Letters of Recommendation

See what principals, directors and peers have said about my teaching and professionalism.

Also, feel free to peruse my latest performance evaluations.

Master’s Thesis

I invite you to read my master’s thesis on SLIFE writing, which has been downloaded and read over 300 times all over the world.


Fossenbell, B.  Visual Support in Discourse Writing for Students With Limited or Interrupted Formal Education (2016)

The research question addressed in this project was: for Students with Limited or Interrupted Formal Education (SLIFE), how can a series of integrated graphic organizers, implemented in an environment informed by the Mutually Adaptive Learning Paradigm (MALP), improve students’ use of result and exemplification discourse connectors in developing written arguments? The motivating factor for this capstone was the researcher’s observations of the struggles SLIFE encounter in moving from sentence-level to discourse-level writing proficiency.  The action research integrated qualities of MALP, based on the work of DeCapua and Marshall, with an interrelated series of graphic organizers, influenced by Gibbons, in an attempt to help SLIFE improve their use of result and exemplification discourse connectors in argument essays. The study found that the combination helped students organize their thoughts, align their reasons and examples, and increase their use of the target language.


Co-teaching is often considered the apex of instructional collaboration.  In my experience, while co-teaching is tremendously effective, it takes intentional planning and norming of practices in order to reach the potential of the models.  Below is an example of co-teaching resources I put together for our district to help teachers better understand the models and (more importantly) norm their collaborative practices as a unit.  I’m proud to say that our co-teaching practice is evolving measurably each year!




Launching of the Daystar Bridge Program

Daystar Academy is a strong bilingual immersion program that develops world citizens by embracing Chinese and Western culture through its integrated education model. Daystar students strive for distinction in comprehensive Chinese and English studies, creative thinking and character development for the purpose of serving the community at large.  In short, Daystar students are highly bicultural and biliterate to a degree few people ever achieve.

While the success rate is high, one of the challenges in such a time-intensive model is finding opportunities to implement lengthier interventions for students who need additional interactions with academic English concepts and content.  In traditional English-only schools, this burden is distributed throughout the school day or is lessened by students being surrounded by English in the world around them.  In contrast, our ELLs (who make up 70% of the student body) only receive 12 hours of instruction a week and have very little exposure to English in their lives outside of school.

In order to create additional opportunities for these students, a small team of us were able to do a needs assessment of the students and parents and reach out into the larger Beijing community to find partners who could provide extra support aligned with our mission and curriculum.  After interviewing several candidates, we settled on the Learning Tree. Working together with our two curriculum teams, we have been able to facilitate the creation of the Daystar Bridge Program.  As it is aligned with our learner outcomes, program of inquiry and standards, and given that there are pathways established for teachers to share feedback and data, students have been able to receive extra targeted support.  We’ve even been able launch parent education sessions to help parents support students at home.  Results have been fantastic.  Reading and writing scores are improving quickly and students and parents alike are reporting higher levels of understanding and enjoyment in learning.


基本信息 General Information

About Me

brady2I am a licensed coordinator and educator with twelve years of experience supporting linguistically and culturally diverse students from all over the globe.

Most recently, I have served as the PreK-12 Culture and Language Development Coordinator for Adams 14 School District in Colorado, where I have designed and implemented policies for identification, placement and redesignation servicing over 3,500 multilingual learners that have reduced placement errors by 60%.  I have also developed several half-day K-12 academic language trainings for the district which has led to a 50% increase in students producing target language.

Before moving back home to Colorado, I served as the K-12 district Language Support Services Coordinator for Daystar Academy, an International Baccalaureate school district in China which serves over 500 multilingual learners in two elementary schools and one middle school. In my time there, I facilitated full membership with the WIDA Consortium and implementation of the WIDA Standards Framework to inform instruction for multilingual learners. I also delivered WIDA CLIMBS training to our district, which helped the staff unify their approach to helping multilingual learners develop academic language and ensure their access to challenging, grade-level content.

In my previous position, I identified a need and worked beyond my job description to design and manage an award-winning literacy volunteer program, which provided students with over 3,000 hours of extra one-on-one literacy support. I also co-founded a newcomer academy to help Students with Limited or Interrupted Formal Education (SLIFE) fill gaps in their educational experience and prepare to transition into the mainstream classroom.

I have taught academic English using the WIDA Standards Framework for several years in a range of settings, from international students in a bilingual immersion program to new-to-country immigrants and refugees from East Africa in an urban U.S. setting. I have also supported university-level literacy for adult learners in Vietnam, as well as teaching technology use to diverse learners in urban Minneapolis.

Driven by a belief in all students’ ability to learn and achieve great things, I am invested in each and every one of my students’ potential success. It is my conviction that the purpose of education is two-fold: foundational and functional. Educators should provide each student with the means to develop a curious, agile and analytical mind. But we also need to provide the student with situational fluency and linguistic/cognitive skills that can be applied across a number of contexts, all while drawing from the rich and unique pool of socio-cultural assets belonging to each student. This is the great joy of my field, for the teaching of language facilitates both of these educational goals. Read my full philosophy of teaching here.

