachers, administrators, and support staff, library/media resources, academic and extracurricular offerings, facilities, etc.), and the same per pupil allocation, regardless of zip code and/or other factors (e.g., a students’ learning style, mental and physical capabilities, academic preparedness/readiness, classroom size and age of the facility, among others). All in all, an equitable or equity-oriented HCPSS would aim to ensure that all students and their families feel supported by the schools, and that the school community wants every student to succeed/excel, and would do everything to work with “underachieving students” so that they do not feel neglected and are not left behind.
Some of my most prized awards (see the photos that follow) have to do with my role in making education more equitable for all students—not just in MD:
The first one was awarded by the international organization ABC, Association for Business Communication International, with memberships from over 55 countries. In addition to the plaque featured below, and a cash prize of $1,500.00, the award came with a featured Plenary spot at the 2017 Annual Conference in Dublin Ireland, so I got to share my winning paper, titled “Capturing Cultural Nuances and Enhancing Politeness: the Language Building Blocks Model of Cultural Competency” (which also focused on how to diversity our workforce across the board).
To me, HCPSS could achieve this by ensuring that all low-morale-D, lower-income (relative to others), single-parent, and lower-performing and/or “at-risk” students receive individualized attention, as well as relevant and meaningful instruction, PLUS appropriate assessments (matched to instruction). Too often “special needs” students are conflated with “ELLs.” Labels themselves could be problematic and prompt classist classes. “ELL,” for instance is a negative term by default; it merely identifies the language a students is in the process of “learning” and fails to mention any other(s) that they might have already mastered. Below are selected radio interviews and podcasts that focus on the need to change or reverse the pattern of stigmatization or negative lang. attitudes that are so pervasive in our schools and communities. For genuine educational equity to be at work in HC, all of our schools and the communities in which they are located would need to be free of stereotyping and bias—racial/cultural, sexual-orientation-wise, as regards variations in physical and cerebral attributes, age, and more). We also need to bridge language divides and the inequities they (and other prompts) spawn in our (public) schools.
We have a lot of work to do. Here is my response to a parent who responded to my HoCo School Interest (FB) post with Delegate Ana Sol-Gutierrez’s request for testimony from Marylanders in early Feb. of this year:
Parent: “So, the students who have spoken English all their lives now have to take the time in school to learn a language from someone else [sic] home country. I think it is time to learn English.”
Pandey’s Response: Of course we want our kids to master English and that’s precisely the point–dual immersion programs accelerate English mastery and ADD another language and broader cultural awareness to our children’s portfolios + they enhance math and science skills–most likely because kids compare language patterns and meanings–a mathematically involving computation! Parents will have the option of sending their children to such programs, when they become available. There’s high demand for them in Utah, OR, CA, DC, VA, NM, FL, TX, PR, and all over the country. English has borrowed from over 99 languages, so simply learning a little of another language has been proven to make English spelling and comprehension easier for our students (i.e., lang. history as a learning strategy), and to make them more social. For those students who come from homes where another language is “primary” for home-based communication, use of their home language or another lang.–in addition to English–makes English easier for them to understand and master. It’s a WIN-WIN for all and does not add to a school’s budget (unlike what folks might think):
Here are pieces worth reading:
As a reading and language specialist, I know that language inclusion is a sure way to ensure equity, while making all students feel at home and eager to learn. Through continued professional development and an inclusive curriculum and instructional resources and assessments, I would emphasize the need to embrace the diverse backgrounds of our student body, and of our teaching staff (to minimize cultural dissonance) and the value of teaching our children to embrace the many heritage languages and cultures in Howard County, so that we do not end up sending conflicting messages, but do our part to support families in their child-raising/socialization/teaching efforts. I share my experience as a parent of bilingual preschoolers entering monolingual HCPSS schools in a heavily-cited piece titled “Why I Kept My Kids Out of Preschool” (2015–attached), and would like our parents to feel like genuine partners. Even if we do not speak or understand another language, we could, for instance, help all children pick up a little or a lot more than a smattering of an additional language at an early age–at lunchtime and through music and art and social studies and/or geography in later grades, for instance–as these “teach-able moments” and/or subject areas facilitate and lend themselves well to conventional language mastery, as well as to the preparation of well-rounded global citizens knowledgeable in varied (classical and other) musical traditions, diverse instruments, art forms and traditions, and so much more in our vast and interconnected world). As I share in my latest book, Language Building Blocks (https://www.tcpress.com/language-building-blocks-9780807753552), from 4th Grade onwards, the bulk of our vocabulary is Latinate (not Anglo-Saxon), so exposing our students to a language that is closely related to Latin (e.g., Spanish and Italian) or one that is more intuitively mathematical (e.g., Chinese, Korean, and Arabic) would go a long way, and would likely jumpstart and accelerate our students’ math and science skills, as well.
