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.

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.

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.

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).

*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.

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.

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!

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.

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.

Portfolio: https://christianperticone.contently.comAs 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.

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.

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-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.

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!

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 ofPedagogy (H.I.P.H.O.P) for TESOLDescription: Use of HipHopEd principles and concepts to reimaginepedagogical approaches to teaching connected speech inESL (or multilingual) classroom as a method of empowering students

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.

This job provided me with invaluable insight into the ways that students better their chances at gaining admittance to a selective college by working on their admissions essays, short answer questions, and follow-up correspondences. In all of my subsequent jobs I've used the knowledge that I gained here to help my students get into colleges that change their lives.

Writing research-based blogs about trends in higher education, I helped the consultancy stay current. The blog-writing also gave me a chance to consolidate and clarify my viewpoints on higher ed. I'm proud of the blog articles that I wrote, especially the ones that other teachers have assigned to their students for mandatory reading.

Content Creation | Copy writing | Copy editing| Ghostwriting | SEO | Inbound MarketingAfter earning a very ivory tower degree in creative writing, I learned how to apply my recently acquired skills to real-world concerns. We helped small business owners write and publish their first press releases, websites, an internet marketing campaigns.

This was the first place I had free reign to create my own curriculum. I produced a very student-centered set of lessons that utilized Facebook groups to extend our community beyond the classroom. Much of what I did is now aligned with best practices in hybrid and augmented classrooms. I'm very thankful for this experience, and for all the memorable students that I taught.

Solicited submissions from foreign writers/translators to determine their eligibility for publication.Worked with the editorial staff to design the format and presentation of the issues.Read submissions for HFR, and help decide who got published.

I solicit, review, and publish translated fiction from international writers.

Faculty Assistant (FA) – University Bridge 110Implemented Nationally Acclaimed Course Design: Responsible for increasing student retention from 30% to 80% in the Academically at Risk Population.Course Requirements: Critical Thinking Autobiography, 4 Position Papers, and 3 Oxford-style Debates.Taught three 3-credit sectionsText: Boss, Judith. Think: Critical Thinking and Logic For Everyday Life.Additionally,Faculty Assistant (FA) – University Bridge 194Course Objective: Learn and Apply Effective Decision-Making Strategies to Life and Career Choices.Taught four 1-credit sectionsText: Downing, Skip. On Course: Strategies For Creating Success in College and in Life

Completed three year masters program with a thesis defense.

Teaching Assistant (TA) – English 102 SPRING SEMESTERS 2009 – 2011Taught four sections over three semesters, as sole instructor.Developed complete Syllabus, Daily Plan, and Four Writing Assignments. Curriculum focus: Training college freshmen in rhetoric. Specifically, Rhetorical Analysis, Arguments of Ethics, Arguments of Causality, and Arguments of Proposals.Texts. Current Editions of:o Ramage, Bean, and Johnson. Writing Arguments.o Raimes, Ann. Keys for Writers.Facilitated peer review writing workshops. Modeled professional interactions between writer and editor.Teaching Assistant (TA) – English 101 FALL SEMESTERS 2008 – 2010Taught six sections, two per semester, as sole instructor.Developed complete Syllabus, Daily Plan, and Four Writing Assignments. Curriculum focus: Introducing high school writers to collegiate expectations.Texts. Current Editions of:o Petracca, Michael and Madeline Sorapure. Common Culture: Reading and Writing AboutAmerican Popular Culture.o Ede, Lisa. The Academic Writer.Facilitated peer review writing workshops. Modeled professional interactions between writer and editor.

Proofed galleys for a National Book Award Finalist. Solicited reviewers. Interviewed a poet.

Creative Writing Instructor-Honors Seminar MAY 2009 – JULY 2009Created craft-based creative writing course: syllabus, course material, and reader anthology.Lectured on Plot, POV, Character, Place, Tragic-Comic Irony, and Associative Methods.Led writing workshops, and conducted private conferencesOrganized end-of-course Reading at NUS Museum.

English as a Foreign Language Teacher (TEFL CERTIFIED) JULY 2006 – JULY 2009Provided lessons for beginner to advanced children and adults, in one-on-one and group classes.Designed lesson plans to make each class relevant, informative, and engaging for the students.Wrote monthly student reports for academies detailing class information, tracking class progress.