Helping It Happen: Getting Effective Vocabulary Instruction for English Language Learners Into Practice

• In Event: Crossing the Divide: Integrating Doing What Works Resources Into Professional Learning—Results From Four Implementation Projects

Abstract

This presentation examines the implementation of a project to integrate the evidence-based educational resources from Doing What Works (DWW) into professional development, to improve everyday practice in schools and classrooms and to improve reading achievement for English language learners (ELLs).

Guskey (2000) developed a model for assessing the effectiveness of professional development designed to improve student learning. The model is organized into five levels: (1) participant reactions, (2) participant learning, (3) organization support and change, (4) participant use of new knowledge and skills and (5) student learning outcomes. According to this theory, success at each level requires success at preceding levels. This approach helps inform understanding of the various factors that influence the transfer of evidence-based knowledge into everyday practice.

Implementing the DWW project comprised five components: (1) technical assistance for the district leadership team; (2) the formation of professional learning communities (PLCs) at the district’s five elementary schools; (3) professional development for PLC members; (4) classroom observation and coaching; and (5) turnkey professional development. Twenty-two participants, including principals and primary (PK – Grade 2) teachers in all of the district’s elementary schools took part in the initial professional development and coaching. These participants then provided turnkey training to approximately 60 elementary colleagues during a summer institute.

After conducting initial needs assessment aligned to the DWW practices for Language and Literacy for ELLs, the district leadership team decided to focus on vocabulary development and peer-assisted learning during the project period. With guidance from the university partners, the district leadership team conducted a backward mapping activity and established objectives for each of Guskey’s (2000) five levels of professional development. The five levels include (1) Opportunities for Participants to Acquire Knowledge and Skills; (2) Knowledge and Skills Needed by Participants; (3) Organizational Supports and Changes; (4) Instructional Practices and Student Classroom Experiences; and (5) Student Learning Outcomes.

The work took place in a rural district with an emerging ELL population. The integration of DWW resources built on a university-district partnership to identify and address reforms necessary for improving district ELL programs and services. One priority areas identified for improvement was the preparation of general education and English as a second language teachers to provide meaningful access to academic content instruction for ELLs.

This study examines whether and in what ways the integration of DWW resources, professional development, professional learning communities, and coaching supported changes in teaching and learning for ELLs. Both quantitative and qualitative data were collected through professional development evaluations, classroom observations, a DWW resources survey, and an observation checklist of the turnkey professional development.

Data analyses suggested that, by the end of the project, PLC members’ understanding of evidence-based vocabulary instruction and peer-assisted learning for ELLs increased, but was still superficial. In implementing the new practices, participants struggled with over-generalization of some instructional principles and under-utilization of others.

These findings suggest the need for ongoing support for translating research into practice through developing professional development modules, modeling, peer coaching, and resources to help teachers understand how to implement evidence-based practices.

Author

• Barbara D. Acosta, The George Washington University