The Effects of a Differentiated Professional Development Program on Teachers' Professional Growth

• In Event: Professional Development as Self-Efficacy and Empowerment in Diverse Contexts

Abstract

The purpose of this study was to evaluate if our professional development program can benefit teachers’ instruction, and if teachers’ professional growth can benefit academic performance of English learners (ELs). In this study, we had 96 teachers: (a) 48 teachers receiving our differentiated workshops, and (b) 48 teachers receiving school district workshops. The results showed that our workshops could enhance teacher empowerment, and that the professional growth of our teachers working in collaboration as a professional learning community could enhance ELs’ academic performance. These findings revealed that when compared with this collaborative learning approach, teachers’ individual learning approach may limit their professional growth in creative teaching and may constrain their abilities to redefine best practices for enhancing ELs’ academic growth.

Authors

• Hector H. Rivera, Texas A&M University - College Station

• Jui-Teng Li, Appalachian State University

• Myrna Reyna, Texas A&M University - College Station

• Bizhu He, Texas A&M University - College Station

• Estrella Kanyenya, Texas A&M University - College Station