Needs Assessment Toward Building District Capacity for English Learners

• In Event: Fairmont Roundtable Session Fifteen
  In Roundtable Session: Empirical Insights for Teacher Education and Professional Development (Table 9)

Abstract

This design-based research (DBR) study reports the needs assessment cycle of year one of a multi-year project to increase the capacity of instruction for English Learners (ELs). The intervention included three essential elements: (a) Provide EL teachers evidence-based practices of instruction in PD, (b) Assess self-efficacy for both EL students and teachers, and (c) Develop resources for EL caregivers based upon evidence-based practice and teacher feedback. Mixed methods of data collection and analysis from a first cohort of 30 teachers, K-12, were used. The results are presented according to the framework of DBR: Enhancing factors, inhibiting factors, unanticipated outcomes, and a discussion of how these factors will inform future modifications.
Keywords: English Learner, professional development, design-based research

Authors

• Emily S. Howell, Clemson University
  Presenting Author

• Rebecca A. Kaminski, Clemson University
  Presenting Author

• Tobi Pirolla, Clemson University
  Non-Presenting Author

• Kavita Mittapalli, MN Associates, Inc.
  Non-Presenting Author

• Amlan Banerjee, National Education Association
  Non-Presenting Author

• Tory Pennington
  Presenting Author

• Nicole Ferguson
  Presenting Author