Marguerite M. Lukes, Ph.D. January 2021

MARGUERITE M. LUKES, Ph.D. [email protected]

PROFESSIONAL EXPERIENCE

Director of Research & Innovation 2013-Present Internationals Network for Public Schools, New York City • Design and launch new research unit to integrate monitoring, impact evaluation, research and dissemination into core organizational programmes; • Lead, coordinate and sustain organizational monitoring, research and evaluation, impact analysis and evidence-based innovation initiatives; • Lead and oversee monitoring and evaluation across network and projects, including creation of monitoring frameworks, tools, reporting templates, and reports for partners and funders; • Design and manage staff and partner capacity-building training on monitoring and evaluation, including development of training materials and protocols, creation of training topics and plan, and monitoring of progress on capacity-building • In collaboration with project directors, lead organizational and project efforts to design theories of change for programs and projects; • Participate in generation of strategic organizational objections and monitor progress toward achievement of strategic goals and benchmarks; • Maintain collaborative relationships with school administrators and staff to ensure smooth M &E; • Oversee collection and analysis of data from network schools and programmes, including baseline and formative data for new projects and initiatives; • Provide technical guidance and support on monitoring, evaluation and reporting to school administrators, professional staff and community-based organization representatives; • Design and lead online and in-person trainings and professional development initiatives; • Produce monthly, quarterly, annual and ad hoc reports for schools, funders, and internal use. • Manage project budget and produce financial reports.

Educational Consultant 2019 International Refugee Committee (IRC), New York City • Provided subject matter expertise on educational programmes for refugee youth to inform a framework for social emotional asset development; • Provided expert guidance on M&E framework and tools for use with field-based staff; • Supported content development of toolkit for refugee youth SEL programming via writing, editing, and comprehensive literature review; • Polished IRC-developed socio-emotional learning resources to enhance appropriateness and relevance for refugee youth, with detailed adaptations, modification and enhancements to toolkit design, scopes & sequences, unit plans & lesson plan adaptation protocols and templates; • Provided expert insight and recommendations based on knowledge and experience related to the overall approach, specific strategies, and associated tools in the toolkit.

Fulbright Scholar 2018-2019 University of , • Designed graduate-level teacher education seminar: “Comparative Perspectives on Schooling for New Immigrants,” now a core requirement for Teacher Licensure at ; • Conducted research on instruction for recently arrived immigrant learners in German schools; 1

Marguerite M. Lukes, Ph.D. January 2021

• Participate in department service activities (student mentoring, faculty development). • Provided teacher training and professional development in German for school district administrators German teachers’ union representatives; • Served as scholar advisor on international research project on transnationalism in schools.

Affiliated Faculty 2017-Present New York University, Master’s Programme in International Education Steinhardt School of Culture, Education and Human Development • Teach graduate and undergraduate courses in International Education, covering topics including: design, monitoring and evaluation of international education programmes and policies; global migration and education; politics and international development. • Design and guide student projects with international NGO partner organizations; • Mentor and advise graduate students; • Collaborate with colleagues on departmental and university-wide initiatives.

Assistant Professor 2011-2015 City University of New York, Guttman Community College and LaGuardia Community College • Founding faculty member of an innovative new community college; developed curricula, assessments, and programmatic design. • Developed / taught courses in social issues, literacy, elementary, secondary and bilingual education; • Launched and sustained partnerships with schools for fieldwork and seminars; • Advised students and participated in departmental committees; • Conducted individual and collaborative research on education; • Collaborated with university leadership to address needs of linguistic minority students.

