Assistant Professor of TESOL
1014 Hunter West
Dr. Baecher began her teaching career working with high school students learning Spanish, and first entered the field of Teaching English to Speakers of Other Languages (TESOL) as a volunteer coordinator in Alexandria, VA. She has enjoyed the past 20 years in the TESOL field as English as a Second Language (ESL) teacher to adolescents and adults, in school, community, and university settings; as a program administrator for ESL services, as a mentor teacher and as a teacher educator and researcher. She obtained her doctorate in the field of TESOL at Teachers College, Columbia University. Please contact Dr. Baecher for a link to her digital portfolio.
Dr. Baecher teaches courses for PreK-12 teacher candidates in the MA TESOL program, and supports the placements of student teachers at sites in the New York City public schools. Her current courses include:
- EdESL 785/788: Practicum in TESOL
- EdESL 771: K-12 Curriculum and Materials in the Content Areas
- EdESL 796: Methods in TESOL
She continues to maintain strong connections to the public school community of ESL teachers and students through her involvement in the New York City Teaching Fellows program, in which she prepares full-time teachers working towards their MA in TESOL.
Dr. Baecher's research, teaching, and service activities are shaped by three common and related aims: 1. examining the work of practicing ESL teachers, 2. increasing the quality of school experiences in TESOL teacher education, and 3. involving a collaborative partnership of faculty, teacher leaders, and teacher candidates to advocate for English language learners. She has published and presented nationally on the subject of videotaping lessons in the process of teacher development, the challenges facing ESL teachers, and the connection of teacher preparation to teacher practice. She is the co-editor of the New York State TESOL Journal. Selected publications include:
Baecher, L., Schieble, M., Rosalia, C., & Rorimer, S. (2013). Blogging for academic purposes with English language learners: An online fieldwork initiative. Contemporary Issues in Technology and Teacher Education, 13(1). Retrieved from http://www.citejournal.org/vol13/iss1/languagearts/article1.cfm.
Baecher, L. (2012). Integrating clinical experiences in a TESOL teacher education program: Curriculum mapping as process. TESOL Journal, 3(4), 537-551.
Baecher, L. (2012). Feedback from the field: What novice PreK-12 ESL teachers want to tell TESOL teacher educators. TESOL Quarterly, Special Issue on Novice Professionals in TESOL, 46(3), 578-588.
Bell, A. & Baecher, L. (2012). Points on a continuum: ESL teachers reporting on collaboration. TESOL Journal, Special Issue on Teacher Collaboration in TESOL, 3(3), 488-515.
Baecher, L. (2012). Pathways to teacher leadership among English as a second language teachers: Professional development by and for emerging teacher leaders. Professional Development in Education, 38(2), 317-330.
Baecher, L., Rorimer, S., & Smith, L. (2012). Video-mediated teacher collaborative inquiry: Focus on English language learners. The High School Journal, 95(3), 49-61.
*Baecher, L., Artigliere, M, Patterson, D. & Spatzer, A. (2012). Differentiated instruction as "Variation on a Theme": English language learners in the middle school. Middle School Journal, 43(3), 14-21.
*Highlighted in Marshall Memo
Baecher, L. (2011). Collaborative video inquiry in MA TESOL coursework: "Working together to improve ourselves". English Language Teacher Education and Development (ELTED) Journal, 14, 1-7.
Baecher, L. & Dang, B.T. (2011). Supervision of instruction in English as a Foreign Language- A Vietnamese perspective. TESOL Journal Philippines. Special Issue on Globalization and Asia, 5, 3-20.
Baecher, L. & Kung, S.C. (2011). Jumpstarting novice teachers' ability to analyze classroom video: Affordances of an online workshop. Journal of Digital Learning in Teacher Education, 28(1), 16-26.
Baecher, L. & Tuten, J. (2011). Directed peer response in differentiated approaches to the video analysis of teaching. Excelsior: Leadership in Learning and Teaching, 5(2), 30-43.