Meet the Member is a column in the PAIS Newsletter in which we have the opportunity to learn more about our colleagues in program administration. We are very pleased to share the interview conducted with Michaela Colombo, EdD, associate professor and chair of faculty in the College of Education at UMass Lowell.

If you are interested in being interviewed or wish to suggest a colleague you think we should include, please contact our Meet the Member column editor, Linda Wesley.

1. How did you get started in the TESOL field?

I started in the TESOL field about 25 years ago when I began to teach ESL to adults. Although I was a teacher, I had absolutely no experience teaching ESL and neither did the other teachers with whom I worked. We learned with our students. The most lasting lessons I learned were the importance of building respectful relationships that build on the strengths of students, the role of advocacy in TESOL, and the necessity for reflective practice. Most of my students were parents who spoke fluent Spanish, a language that I also speak. Due to language barriers and their unfamiliarity with the structures and expectations of school systems, my students were often unable to advocate for their children. Supporting advocacy efforts for my adult students and their children prompted me to seek a teaching position in pre-K–12. There I taught as a Spanish-English bilingual teacher for 3 years before assuming the role of district-wide supervisor for TESOL and bilingual programs, which I held for 5 years.

2. Tell us a bit about your current program.

The UMass Lowell College of Education offers programs at the doctorate, educational specialist, and master’s levels. We are in the approval process for an undergraduate program, resulting in a Bachelor of Arts in Education. The College also offers a 12-credit TESOL certificate program to cohorts of licensed in-service teachers and sheltered English instruction (SEI) endorsement courses to preservice teachers and administrators. SEI endorsement courses are required for teacher and administrator licensure in Massachusetts. Our SEI endorsement course for preservice teachers is a service-learning course that takes place in a partner school. As part of the coursework, preservice teachers and their instructor provide a 15-hour after-school enrichment program to students who are learning English as another language. This enables preservice teachers to connect theory with practice as well as to reflect on their teaching.

Our programs have benefited from a 5-year National Professional Development grant (Preparing Excellent Teachers of All Language Learners-T365Z120232). Through this funding we have increased the number of pre- and in-service teachers who have earned TESOL licensure, providing ongoing SEI professional development to teachers, administrators, and paraprofessionals, and have prepared College of Education faculty to infuse TESOL pedagogy into their methods courses.

3. How do you describe your job to someone who is not in the field?

I play several roles in my position. As a faculty member, I am actively engaged in teaching, research, and service. I collaborate with other faculty to develop programs and courses in leadership and in TESOL. I also teach SEI and TESOL courses and a doctoral course in sociocultural contexts of education. I typically supervise between one and five doctoral students each semester.

In terms of research, I have been systematically collecting data about professional development for educators of English learners for many years, which has resulted in published books and articles. With regard to service, I actively participate in many committees at the college and university level in efforts to continually enhance the experiences of students and faculty and serve the surrounding community. I am also active in state-wide efforts to improve the preparedness of teachers of English learners and to advocate for high-quality language development programs that ensure access to enriching grade-level curriculum. I also work closely with leaders in local school districts.

As chair of the faculty, I play a leadership role in the growth of the college as well as an administrative role, which includes mentoring and evaluating nontenured faculty and scheduling courses. As the project director for Preparing Excellent Teachers of All Language Learners, I am responsible for ensuring project implementation, as well as leading research projects to explore professional development that is most effective in improving TESOL practice.

4. What do you consider your top five responsibilities in a “typical” week?

My five top responsibilities are teaching SEI/TESOL courses (including service-learning courses) and supervising doctoral students; working closely with the dean to ensure effective progress within the College of Education; collaborating with pre-K–12 partners to plan, implement, and explore the effectiveness of professional development; collaborating with faculty in a continuous cycle of program improvement; and working across the university and community to form partnerships.

5. What are the most rewarding and challenging parts of your job?

Teaching service-learning courses and collaborating with pre-K–12 partners are definitely the most rewarding parts of my job, along with exploring how TESOL teachers continually grow in their ability to effectively teach and advocate for English learners. Also rewarding are program building, which I do in collaboration with my colleagues, and mentoring junior faculty members in the areas of teaching, research, and service. I’m fortunate. I really enjoy all parts of my job. My greatest challenge is finding the time to do everything the job entails.

6. What is your advice for those interested in moving into program administration?

I came to the position of faculty chair with 5 years of administrative experience as pre-K–12 district-wide supervisor of TESOL and bilingual education. Many of the skills I developed in that role were transferrable to the leadership role that I now play, which has been very helpful to me in my current job. More formal leadership preparation has been useful, too. Prior to my first year as chair, I attended a leadership institute for chairs and deans where I met both seasoned and novice chairs and deans from across the United States. I attend each year, and I would highly recommend this professional development experience to others. I would also recommend that anyone considering administration develop excellent listening skills and find ways to capitalize on the strengths that each faculty member and student brings to any given situation.

7. What hobbies and other interests do you have?

I am very busy in my position, so when I have time to do so I enjoy being at home, which I share with my husband and three happy rescue cats. I like to take long walks through the woods and on the coast. Being near water both relaxes and energizes me. During the summer, I spend a lot of time boating, stand-up paddling, kayaking, swimming, and shell fishing!