Bilingual Resource Specialist & Associate Research Scientist 2004-2011 Spanish Bilingual/ESL Technical Assistance Center (SBETAC), New York University, Metropolitan Center for Research on Equity and the Tranformation of Schools • Co-managed monitoring and technical assistance centre, providing training, technical assistance, and curriculum resources to educators of immigrants, refugees and linguistically diverse students in public schools. Constituents included K-12 students, parents, adult learners, teachers, administrators, counsellors, parent coordinators, and community-based organizations; • Conceptualized, launched and directed bi-national partnership with Mexico, university and state education partners to provide digital connected educational programming for youth and adults; • Led monitoring and evaluation of school-based programs for immigrant and refugee students at primary and secondary level; • Trained students and volunteers to deliver participatory, culturally relevant instruction; • Conceptualized and delivered professional development on immigrants entering post-secondary education, drop-out prevention, Spanish literacy, and language instruction. • Led training initiatives on innovative uses of technology for students K-16.

Director of Program Services 2002-2004 Literacy Assistance Center (LAC), New York City • Developed integrated professional development framework for organization; • Managed and coordinated training and professional development unit; • In collaboration with colleagues, coordinated menu of professional development offerings for more than 2.000 teachers, administrators and programme staff yearly to provide quality instruction for youth and adults in literacy, English as a Second Language, basic skills, workforce development, and high school equivalency diploma.

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Marguerite M. Lukes, Ph.D. January 2021

Director of Instructional Technology 2001-2002 Literacy Assistance Center, New York City • Designed and delivered professional development on technology-enhanced connected instruction for adult education and workforce development programmes across New York City and the US; • Designed, delivered and facilitated online courses for adult education practitioners; • Moderated national Internet listserv for adult ESL and literacy practitioners.

Director 2000-2001 New York City Professional Development Consortium, NY State Dept. of Education Literacy Assistance Center, New York City • Directed city-wide technical assistance consortium for adult educators; • Coordinated State Educational policy priorities for adult literacy, workforce development, managed project budget, conducted performance evaluation for staff and consultants.

Project Director 1999 National Center on Adult Literacy (NCAL), Graduate School of Education, University of Pennsylvania • Coordinated conceptualization, design, and implementation of a federally-funded national project to develop a multimedia connected professional development system for adult educators; • Led design of instructional framework, video case studies, professional development modules; • Oversaw design of monitoring & evaluation tools.

Project Director 1997-1999 Literacy Partners, New York City • Directed national partnership of adult education and workforce development organizations to improve programme performance; • Conceptualized and led capacity-building trainings in programme evaluation and monitoring for 12 national partner organizations; • Designed evaluation framework, led, monitored and disseminated evaluation of effective programme practices in adult literacy and workforce education; • Supervised national advisory board of scholars and experts; • Coordinated 6 national conferences on programme improvement in adult ESL and literacy education for practitioners, researchers, policy-makers and funders.

Professional Development Specialist 1994-1996 Title VII MRC & Pacific Southwest* RTEC Center for Language Minority Education and Research, California State University Long Beach • Designed / taught graduate level multicultural education class for K-12 teachers to fulfill California Cross-cultural Language and Academic Development (CLAD) requirements. • Trained Latino and Cambodian community members in an intergenerational education collaborative. • Managed professional development for parents, school administrators and staff to increase home- school collaboration on topics including: programme options ELLs, assessment, evaluation, navigating the school system, and leadership development. • Trained and evaluated 100 bilingual paraprofessionals in second language acquisition methodologies and English Language Development strategies in K-12 classrooms. • Conceptualized and conducted multi-year faculty development series for teacher education faculty to modify curricula to address needs of racially, culturally and linguistically diverse teacher education candidates and to better prepare those candidates to serve the needs of future students. • Developed and implemented global networking trainings for teachers and administrators K-12 to build their capacity to integrate digital tools into instruction.

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Marguerite M. Lukes, Ph.D. January 2021

Bilingual Staff Developer & Parent Trainer 1993-1994 Educators for Social Responsibility (ESR Metro), New York City • Designed and implemented bilingual professional development on intercultural awareness, conflict resolution, and diversity at 50 New York City Schools for audiences of teachers, administrators, students and parents in low-income, linguistically and racially diverse neighbourhoods. • Cultivated relationships with community members and parent liaisons at 10 participating schools; • Coordinated with teachers to adapt trainings for specific audiences.