As a parent, I’ve been advocating for curricular diversification (which also falls under my first objective). A group of us met with Dr. Stout, HCPSS Curriculum Director on Dec. 15 to discuss preliminary steps in this direction, starting with our Social Studies, Reading, Media Center, and History offerings. I would continue advocating and, with the support of my fellow educators, grow our support base and following once I have the privilege of serving on our Board.
The following are selected radio interviews and podcasts in which I share my thoughts on how educators could work to eliminate these in P-12 instruction and assessment:
Anita’s Radio Interviews: Selected Broadcasts & Podcasts
Milwaukee Public Radio/WUWM’s Lake Effects Anchor Amy Kiley interviews Anita Pandey about best practices in reading and more for underperforming schools in the home of America’s private/”charter” schools, namely, Milwaukee:
Anita’s Podcasts on the “WORD gap” & early quality assessments, including preschool assessments like CLASSTM :
Recorded at Erikson Institute’s Early Childhood Leadership Academy in Chicago, IL:
Part 1 identifies the 2 most frequently used assessments of instructional quality and zones in on CLASS TM
Part 2: focuses on some limitations of CLASS TM
Part 3: focuses on how to ensure culturally inclusive ECE assessment
The first podcast in this series was a follow up to a feature article by Anita Pandey that was published by Columbia University’s Teacher’s College Record on Aug. 25, titled:
Beyond Black ‘n White: Addressing Cultural Bias in Word Gap Studies
7. In specifics, how should the Board of Education address school overcrowding?
To address this issue classroom by classroom, we should aim to reduce class size. At nights and/or over the summers, we should begin to renovate to expand (i.e., building upwards if space constraints preclude horizontal reconfiguration) one school at a time. This is potentially less time-consuming than waiting until a brand new school is ready, and so that common areas (e.g., assembly, restrooms, hallways, and the cafeteria are not as crowded). In the interim, we could also change the class-switch times by grade or geographic space, so that the shared spaces are not congested at any one specific time. We could also have teachers come to designated classes as opposed to having students go to them. This might be less time-consuming and is how many high schools function in many parts of the world, including Nigeria where I went to high school (and which produces many high quality graduates). We students never moved; different teachers came to our classroom for different periods.
We should also proceed with building HS # 13 and secure the land for an additional HS in the Elkridge area (given the need) schools, while doing the same for our ESs and MSs based on attendance projections. In the interim, we should also verify student residency at our top three most overcrowded schools. We might discover for instance, “that some students who attend CHS, for instance, do not actually reside at Chatham Gardens” (HC resident Lisa Soto, personal communication).
8. Briefly, what are your top three priorities if elected?
The one-pager I prepared in Dec. to share outlines my objectives and qualifications. Currently, my top three priorities, in order of importance are:
i. to enhance educational outcomes by focusing on inclusive pedagogy/praxis and revisiting how we teach reading, ESL and Special Needs (my areas of expertise)
ii. to help reduce our budget deficit through sound decision-making with input from all stakeholders and through carefully thought-out and well-executed Community partnerships, and
iii. to listen to and learn from our students, and to retain and reward our educators through the provision of monetary and in-kind resources and incentives (e.g., affordable housing in HC, as many cannot afford to live here, as they have shared).
