City University of New York-College of Staten Island

The Director of the English Language Institute (ELI) is an integral member of the staff at the Center for Global Engagement at the College of Staten Island/CUNY. The Center is a comprehensive international education office at the College and encompasses International Scholar Services; Study Abroad; the English Language Institute; and Special Programs, and is responsible for overall campus internationalization. The Director of ELI hires and manages faculty teaching in the program,  assistants and advisors (as needed) and all support personnel in preparing and supporting international students from abroad to study at ELI to include visa preparation, travel and relocation advice, cultural adjustment, and housing.

Director of the English Language Institute 

NYS TESOL

As the elected VP of Outreach, I look forward to working with the Past President and newly appointed Directors of SIGs to rebuild and grow our grassroots community. We aim to provide teachers with support, resources, and community.

Vice President of Outreach

Interim VP of Outreach and Chairperson of Conference Awards Committee

As the Director of SIGs, I hope to act as a servant-leader who supports NYS TESOL's SIG stars and removes any obstacles to them sharing their expertise with all of New York State's language teachers. 

As the Chairperson of the Awards Committee for the 53rd Annual NYS TESOL Conference, I serve as a member of the Conference Executive leadership, and work to promote and recognize the excellence of New York State's English language educators.

Director of SIGs and Chairperson of Conference Awards Committee

Cambridge University Press

2024 - Provide full day training on behalf of Cambridge University Press for Approach Language Schools, located in the Boston Area. Focus of the trainings primarily - aligning objectives, outcomes and instruction and using the American Empower book series and resources for classroom success. 

2019 - Provided two full day trainings on behalf of Cambridge University Press for Approach Language Schools, located in the Boston Area. Topics covered: teaching Integrated Skills, Creating an Immersive Speaking Environment, SLA principles in the classroom, and Dynamic Systems Theory as understood through "Heuristic model of variables influencing WTC" (Macintyre et al., 1998).

Teacher Trainer

ELS Educational Services, Inc

*Raised student monthly pass rate from 62% (2023 pre-arrival) to 76% (2023 – 2024 post-arrival)*  
*Retention and Persistence: Maintained 90% student enrollment completion rate*

As the head of operations for ELS Manhattan, I’m overseeing the center’s reaccreditation under ACCET, institutional relationships, DHS immigration law compliance, BPSS State regulatory compliance, finances, student services, and academics. This is a big step forward in my career, one which builds upon my years of administrative experience and expands my scope of responsibilities. 

I am a designated school official (DSO) working with SEVIS, a BPSS licensed School Director and Agent, and I've completed our initial submission of exhibits for our BASER and Doc 8.1 pre-visit preparation, to extend our accreditation under ACCET. In addition, I have liaised with several academic and operational departments to create NYIT+ESL events and joint initiatives. When student groups visit for short-term programs, I manage the budget, activities, housing, and student services.

Center Director

Manhattan School of Computer Technology

I truly enjoyed serving the South Brooklyn immigrant and language learning communities as the Director of Language Programs at the non-profit Manhattan School of Computer Technology. In just over two months, I built out an entire seven level curriculum according to ACCET and BPSS specifications, designed all the CANVAS LMS course shells and assessments to support the curriculum, developed and lead a cross-departmental implementation of both faculty and student onboarding for the LMS, and responded to nearly eighty percent faculty turnover during my first two weeks by hiring eight new faculty members -- all while teaching between eight and twenty hours per week (all but one of my students demonstrated improvement on our periodic independent assessment). 

At the conclusion of my time with MSCT, we had triple the faculty and students with which we began. 94% of students reported that that found the instructors and learning environment either highly effective or excellent. 87% of students rated the curriculum and textbook as highly effective or excellent. 81% of students believed they were highly likely or extremely likely to persist in the program for the full eight months and leave an improved English language communicator.

Director of Language Programs 

ASA College

Managing the logistics of moving our Manhattan campus program to the Brooklyn campus has been a great experience in project management. I’ve being working with the leadership, IT department and Facilities department to assign and prepare the physical classroom spaces while messaging with students and teachers to ensure a successful return to physical classes in a new location. 

