Teachers Designing Equitable Instruction for High School English Learners: A Successful Professional Development Model

• In Event: Professional Development to Support English Learners

Abstract

With the introduction of the CCSS, high school teachers are required to teach content, literacy skills and English language development in classes that enroll English learner students. Presented here is a research study of a professional development model created for high school teachers in a southern California school district to teach language and content to their English learner students. Data collected in this inquiry show that when given a process to re-design curriculum, content-area high school teachers individually define educational equity for English learners based on their own personal beliefs, commitment level and experiences. Data analysis indicates that English learners “learned more” from teachers’ modified curriculum as evidenced by; showing more independence, and demonstrating a deeper understanding of content.

Author

• Annette M. Daoud, California State University - San Marcos