Project Coordinator 1991-1993 Teaching for Change, Washington, D.C. • Conceptualized, launched, led a federally-funded multilingual family literacy project serving high poverty schools in urban Washington DC; • Managed budget, reporting, and led monitoring and evaluation for local and federal funders; • Produced quarterly and ad hoc reports; • Led workshops for teachers and families in Spanish and English; • Designed and led trainings for African-American and Latino community members to build their capacity as classroom volunteers providing literacy supports in primary school classrooms.

Literacy and ESL Teacher 1991-1993 Montgomery County Public Schools, Silver Spring, Maryland • Planned curricula for literacy and English as a Second Language Classes for immigrant and refugee adults; • Conducted intake and diagnostic assessments in English and Spanish for new and returning adult students; • Produced classroom materials, formative assessments; • Led fieldtrips and activities for students and their families; • Coordinated with local legal services providers, social services administration, public schools and mental health providers to connect students and their families to needed services.

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Marguerite M. Lukes, Ph.D. January 2021

PUBLICATIONS

Books & Book Chapters

Lukes, M. (in press). Deconstructing the Dropout Factory. Redesigning Secondary Schools to Better Serve Immigrant Youth. In Heidrich, Karakaşoğlu, Mecheril, & Shure (Eds.), Regimes of Belonging – Schools – Migrations. Teaching in (Trans)National Constellations. Wiesbaden, Germany: Springer VS. Lukes, M. (2015). Latino Immigrant Youth and Interrupted Schooling: Dropouts, Dreamers and Alternative Pathways to College. Bristol, England: Multilingual Matters/Channel View Publications. Wiley, T.G. & Lukes, M. (2015). English-Only and Standard English Ideologies in the United States. In T. Ricento (Eds.). Language Policy and Planning: Critical Concepts in Linguistics, Vol. III, (pp. 106-29). London: Routledge. Lukes, M. and Lyons, J. (2015). Educational Programming for Low-Literate Adult Migrants in the U.S., In Whiteside, A. and Simpson, J. (Eds). Challenging agendas: Policy and practice in Language Education for Adult Migrants. New York, NY: Routledge. Lukes, M. (2013). Dropouts, Dreamers and Alternative Pathways to College. In, Gastic, B. & Verdugo, R. The Education of the Hispanic Population. Charlotte, NC: Information Age Publishing. Lukes, M. (2013). Seeing Art, Seeing the World: Modern Art and Literacy Development for English Language Learners K-12. In Chappell & Faltis (Eds). The Arts and Emergent Bilinguals: Building Culturally Responsive, Critical and Creative Programmes in School and Community Contexts. Routledge. Lukes, M. (2013). El Salvador. In Ainsworth & Golson (Eds.). Sociology of Education, Thousand Oaks, CA: Sage Publications.