More about the position: With anywhere between 800 and 1500 students, and upward of 60 Full and Adjunct Instructors, ASA College's English Language Programs are collectively among the largest institutional ESOL programs in the city of New York. As the Chair, I develop faculty and curriculum, work with students to resolve their issues, and imagine new ways that our offerings can better serve our students' academic and career needs. I’ve upgraded and standardized our digital assessments for Blackboard LMS, and introduced Microsoft TEAMS as remote project management tool. 

 It's an honor to be entrusted with such responsibility, and I couldn't be prouder of my team and our students!

Chair, Language Studies Department

There are certain things that I love to do with students - take them out and experience the city with them, help them develop self-awareness concerning their personality types and cultural values, and build their confidence and skill as academic writers. As a FT Instructor for small classes with highly educated adult learners, I have gotten to design and implement a flexible TESOL curriculum that allows me to incorporate all that I like to do with students into goal-focused lessons. I don't think I'll ever get tired of leading students through MBTI-based activities, introducing students to sellers at the NYC GreenMarket, or improving their pronunciation by teaching them how to rap along with Hamilton. The essays, presentations, and performances these lessons produce are always original.

Full Time Instructor

There's a lot to love about this role. It offers plenty of opportunities for development - I attend weekly meetings with Academic leadership where I've learned a great deal from my more experienced peers. Because of my exposure, I've also gotten to form professional partnerships and friendships throughout the organization. My deep interest in curriculum and lesson development is constantly put to good use. Moreover, I have the opportunity to make a positive impact on so many students. When we put together events for all the students, like the picnic on Roosevelt Island that I link to in my profile, I couldn't be prouder or happier. Lastly, I enjoy having input on the department's marketing and retention efforts because it lets me put to use my previous freelance experience.

Director, IEP (Intensive English Programs) Department 

Portfolio: https://christianperticone.contently.com

As I oversee external and internal written content produced by the college, I get to put my MFA to use telling authentic stories about our college's accomplishments. I hope that our messaging is both honest and inspiring. I really enjoy interviewing faculty, students, and guest speakers because they share so much of themselves. Working with our lead digital marketing strategist has helped me make current the digital marketing skills that I'd developed during my time with CR Interactive. See links to below to read my writing!

Some of my responsibilities include:
-Serving as a cross-functional leader who works with clients across the college to define our editorial strategy and create multimedia content, including articles, web sites, print publications, podcasts, videos and social media campaigns.
-Serving as editor-in-chief of the Office of Communications content in print, digital and social media.
-Driving consensus around major decisions using data-driven frameworks, methodologies, and analysis.
-Communicating regularly with stakeholders regarding strategy, progress, and expectations.
-Overseeing a team of experienced journalists (staff and freelancers) who work with clients to develop content, and manage projects.
-Serving as a leader at ASA College as content communications expert.
-Implementing editorial content best practices to measure and enable team effectiveness and efficiency.

Editorial Director, Marketing Department

http://www.learnenglish-nyc.com/

I learned so much in this role. My manager showed me the ropes and allowed me to lead the development of a community-based TESOL program called "English Up". The major takeaway from my experience was that interdepartmental relationships are imperative to success at the administrative level. It's necessary to get outside of (but never forget) my teacher mindset to work with others in the organization.

Assistant Coordinator for the New York Language Learning Center

In this volunteer position, I'm working with colleagues around the state as part of the TELL special interest group (SIG). We created a webinar series featuring global experts on topics related to the uses of technology to enhance language learning. We also created a International Virtual Conference, VirtuaTell, featuring top educational authorities in the fields of Virtual Reality, Remote and Hybrid Learning, and Language Learning. It's great meeting, and working with, thought leaders in our field!

Co-Chair, TELL (Technology Enhanced Language Learning) SIG

Teachers College, Columbia University

Co-Presented with Professor Derek Baylor at this Urban Education Summer Institute. The featured speaker for the conference was Dr. Gloria Ladson-Billings.

