Professional Learning & Keynote: New Jersey Office for Refugees at International Rescue Committee (IRC)

Cultivating Relational Sanctuaries: Trauma-Informed Practices in the Adult ESL Classroom

Overview

This case study highlights my invited session as a Subject Matter Expert at the New Jersey Office for Refugees (NJOR) Summer Conference, hosted by the International Rescue Committee. The interactive presentation, "Relational Sanctuaries: Trauma-Informed Practices in the Adult ESL Classroom," brought together educators, advocates, and resettlement leaders to address how displacement, chronic stress, and systemic transitions impact adult language acquisition, learner retention, and classroom dynamics.

My Role: Invited Subject Matter Expert & Facilitator

Drawing on over 17 years of cross-continental educational experience and trauma-informed coaching frameworks, I designed and facilitated an interactive session demonstrating why safety must precede strategy in adult and community learning spaces.

The session's goal was to equip practitioners with high-leverage, low-prep micro-routines that regulate the nervous system and build psychological safety:

• Preserving Dignity Over Correction: Transitioning instructional focus from rigid linguistic correction to communicative competence, mutual respect, and emotional regulation.

• Low-Friction Opening Routines: Implementing The Temperature Check, a predictable entry routine that gauges cognitive and emotional readiness without requiring vulnerable personal disclosures.

• Grounding Exit Protocols: Establishing Predictable Closures to consolidate language gains, validate learner effort, and offer a calm, structured emotional transition out of the learning space.

• Protecting Educator Capacity: Providing turnkey classroom routines that lower learners’ affective filters and boost program retention without adding to instructor prep fatigue or burnout.

Impact & Institutional Outcomes

• Immediate Classroom Application: Practitioners left with ready-to-implement micro-routines, reporting immediate adoption in community ESL, adult basic education, and workforce development classes.

• Lowered Affective Filters: Instructors reported reduced anxiety and greater participation among newcomer adults when structured predictability was introduced.

• Stronger Program Retention: Demonstrated how psychological safety and emotional dignity directly combat adult learner drop-off and absenteeism.

• Educator Bandwidth Protection: Emphasized practical implementation routines that support diverse learning needs without exhausting teacher capacity.

Closing Reflection

When adult learners face displacement and life transitions, language acquisition is inextricably linked to emotional safety. By establishing structured, predictable "relational sanctuaries," educational programs honor learner dignity, deepen engagement, and protect the energy of the educators who serve them.

Participant Feedback & Reflections

"I love this session because, in protecting teacher capacity, that help me understand how important it is to prioritize simplicity over complexity." — Refugee Resettlement  Adult ESL Educator

"This was great! Keeping lessons simple and adding routine to lessons are super helpful!" — Refugee Resettlement  Adult ESL Educator

"This was a helpful reminder that routines are important no matter the classroom context" — Refugee Resettlement  Adult ESL Educator

Instructional Coaching: NJDOE & Rutgers University Seal of Biliteracy Project

Instructional Coaching Partnership Supporting Multilingual Learners and Biliteracy Development Across New Jersey Public Schools

Overview

This case study highlights my instructional coaching partnership within a statewide initiative led by the New Jersey Department of Education (Lavinia Rogers, State Coordinator), and Rutgers University (Dr. Mary Curran and her team), focused on strengthening bilingual instruction and advancing Seal of Biliteracy goals across New Jersey public schools.

Working in collaboration with project leadership, I provided individualized, side-by-side instructional coaching grounded in in-person classroom observations and facilitated reflective learning cycles that supported educators in translating state-level priorities into practical, responsive instruction for multilingual learners.

My Role: Instructional Coaching Partner

In partnership with the leadership team, I provided asset-based, practical, individualized, side-by-side instructional coaching for project fellows (8 out of 10) across seven New Jersey public schools.

This included in-person classroom observations followed by structured coaching conversations before and after each visit. These cycles were designed to deepen understanding of teachers’ instructional contexts, student needs, and existing strengths, while offering responsive, supportive, and actionable feedback for multilingual learner instruction.

