Effectively Addressing Culturally and Linguistically Diverse Students: A Unique Collaborative Opportunity for Teacher Education Faculty

• In Event: Project CORE: Transforming Education for English Language Learners

Abstract

The purpose of this paper is to describe and analyze a professional development program offered to teacher education faculty that aimed to build capacity to prepare pre-service teachers of ELLs. Special focus is paid to a workshop in which faculty participants revised syllabi to incorporate the CCLAS into the coursework for pre-service teachers. Results of faculty participants’ syllabus revision will be contextualized within a broader discussion about collaboration and coalition-building among local education agencies and colleges of education.
Perspectives
Teacher education courses must address CCLAS, CA ELD Standards 2012, and the education of ELLs so that pre-service teachers learn how to design effective instruction. Furthermore, in consideration of our population of students, incorporating culturally relevant pedagogy and curriculum is crucial for success, as is focusing upon the constructivist co-creation of knowledge (Darling-Hammond, 2002; Hollins, 2011; Cochran-Smith, 2010; Cummins, 2000).
Methods
Participants were recruited from faculty in a College of Education; there were twenty participants in all, with varying expertise and departments: educational technology, special education, teacher education, and policy studies.
The faculty participants attended four all-day, professional development workshops (PD). This paper discusses the fourth workshop, which provided an in-depth scaffold on the architecture and theoretical framework of the CA ELD Standards 2012 and their alignment to CCLAS.
Mixed methodology was used in order to assess both the quantitative impact of the PD as well as capture the actual perspectives of the faculty. Quantitatively, surveys were implemented as a way to determine the impact of the professional development upon participants; furthermore, revised syllabi were scored using a rubric to address the issue of increased faculty capacity for instructing future teachers of ELLs. Qualitative methods were also used: faculty responded to questionnaires and participated in semi-structured interviews, which increased the Project’s ability to meet faculty needs.
Data
Survey data were obtained immediately prior to and following the PD; data were analyzed using matched t-tests to determine impact. Furthermore, a Syllabus Revision Rubric was developed as a way to grade the faculty participants’ revised syllabi for incorporation of the CCLAS. The rubric as well as sample syllabi will be included in the presentation.
Qualitative data was read multiple times and coded. Excerpts from the qualitative data will be included for discussion.
Results
Revised syllabi are currently being analyzed for coherence and coordination with the CCLAS, the CA ELD Standards 2012 and the education needs of ELLs. Preliminary results indicate that while the PD had a positive impact, there may have been a halo effect.
Significance
The significance of this work is twofold: first, by describing and analyzing the effectiveness of this particular PD, we can offer insight to other Colleges of Education who may be considering similar professional development opportunities. Furthermore, the Syllabus Revision Rubric can be used in other institutions as a way to facilitate and evaluate implementation of the CCSS for ELLs at the university level. Finally, we offer a new critical definition of collaboration in education.

Author

• Cristina Alfaro, San Diego State University