Longitudinal Impact of the Advanced Dual-Certificate Professional Development Project: Emerging Leaders for Diverse Schools

• In Event: You're Speaking My Language: Critical Perspectives on Identity, Equity, and Professional Learning to Support Multilingual Learners

Abstract

Considering the growing number of English Learners (ELs) in the U.S., educators need to be prepared for Diverse School Leaders to subsume ELs principals, policies, and practices. This longitudinal study examines the engagement and impact of a two-year Advanced Dual-Certificate Professional Development Project (ADPD) designed to prepare education leaders working with ELs. The study describes two advanced certificate graduate programs in School Building Leadership (SBL) and Bilingual Education/TESOL, and two integrated components, Peer-Assisted Learning Strategies (PALS), and Family Engagement and Literacy (FEL). Using a mixed-methods approach and crossover design, the study collected pre- and three post-test data from educators of ELs. Results indicated significant gains and enhanced perceptions and practices to subsume ELs principles, family literacy engagement, and peer-tutoring strategies.

Authors

• Gulnur Ozbek, St. John's University

• John Spiridakis, St. John's University

• Seokhee Cho, St. John's University