- Biography
- Painting Portfolio
- Picture Books
Creative and compassionate educator, consultant, writer, and visual artist, specializing in innovative, research-based language and literacy instruction and curriculum development. Dedicated to serving academically underserved adolescent and adult students. Experience working with English language learners (ELLs), native English speakers, and Special Needs students of all ages—from elementary through adult. Native English speaker. Foreign languages: Spanish fluency; intermediate proficiency in Mandarin Chinese, German, and French. Master’s of Education. Licensed teacher of ESL.
Ed.M. (2009), Harvard Graduate School of Education, Language & Literacy, Cambridge, MA. Focus on adolescents, struggling readers, diverse learners, and ELLs. Lesley University School of Education, Elementary Education (2007–2008) coursework.
B.A. (1983), New School for Social Research, New York, NY, Liberal Studies. Rhode Island School of Design, Providence, RI, Fine Art: Painting.
English as a Second Language, 5–12, Preliminary, Massachusetts, Issued April 9, 2010.
Teacher, ESOL / Literacy, Action for Boston Community Development (ABCD) LearningWorks, Boston, MA (January, 2010 – present). Teach academic writing and reading comprehension to adult students enrolled in a New Careers workforce training program. Teach both native English speakers and ELLs. Develop curriculum. Support student success across overall agency, including tutoring students and consulting with practitioners. Develop and conduct workshops in various career training programs, including Medical Office Technology, Early Childhood Education, and Elder Service.
ABCD is Boston's antipoverty agency, serving more than 100,000 low-income Greater Boston residents through its citywide network of neighborhood-based organizations. ABCD provides innovative, timely programs that promote upward mobility and a higher quality of life for people and communities. LearningWorks is a workforce development center, offering a variety of education, training, and support services for low-income adults. Supervisor: Clare Shepherd. http://www.bostonabcd.org/programs/ career-development/learning-works/
Tutor, Academic language and literacy, Harvard Bridge to Learning and Literacy, Cambridge, MA (December, 2009 – present). Provide one-on-one academic tutoring to a Haitian-American adult to support her college coursework in the healthcare/medical field.
The Harvard Bridge to Learning and Literacy is a free worker education program, offering classes and academic support to all hourly employees and members of the Harvard Union of Clerical and Technical Workers. Supervisor: Jennifer Goulart. http://www.employment.harvard.edu/benefits/-learndevelop/bridge.shtml
Assistant ESL Teacher and Tutor, Community Learning Center (CLC), Cambridge Department of Human Services (June, 2009 – December, 2009). Assisted in lesson planning and delivery. Helped develop materials and activities that integrate spoken and written language and basic reading instruction. Tutored adult students, many of whom are recent immigrants to the U.S.
CLC provides free services to Cambridge residents, serving adults who need basic education, English language and employment skills. CLC staff also create curriculum and work with adult education teachers from other agencies and with other community groups. Supervisors: Sylvia Greene and Whit Hendon. http://www.cambridgema.gov/DHSP2/clc.cfm
Consultant, Research Intern, Education Development Center (EDC), International Development Division, Newton, MA (August, 2009 – December, 2009). Supported the Eastern Europe & Eurasia Social Legacy Program team (funded by USAID) in the development of educational events and publications. Conducted literature reviews, wrote reports, corresponded with partner NGOs in Azerbaijan, Armenia, Macedonia, and Ukraine, and collaborated on development of projects. Created Addressing Corruption in Education from the Roots Up: A Handbook for Youth Organizations from Youth Organizations, to be published by EDC,a publication to serve youth organizations that are interested in fighting corruption in education. The handbook provides basic information about this problem and offers proven strategies to combat it, direct from practitioners.
TEN brings together individuals and organizations from the Eastern Europe and Eurasia region to foster peer-to-peer collaboration and dialogue about best practices, challenges, and resources for understanding and addressing corruption in education. EDC is a global nonprofit organization that designs, delivers, and evaluates innovative programs to address some of the world’s most urgent challenges in education, health, and economic opportunity. Supervisor: Gustavo Payan. http://www.edc.org/
Research Assistant, Strategic Education Research Partnership (SERP), Harvard Graduate School of Education (January, 2009 – September, 2009). Assisted in the research and development of academic literacy interventions for middle and high school students, currently piloted in the Boston Public Schools. The primary focus was ELL students. Conducted literature reviews on best practices in literacy instruction for ELL and low-performing adolescents and helped integrate findings into curriculum. Assisted in pre- and post-intervention student testing using the RISE test, an English language vocabulary test developed by SERP and Educational Testing Service. Conducted post-intervention qualitative interviews with students in South Boston, Roxbury, and Brighton public schools about their school literacy experiences.
SERP conducts a program of “use-inspired” research and development, with a goal of developing, testing, and mobilizing effective programs and practices. Problems of student achievement, and the practices that support it, are at center stage in determining the research and development agenda. Supervisors: Claire White, Lowry Hemphill. Principal Investigator: Catherine Snow. http://www.serpinstitute.org/about/overview.php
Master’s Study, Harvard Graduate School of Education (2009). Studied first- and second-language acquisition; reading comprehension; vocabulary instruction; linguistic, multicultural, and racial diversity issues; and reading difficulties, with a particular focus on ELL students, adolescents, and struggling students. Conducted research on book-reading and toy play conversations of English- and Mandarin-speaking mother-child dyads. Coded transcripts for question forms. Presented poster at Harvard Graduate Student Research Conference. Advisor: Pamela Mason, Director, Language & Literacy Program.
Student Teacher, Peabody School, Cambridge, MA (January-June, 2008). Student teacher in urban 4th grade inclusion class. Assisted with instructional planning, provided whole class and small group instruction. Developed social studies lesson integrating folktales and reading. Early Field Experience, pre-practicum, 130 hours, Lesley University.
Independent Artist and Children’s Author and Illustrator(1987-present). Conduct art and writing workshops for students and teachers in schools and libraries. Exhibit paintings, drawings, and collages in art museums, libraries, universities, hospitals, galleries, schools, and community centers. Published two award-winning children’s books. http://www.juliebaer.com
Massachusetts General Hospital Cancer Center, Boston Public Library, Hebrew College, Cambridge Hospital, DeCordova Museum, Cambridge Center for Adult Education, Cambridge Multicultural Arts Center, Gallery Seventy-Nine Newbury St., Yeshiva University Museum
Teachers of English to Speakers of Other Languages (TESOL), Massachusetts Coalition for Adult Education (MCAE), National Council of Teachers of English (NCTE), International Reading Association (IRA), Massachusetts Reading Association (MRA)
Tennis, yoga, biking, skiing, birding, hiking, traveling, Chinese and Spanish language study.