Within the project’s collaborative framework, I applied the New Chapter™ methodology, informed by over 16 years of pedagogical, multilingual, cross-cultural, and international experience across diverse K–16 educational settings, including refugee resettlement contexts, alongside ICF-accredited leadership and performance coaching training, to guide coaching cycles grounded in research, reflection, trust, and instructional clarity.

My coaching approach focused on:

• Translating state-level instructional goals into manageable, meaningful teacher “next steps”
• Implementing a side-by-side coaching approach grounded in reflection, relationship-building, and practical classroom application
• Supporting increased student engagement through responsive instructional practices
• Cultivating safe, affirming, and reflective spaces for both veteran and novice educators

In addition to coaching cycles, I collaborated with the leadership team in ongoing professional learning spaces, including monthly fellow meetings and guest speaker sessions centered on high-impact topics in multilingual learner education.

Impact & Professional Growth

Across coaching cycles, educators demonstrated meaningful instructional shifts supported through ongoing reflection and practical application in their classrooms.

Immediate Instructional Application

Teachers consistently implemented coaching feedback immediately, often integrating new strategies into instruction the following day.

Greater Instructional Intentionality

Educators reported a shift toward more intentional, student-centered instruction with a stronger focus on engagement, communication, and culturally responsive practice.

Increased Student Engagement

Fellows observed stronger student participation, interaction, and engagement as instructional practices became more responsive to multilingual learner needs.

High-Value Professional Learning Experience

Participants described the coaching experience as supportive, reflective, and grounded in trust, emphasizing the value of having a safe space to strengthen practice while building on existing strengths.

100% of educators I supported reported that the coaching contributed to meaningful, actionable professional growth that positively impacted both instruction and classroom learning environments.

Educator Reflections:

"In my four years of teaching, this was the most productive and meaningful observation I have ever experienced." — David Gardner, HS ESL Teacher
"...your input provided an immediate 'takeaway' experience with tangible ideas I could apply instantly in my lessons." — Karolina Mills, ESL Teacher

Closing Reflection

This partnership reinforced the importance of coaching that is relational, context-responsive, and grounded in practical implementation. Working within a shared state-level framework while applying an asset-based, reflective coaching approach allowed for instructional growth that was both meaningful and sustainable.

Hear from more educators in this project

Specialized Professional Learning: Proactive SEL Strategies for Multilingual Learners

Touro University & KIPP Charter Schools 

The Context

Touro University partnered with KIPP Charter Schools to equip K–8 educators with proactive Social-Emotional Learning (SEL) practices. The goal was to move beyond theory and provide teachers with culturally sustaining, trauma-informed strategies tailored to multilingual student populations.

The Instructional Approach

I designed and facilitated two intensive five-hour professional learning sessions for over 70 educators.

The learning experience centered on the idea of the “Teacher as the Instrument,” emphasizing self-awareness as a foundational driver of effective SEL practice in multilingual classrooms.

• Practice-based frameworks: I introduced New Chapter Model™ frameworks that integrate research with immediate classroom application (“Monday-morning readiness”).
• Application-focused design: Each session included guided reflection and collaborative problem-solving to support transfer into practice.
• Classroom-ready tools: Participants received adaptable resources designed to streamline teacher preparation while strengthening student engagement and SEL routines.

Impact

• High-quality learning experience: Sessions received participant satisfaction ratings between 4.6 and 4.8 out of 5.
• Immediate classroom application: Educators reported increased confidence and ability to implement SEL strategies the following day.
• Strengthened inclusive practice: Teams built greater capacity to support trauma-informed, inclusive learning environments for multilingual learners.

Reflections from the Room (anonymous survey):

"This was the best professional development I’ve had so far this year." — K–8 Classroom Educator

"I learned SO much. This was an AMAZING five hours..." — K–8 Classroom Educator