Supporting Teachers to Sheltered Instructional Practices Through an Intensive Professional Development Program

• In Event: AERA Roundtable Session Wednesday 12:40 pm Four Seasons Ballroom 4
  In Roundtable Session: Supporting Teachers, Students, and Professional Development (Table 5)

Abstract

Between 2011-2017, K-12 multilingual learners (MLs) in [State Deleted for Blind Review] increased by over 50% while the average English as a Second Language (ESL) teacher to ML ratio remained 1:168. To increase the number of teachers prepared to effectively serve MLs, we developed a professional development program grounded in adult learning theories and the Sheltered Instruction Observation Protocol, an instructional framework and observation tool for preparing teachers to bridge language and content instruction for MLs. Little empirical evidence exists demonstrating SIOP’s utility for evaluating interventions. This quasi-experimental study focuses on 170 in-service teachers. Data from classroom observations, interviews, and written reflections revealed statistically significant improvements in teachers’ ability to instruct MLs. Qualitative data highlighted beneficial aspects of the program.

Authors

• Cody T. Williams, Western Michigan University

• Maria Selena Protacio, Western Michigan University

• Virginia David, Western Michigan University