Peer-Reviewed Articles

Clark-Gareca, B., Lukes, M. Short, D. & Sharp-Ross, M. (2019). Long-term English Learners: Current Research, Practice, and Policy. TESOL Journal. May 2019. Lukes, M. (2014). Pushouts, Shutouts and Holdouts: Educational Experiences of Latino Immigrant Young Adults in New York City. Urban Education. Vol 49, No. 7. Lukes M. (2013). Two-Way Immersion. In The Encyclopedia of Diversity and Social Justice, Lanham, MD: Rowman & Littlefield. Lukes, M. (2012). Post-Secondary Trajectories of Immigrant Status Drop-Outs, Migration Information Source. Washington, DC: Migration Policy Institute. Lukes, M. (2011). “I understand English but can’t write it”: The power of native language instruction for adult English Learners. International Multilingual Research Journal. Vol. 5 No. 1, pp. 19-38. Lukes, M. (2009). “We thought they had forgotten us:” Research, policy and practice in the education of Latino immigrant adults. Journal of Latinos and Education. Vol 8, No. 2, pp 161-172. Lukes, M. (2009). Two words open doors. Word of Mouth. Volume 8, Number 1. Fall 2009. Lukes, M. (2002). Media Literacy in the Classroom: Helping Teachers Develop Critical Literacy Skills, Literacy Harvest, Literacy Assistance Center, Fall 2002. Rocap, K., Bouillion, L. & Lukes, M. (2005). Bridging Digital and Educational Divides: University Collaborations with Community Technology Centers, Part 1. In Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2005 (pp. 2778-85). AACE. Wiley, T.J & Lukes, M. (1996). English-Only and Standard English Ideologies: Two Dimensions of Status Ascription in Language Planning and Policy Formation. TESOL Quarterly, Fall 1996. Lukes, M. (1993). Family Writing Workshops: A Bilingual Collaboration. Teaching for Change: Writing and Reading in the ESL Classroom. Quarterly Publication of Network of Educators on the Americas, Washington, DC, Spring 1993, pp. 16-18.

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Marguerite M. Lukes, Ph.D. January 2021

EDITORIAL BOARD CONTRIBUTIONS

• International Journal of Multilingual Education • Bilingual Research Journal • Adult Education Quarterly • Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education • Urban Education

PROFESSIONAL ASSOCIATIONS

• Education and Literacy SIG, American Educational Research Association (AERA), • Board of Directors, New York State Association for Bilingual Education • Planning Committee, Jaime Lucero Mexican Studies Institute, CUNY • Association for Supervision and Curriculum Development (ASCD) • National Association for Multicultural Education (NAME) • Society for Comparative and International Education (CIES)

SELECTED INVITED PAPERS AND PRESENTATIONS

Rethinking Education for Multilingual Students, Comparative Perspectives and Findings from Research, Presentation at International Convening “Failing Identities, Schools and Communities,” University of Bremen, November 2018. Deconstructing the Dropout Factory: Redesigning Secondary Education for Newly Arrived Immigrant Students—Delivered (in German) at Dresden Teachers’ Union Oct 20, 2018, Dresden Germany. One Learning Model for All: Supporting Academic and Social-Emotional Development in Secondary Schools serving Immigrant Youth, Migration Policy Institute Newcomer Network, Nov 2017. Multicultural/Multilingual Education: 100 years from Assimilation to Pluralism, Invited Summer Intensive Seminar at Zentrum für Bildungsintegration, University of , Germany, July 2017. Language Policy, Literacy, and Interrupted Education: Findings from Field-Based Research, Invited Presentation at University of Bremen, Unit for Intercultural Education, July 2017. Research to Action: Equity and Opportunity for Immigrant English Learners in High Schools, American Educational Research Association (AERA) Annual Conference, San Antonio, TX, April 2017. Long-Term English Learners: Current Research, Practice and Policy, Annual Convening of the TESOL International Association, Seattle, WA, March 2017. Helping Newcomer Students Succeed: Research on Programmes and Practices. Regional Educational Lab at EDC as part of the English Language Learners Alliance. Hartford, CT, Nov 3, 2016. The Mexican Community and Equitable Education, Jaime Lucero Mexican Studies Institute at the City University of New York. October 21, 2016. Best practices for Educational Integration of Refugee Youth, Presentation at the Transatlantic Symposium on Education and Integration. US Embassy, . September 24, 2016. Shifting instruction toward shared responsibility for Immigrant Students-- National Data. American Educational Research Association (AERA) Annual Conference, Washington, DC, April 2017. 6

