Supporting Teachers of English Learners Through Meaningful Professional Development: Teachers of Language Learners Learning Community (TL3C) STEMSS Institute

• In Event: 46.050 - English Language Development for Bilingual Students: Engaging New Pedagogies

Abstract

The purpose of this study was to first, examine how K-12th grade teachers of English learners (ELs) viewed professional development designed to improve their own STEM and Social Studies content knowledge through a 9-day STEMSS Institute and, second, the effects of the STEMSS Institute on the planning and teaching one year after the Institute. Surveys, questionnaires, focus group interviews, journal entries, reflections, and lesson plans were analyzed from 42 participating teachers. Major findings included quantitative results indicating significant increases in STEMSS knowledge, increased knowledge of how to address ELLs needs, and implementation of specific strategies during the year after participating in the Institute. Qualitatively, teachers reported feeling respected, valued, and supported throughout the Institute and beyond through Institute networking.

Authors

• Margarita Jimenez-Silva, Arizona State University

• Megan Garvy, Mesa Community College

• Laura M Gomez, ASU