Driving Improvements in Teaching and Learning Through Cycles of Strategic Observation and Reflection

• In Event: Promoting Teachers' Capacity to Address Linguistic Diversity

Abstract

New standards require specific attention to disciplinary language and literacy development for all students. Teachers consistently report being underprepared to integrate disciplinary language and literacy development during instruction to meet the needs of English Learners. There is a pressing need to develop an integrated system of support to help school districts meet this challenge. This article presents findings from mixed-method study in a large urban school district to test the SOAR professional learning model. The model was designed to build coach and teacher capacity to promote disciplinary language and literacy development of ELs across disciplines. Implications from this study suggest that teachers need ongoing support to implement new approaches and strategies that effectively integrate language and content instruction.

Authors

• Susan OHara, EPF for teaching

• Robert Pritchard, California State University - Sacramento

• Debi Pitta