Diversity Statement

Download my Diversity Statement

As an ELL/EAL/ESL educator and coordinator, I am not merely a supporter of diversity in the classroom, but believe it should be openly discussed, celebrated, and promoted—for it is diversity that gives us the opportunity to have rich and inspiring interactions with each other and the world.

While my cultural competency is certainly evolving, it is built on a lifetime of experiences.  One of those core experiences for me was living and working in Hanoi, Vietnam for four years.  During that time, I learned how difficult it can be to learn another culture’s norms, values and practices as an outsider.  I also learned how it can feel to stick out physically and not be able to blend in, and how frustrating it can be to be surrounded by a language one doesn’t understand while trying to negotiate the nuanced demands of daily life.  By leaving my own set of customs and way of life and attempting to adapt to another, I learned how culturally-based many of my assumptions were about a myriad of things like educational practices, humor and even just shopping.   In short, this period transformed my life and worldview, and continues to be a touchstone for me in my teaching and personal life.

Another central experience that informed my cultural competency has been working in a school that services a student body of East African immigrants and refugees.  By immersing myself in another culture and working with Somali students, families and staff on projects such as forming a Parent Teacher Organization (PTO), I have experienced first-hand the value of having many perspectives in any collaborative endeavor.  In short, through open and persistent dialogue, our projects were always made stronger by including differing perspectives and opinions. Our end of the year celebration that was attended by almost 500 hundred people is but one example that comes to mind. By incorporating henna, Somali poetry and Somali food into our program, it was much more vibrant and meaningful to those in attendance.

I have also learned how important it is to be active in the pursuit of diversity.  Over time, I have witnessed how easy it is for staff to culturally self-select and self-isolate in various scenarios.  In one specific context, I noticed that Western teachers were resistant to learning any Somali and the Somali staff was resistant to certain pedagogical practices. To address this as an ELL teacher, I started by setting up food sharing events with my Somali coworker.  Through these informal gatherings, many of the barriers between the two cultures came down as people got to know each other better as individuals through their enjoyment of food.  Next, I implemented the Somali Word of the Week program, which focused on vocabulary and cultural customs and was co-taught by both Somali and Western teachers. Through this program, the staff acquired a working vocabulary of over 100 useable Somali words that center on classroom management and day to day functioning.  Further, by learning elements of Somali, which is linguistically and culturally very different from English, teachers were able to relate more readily to their students’ challenges in learning English.  Both staff and students reported increased enjoyment and understanding of each other through Somali Word of the Week.

Over time, with committed advocates of diversity working together, as a staff we began to build deeper relationships, address misunderstandings and find common ground with each other.  One specific example of the fruits of this labor comes to mind.   Through conversations over staff breakfast, kindergarten teachers were able to reach out Somali staff to request clarity regarding the use of musical mnemonic devices in class, which had previously been forbidden by the administration. Through trust-based discussion, the teachers were able to understand the notion of certain music contexts being considered haram (forbidden by Muslim teachings).  After this understanding was reached, the teachers were able to reach out respectfully to parents and Somali staff members and effectively explain the educational purpose and nature of the songs in a manner that addressed concerns of parents and staff.  Once the educational context was fully clarified and understood through dialogue, both Somali staff and parents were able embrace the practice of learning through song, which led to increased retention and use of phonemic awareness.  I believe this process would not have happened had we not started reaching out to each other through food and language exchange.

Lastly and most importantly, throughout the last seven years, I have had the opportunity to teach students and work with colleagues from five continents representing every socioeconomic status imaginable, as well as the full spectrum of sexual orientation and identification.  I have loved working with each new student and have enjoyed learning as much from my students as they have learned from me. The same can be said of my co-workers. While I value the fact that I have worked with so many kinds of people, the question remains, how has my teaching changed as a result of these experiences?

First, I strive to create an open, safe space in which students feel free to express different ideas, opinions, and worldviews.  Through careful planning, I am able to weave in opportunities for students to write about and discuss their own backgrounds, influences and goals with each other.  In addition, my classes co-create their own norms and expectations of each other so that everyone has a stake and voice in the tone the class. An example of this on a larger scale is a project where I facilitated the production of a series of bilingual training videos detailing school procedures and expectations.  These videos were written for and by new to country refugees to help new students learn the routines and behavioral norms of the school. Students generated their own examples, co-wrote the script and acted in and directed the films.  A sample video can be found at here.

In addition, I model respectful, inclusive communication that celebrates all cultures and ways of living.  As I believe that respect is an active rather than a passive act, I also personally strive to practice and model empathy.  My experiences have taught me that it is always valuable to appreciate how someone else might be thinking and feeling.  I make this expectation explicit for my students by openly discussing empathy practices with them and having them use specific writing journal prompts to adopt perspectives that are different than their own as a way of practicing both empathy and higher-level reasoning. Together, this provides the basis for safe and dynamic communication and the negotiating of complicated ideas while honoring diversity.  I believe this benefits my students in several ways.  For one, my classes are receptive, supportive environments where students can try out both language features and ideas that are new and challenging to them.  Further, by attempting to try on others’ perspectives, I have witnessed my students becoming more flexible and more thorough in their reasoning—thus becoming more engaged and committed class citizens.

