Mentoring Matters: Findings From a Five-Year English Learner Professional Development Grant Program

• In Event: 47.048 - Exploring Opportunities and Challenges of Professional Development Models for Teachers of English Language Learners

Abstract

Because teacher quality has great impact on the achievement of English learners (ELs), focused efforts to prepare educators to work with ELs is an urgent need. We evaluate a mentoring-based PD providing coursework leading to an ESL endorsement to 80 elementary teachers over 5 years. The program was structured to provide sustained mentoring relationship with university faculty and a cohort design providing for strong peer relationships among teachers. Using a mixed methods design that includes student performance outcomes from a large school district in the Southeast US, and teacher evaluations, we examine the extent to which this program, in which extensive mentoring and cohort collaboration were integral, led to increased student achievement among ELs and teacher satisfaction with the program.

Authors

• Stella M. Flores, New York University

• Lisa Pray, Vanderbilt University

• Daniela Torre Gibney, SRI International