Session Title and Description: 

Developing Speech Control, Self-Assessment, and Self-Feedback in a Multilingual Classroom through HipHop: a lesson plan for teaching ELLs how to rap.
  
TESOL educators of middle and high school students will be presented with a lesson plan that incorporates the cultural significance and technical evolution of hip hop, the methods to get novice non-native speakers composing and rapping, and the linguistic merits of such a lesson. Over the course of this session, participants will compose and perform their own raps by first familiarizing themselves with the relationship between beats per line, and syllable-count per lyric. From a linguistic perspective, this lesson has a precursor in Carolyn Graham’s Jazz Chants. However, in this session, participants will also compose their own lyrics and tap into the self-affirming, self-defining power of hip hop.  Participants will get access to these resources, detailed lesson plans, and a walk-through of the lesson.

Presenter, Teacher Trainer at Reimagining Education Summer Institute

Co-Presented with Derek Baylor on the use of hiphop frameworks and techniques in the TESOL classroom. Particular focus was given to helping students develop features of connected speech via learning how to rap.

Conference Description: The HipHopEd Conference will be hosted at Teachers College, Columbia University and will include peer-reviewed paper and workshop presentations that exemplify the conference’s theme from scholars in the field. Our conference, as well as the workshops and presentations, are geared toward all stakeholders of education, including educators, parents, students, and community members.

Finally, the HipHopEd Conference will conclude with the Science Genius Final Battles where Science Genius students from across NYC who have been working relentlessly on creating science raps that demonstrate their brilliance through performance. Finalists from boroughs across New York City will battle one another as our celebrity guest judges decide who will be crowned this year's Science Genius!

Presenter, Teacher Trainer at HipHopEd Conference 2019 & Science Genius Battles

Harvard University Graduate School of Education

Co-Presented with Derek Baylor at conference for educators and students who incorporate hiphop practices and frameworks within their pedagogical approach.

Presentation title:

Hip-Hop Informed Paradigmatic Heuristic of
Pedagogy (H.I.P.H.O.P) for TESOL

Description: 

Use of HipHopEd principles and concepts to reimagine
pedagogical approaches to teaching connected speech in
ESL (or multilingual) classroom as a method of empowering students

Presenter, Teacher Trainer at Hip Hop Education Conference

Applied Linguistics Winter Conference 2018

The 39th annual Applied Linguistics Winter Conference is one of the largest and most well respected New York City based conferences in the field of Applied Linguistics. This year's conference has over 60 presenters and hundreds of attendees. Its theme, Culturally Relevant Pedagogy, speaks to the a diverse array of topics that address the development of student agency and motivation via sustainable and responsible instruction.

Responsibilities include:

Proposal Committee, Co-Chair:
-Read and evaluate workshop and presentation proposals.
-Collaborate with committee members on selection process.
-Correspond with accepted presenters.
-Draft official correspondences.
-Maintain database.

Senior Faculty Liaison:
-Promote conference at ASA College.
-Write official promotional materials.
-Coordinate information and registration events.

Plenary Liaison:
-Coordinate and correspond with Plenary Speakers and moderator.
-Meet the technical needs of plenary panel participants.
-Ensure payment of honorarium.

Proposal Commitee Co-Chair

Specialties: Program Director | International Education  
Portfolio: https://christianperticone.contently.com

In bell hooks’ essay, “Love as the Practice of Freedom”, she states “Service strengthens our capacity to know compassion and deepens our insight. To serve another I cannot see them as an object, I must see their subjecthood.” Before teaching is an approach, technique, or lesson plan, it is a disposition to serve. To serve effectively, a teacher must see and empower their students’ subjecthood: A teacher must care about the places their students come from, and the story they are telling about themselves. A teacher must notice their students' progress towards goals, however incremental. A teacher must express joy and curiosity towards their students to communicate this care. When I see and encourage my students’ subjecthood by implementing approaches, techniques, and lesson plans that allow students to practice freedom, they feel their power to act in their own story.

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