Overview: The ITELL (Institute for Teachers of English Language Learners) Project Model for Teachers of English Language Learners

• In Event: Promoting Educator Agency: Navigating Restrictive Policy Environments Through Professional Development for Teachers of English Language Learners

Abstract

Purpose
This presentation provides an overview of the components of the ITELL Project, and also focuses on the implementation of the ELL professional development model from the perspective of the coaches. The ITELL project was developed in response to the concern that current Arizona policy requires ELLs to learn English first, before participating in the grade level standards based curriculum, limiting their access to science, math, social studies and the other content areas. Currently, it is estimated that there are 130,000 English language learners (ELLs) in Arizona public schools (Mahoney et al, 2010). Unfortunately, a comprehensive English language development (ELD) program which would facilitate English language acquisition for ELLs has never been articulated. Present state policy – particularly, the establishment of a mandatory 4-hour block of instruction focused on the mechanics of the English language – has had negligible effects for ELLs in many levels, segregating them from mainstream students (Lillie et al, 2010), and contributing to a persisting achievement gap between ELLs and non-ELLs (Rumberger & Tran, 2010; Losen, 2010; Garcia, Lawton & Diniz de Figueiredo, 2010).

In light of this restrictive reality, the Institute for Teachers of English Language Learners (ITELL) was created. It represents a collaboration between a major university in Arizona and three school districts from the Phoenix metropolitan area. The aim was to construct and present a research-based model (within the confinements of the current policy) that addresses ELLs’ learning of academic English utilizing the resources of the students, families and extended educational opportunities, with the ultimate goal of enhancing these students’ academic achievement. To achieve this purpose, ITELL focused on three objectives:

1) Provide professional development combining state-of-the-art technology with teaching methods that reflect best practices in ELD. Rationale: Direct link between ELLs’ achievement and the expertise/experience of their classroom teacher (e.g. Garcia, 2002; Garcia, 2005).

2) Increase opportunities for children to participate in before/after-school and/or summer school programs. Rationale: Expanding ELLs’ opportunities to learn is a prerequisite for increasing their academic achievement, particularly in grades 1-4 (National Task Force on Early Education for Hispanics, 2007).

3) Implement PIQE, Abriendo Puertas, and other programs whose effectiveness in promoting parental engagement is well documented. Rationale: Parental engagement of ELLs is positively associated with academic performance (Jensen, 2007).

As part of this presentation, one of the instructional coaches who participated in the ITELL project will share their perspective on the implementation issues surrounding the coaching and reflection model.

The Institute draws from empirical research to generate an instructional model for ELLs based on effective practices for teacher professional development. The ITELL Professional Development model combines teacher in-service with consistent and on-going coaching and teacher reflection, focusing on teachers in 3rd grade classrooms. The ITELL research team investigated the impact of the Institute through quantitative and qualitative methods. This investigation served the purposes of evaluating the effectiveness of interventions, providing feedback on implementation, identifying key elements of capacity that affect implementation, and analyzing the change process for students and schools.

Author

• Eugene E. Garcia, Arizona State University