Marguerite M. Lukes, Ph.D. January 2021

Educating Immigrant and Refugee Youth: Structural Changes as a Foundation for Effective Implementation of Instructional Changes. American Educational Research Association (AERA) Annual Conference, Washington, DC, April 2017. Post-Secondary Education and Career Pathways for Immigrants, U.S Department of Education, White House Task Force on New Americans. Dec. 17, 2015. Addressing Language and Adaptation of New Immigrant and Refugee Youth, at Immigration and New York City Schools, Dec.5, 2015, New York University, Metro Center for Research on Equity and the Transformation of Schools. New Immigrant and Refugee Youth in Schools: Current Perspectives on Academics, Language and Adaptation, US Embassy Speaker Series (German/English), Leipzig, Dresden, Magdeburg, Rostock, Cologne, Bonn, Dusseldorf, Schwerin/Waren, September 2015. Personas Como Yo: Addressing Needs of Latino Students in Community Colleges. Bridging Historias National Endowment for the Humanities Conference, The City University of New York. May 2015. Dropouts, Dreamers and Alternative Pathways to College: Educational Options for Immigrant Young Adult English Language Learners. Center for Applied Linguistics National Webinar, Apr2015. Developing Options for Second Language Learners in Secondary Level. New York University April ‘15. Developing Options for Diverse Second Language Learners at the High School Level.” New York State Association for Applied Linguistics Annual Conference. March 2015. New Research on Immigrant Youth and Alternative Pathways to College.” American Educational Research Association International Conference, Philadelphia, Pennsylvania, April 2014 Addressing the Needs of Out of School Immigrant Youth. American Educational Research Association International Conference, San Francisco, CA, April 2013. Addressing the Needs of Immigrant Adults in Workforce Development, Annual Welfare Research and Evaluation Conference. Office of Planning, Research and Evaluation, Administration for Children and Families (ACF), U.S. Department of Health and Human Services. May 2012 Post-Secondary Pathways of Immigrant Youth, American Educational Research Association, April 2012. Immigrant English Learners, Skill Gaps, Native Language Literacy and the Road to Post-Secondary Education. Center for Applied Linguistics, Washington, DC, August 2011. The Power of Native Language Instruction for Adult English Learners,” International Conference on Second Language Acquisition for Low-Literate Adults, Cologne, Germany, August 2010 Parent Leadership Institute, California Association of Bilingual Education Conference, March, 2010. Participation in education among students with limited formal schooling, American Educational Research Association (AERA) National Conference, San Diego California, April 2009. Integrating Art into the Language Arts Teaching for English Learners, New York City, 2008-9. Enfrentando los mitos y la realidad: el inglés, el aprendizaje y cómo mantener el idioma, Parent Leadership Institute, Mid-Hudson Bilingual Technical Assistance Center, October 2008. Educación formal y su relación a logros académicos y movilidad económica: ejemplos de la Ciudad de Nueva York (Formal education and its relationship to academic achievement and economic mobility: examples from New York), Universidad Autónoma de Baja California, Mexico, Sept ‘08. Models of Connected and Distributed Learning for Immigrant Adults in the U.S., Grantmakers for Education Annual Conference, March 2006 Civic Participation and Adult Basic Education: Addressing Critical Issues in the Post 9/11 Classroom, , American Assoc. of Adult and Continuing Education (AAACE), March 2004 Distributed Learning as a means to support immigrant adults lacking formal education, Society for Information Technology and Teacher Education (SITE), November 2004

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Marguerite M. Lukes, Ph.D. January 2021

EDUCATION

Doctor of Philosophy (Ph.D.) 2011 New York University, Steinhardt School of Culture, Education and Human Development Education, Specialization Teaching and Learning

Master of Arts 1996 California State University at Long Beach Language, Literacy & Learning

Master's Studies 1991-1993 The George Washington University, Washington D.C. Bilingual & Bicultural Education

Bachelor of Arts 1990 Cologne University of Applied Sciences, Cologne, Germany Applied Linguistics & Translation

Native fluency in spoken and written English, Spanish and German Intermediate proficiency in Italian Working knowledge of French

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