My awareness and appreciation of cross-cultural understanding continues to grow. I work to increase my fledging fluency in Somali and Mandarin because practicing a second language helps me appreciate the challenge faced by students who are simultaneously learning English and academic content.  As a teacher, I listen to my students carefully and always strive to remember what it is like to be immersed in a new culture.  I set aside my own perceptions of what academic or linguistic concepts are “easy” or “hard” to understand because these assumptions are based on my cultural and educational background, not that of my students. Finally, I am inspired when my students learn English in ways that are meaningful to them. As such, I strive to introduce them to a variety of materials from assorted of backgrounds, and to support them as they shape their own identities as scholars.

Download my Diversity Statement

Professional Development

Jan Cappuis

Like most reflective educators, I find professional development energizing.  I value the opportunities to learn from and share with educators from a wide range of backgrounds. In addition to the valuable skills and takeaways, I thrive off of the feeling one gets after professional development…  being amped up but yet wrung out at the same time. These moments push collaboration, reflection and initiative in ways few can.

The following is a list of professional development that I have attended recently.


Jim Knight

  • Seven Strategies Of Assessment – By Jan Chappuis – 20 hours

Instructional Coaching


Language Support

Carol Ann Tomlinson

Inquiry-based Learning



Cultural Diversity and Responsiveness

As an ESL teacher, I value diversity as not only important but necessary to foster a well-rounded and productive educational environment.

Culturally Responsive School Initiatives

I have facilitated many initiatives that have helped Banaadir Academy become a more culturally responsive school.

In order to address low first-language literacy and limited background knowledge about the U.S. education system, I collaborated with students and Somali staff members to produce a series of bilingual training videos for SLIFE and their parents, detailing school procedures and norms.  An example video can be found in my at bilingual-parent-support-videos page.

In addition, I facilitated the creation and implementation of our school’s interpreting team.  Both of these initiatives led to a marked increase in parent-teacher communication.

In a similar vein, I implemented the Somali Word of the Week program, a series of linguistic and cultural lessons–co-taught by both Western and Somali teachers–designed to expand staff understanding and appreciation of Somali language and customs.

Culturally Responsive Teaching

When teaching my new-to-country Students with Limited or Interrupted Formal Education (SLIFE) family vocabulary, I found that the Western-centric imagery and material for teaching family structure was not working for my students.  Part of this, is that the material in a lot of ESL texts is not representative of the cultures many students come from.

To counter this, I created some material using actual photos of Somali families as well as some graphic organizers that reflected their family structure as well as using names that were more representative of their background.  The result was telling.  Students picked up the vocabulary faster and used it more effectively.

View family vocabulary slideshow

View family tree

Bilingual Parent Support Videos

Supporting Literacy at Home | School Expectations


Using Technology to Support Your Child’s Literacy at Home

This initiative was a collaboration between the ELL teachers and Chinese teachers to help English and Chinese speaking parents support literacy at home in a concrete way by helping parents understand and use two of our favorite online literacy resources: Reading A-Z and Phonics Genius.  The teachers collaborated with Chinese colleagues to shoot and translate the videos. The result was a marked uptick in use of these tools with parents and students!

Using Reading A-Z at Home to Support Your Child’s Literacy

Using Technology to Support Phonics at Home

Reading With Your Child at Home Using Reading A-Z


Bilingual School Expectations Videos for Students and Parents

This initiative was a collaboration between students and ELL teachers in order to help all students and parents understand school expectations given that there were many new-to-country families to our school who had limited or interrupted formal schooling in the past.  The students brainstormed school norms and agreed to them through voting.  They then co-wrote the scripts and created the videos with graphics and sound.


Banaadir Academy Expectations: School Arrival

Banaadir Academy Expectations: Hallways

Banaadir Academy Expectations: Cafeteria

Banaadir Academy Expectations: Recess

Banaadir Academy Expectations: Bathrooms

Banaadir Academy Expectations: Dismissal and Busing


I am a licensed ESL teacher with five years experience with students from diverse backgrounds.  I have taught academic English to students of all ages in Vietnam, technology use to suburban children and, most recently, academic English to new-to-country immigrants and refugees from East Africa for the last two and half years in an urban U.S. setting.

I believe all students can learn and thus am invested in each and every one of my students’ potential success.   It is my conviction that the purpose of education is two-fold: foundational and functional.  Educators should provide each student with the means to a strong and agile mind in the same way a trainer provides an athlete with a pathway to a powerful and agile body.  But we also need to provide the student with situational fluency and applicable skills the way that a mentor guides a mentee to thrive in a number of contexts.  At bottom, I love working with students of varied backgrounds and really enjoy watching students push themselves further than they thought they could go.

1 2