Helping Teachers to Help English Learners: Initial Findings From Three Studies of Sustained Professional Development for Teachers

Session Type: Symposium

Abstract

This session will share findings from implementation studies of three programs designed to improve instruction for English Learners through professional development and coaching for teachers. Data were gathered as part of randomized control trials to evaluate the efficacy of Instructional Conversations (IC), Guided Language Acquisition Design (GLAD), and Writing Reform Institute for Teaching Excellence (WRITE). Findings provide examples of challenges and successes for teachers in implementing new instructional practices when provided with extensive and sustained professional development.

Sub Unit

• Division K - Teaching and Teacher Education / Section 8: Teacher Professional Development: Impact on Teacher Practices and Student Learning

Chair

• Karen M. Douglas, No affiliation

Papers

• From Professional Development to Responsive Teaching for English Language Learners - Pedro R. Portes, University of Georgia

• Who Has Time? Challenges to Implementing a Multicomponent Instructional Model for English Language Learners - Theresa Deussen, Education Northwest; Kari Nelsestuen, Education Northwest; Elizabeth Autio, Education Northwest

• Developing Effective Genre-Based Literacy Practices With English Language Learner Teachers Through Sustained Professional Development - Eric Haas, WestEd

Discussant

• Annemarie S. Palincsar, University of Michigan