Job-Embedded Professional Development in Reading for Teachers of English Language Learners

• In Event: Evaluation of Teacher Professional Development

Abstract

This study examined the effects of job-embedded professional development in reading on teachers’ of English Language Learners content knowledge and instructional practice and how teachers perceived this type of professional development. Professional development in reading was provided to first grade teachers of ELLs at one urban elementary school. A mixed methods design using both quantitative and qualitative data was employed to obtain a comprehensive examination of the phenomenon from various perspectives. Results indicate that teachers changed their content knowledge, instructional practices, and perceptions of professional development. Job-embedded professional development offers an effective method for delivery of professional development to teachers of ELLs that meets their diverse learning needs. Implications for professional development and future research will be discussed

Authors

• Linda Cavazos, SEDL

• Sylvia Linan-Thompson, The University of Texas - Austin