Our educators are our greatest asset. No matter how great our edifices and instructional resources, without quality instruction and oversight, schooling could be minimally impactful. My father’s elementary school class, for instance, met only when the skies permitted, in a remote and rural Monsoon nation famous for its torrential downpours that still last over a week (with continuous heavy rains). That’s because the farming community ‘school’ he attended didn’t have a designated building and couldn’t afford to build one back then. They would meet under a Mahua tree in the village of Holapur, district Sultanpur in UP, northern India, and write on slates with sharpened branches of trees using “dudhiy” (an off-white paint sold in little bottles) that they washed off during breaks in the flooded sugarcane, wheat and rice fields all around them. They didn’t have books and pens and pencils, so school supplies that we get are a luxury in contrast.
My one-page letter to my HC neighbors follows:
Hello Neighbor! I am Anita Pandey, candidate for HoCo BOE, and I would like to share with you why I am running. I hope that you will find me worthy of your vote. I’m a:
- Proud parent of a middle & high schooler [Sarika & Sahara: who created our logo & our motto, namely, It takes a County—to be Best in CLASS! I spent much of my childhood in Africa, so I can speak to the power of a village/County in raising me and other lucky children
- a member of the PTA & I’ve been teaching for 28 years
- a tenured full professor with a specialization in reading, early childhood & ESL
- Crazy about children and young adults—they have so much to offer! My first book is titled The Child Language Teacher (it chronicles how I learned Spanish from a 5-year-old and taught my mother English—and how this enhanced my academic and social skills)
- My 2nd book (see languagebuildingblocks.com) was published by Columbia University, and Miller Library hosted a book signing for me (all our libraries carry it and I’d value your feedback)
- I’ve been priviledged to serve as one of two U.S. liaisons for the Assoc. for Childhood Educ. International, after serving as one of 10 worldwide Ambassador for Childhoods for both ACEI & the Alliance for Childhood, and recently , I also had the honor of
- speaking at the U.S. House of Representatives on our P-12 lang. pipeline (1 of 3 invited panelists)
- having lived on the most lang-populous continent, I’m passionate about langs. Not surprisingly, was a testifying parent & researcher for HB1502 & 1351
- I also provided testimony for the passage of the Seal of Biliteracy in MD and I helped found the HC Afri. Amer. History Project (part of the HC Historical Society), and serve as the Director
I am committed to
- increasing family and community engagement +
- supporting & rewarding our teachers, & hiring & retaining committed employees
- reducing student stress: e.g., the testing trauma & excessive homework
- increasing partnerships: e.g., with the Office of Aging & Independence
- introducing World Languages earlier (Middle Sch. is late), including Sanskrit to ease reading/spelling for students (Sanskrit is the Mother of the Indo-European Language Family)
- ensuring active learning & student engagement: including integration and support of “special needs” students and more vocational skills
- using best practices: a curriculum, instructional resources, & assessments that are regionally rich, globally competitive, & culturally inclusive (i.e., utilizing cross-cultural content and approaches to mathematics and other subject areas)
- providing students with safe (zero tolerance for bullying) spaces & utilizing our diversity as a resource—for all students, especially “special needs”
- enhancing early childhood educ. in HoCo (e.g., piloting 1 or more P-3 dual lang. schools–see Utah’s example) & increasing access to pre-school &
- engaging in smart (value-added) spending & enhancing nutrition and wellness of our students and employees (through the provision of hot and more diverse meal options)
443.422.5923; firstname.lastname@example.org; anitapandeyboe.org; @Pandey4BOE
Thank you! Khamsa hamnida! Shukran! Toda raba! Xei xei!