The Impacts of a New Model for Professional Development for Teaching English Language Learners

• In Event: Professional Development to Support English Learners

Abstract

The purpose of this study was to explore the effects on teachers and students of participating in a new model for professional development for teaching English Language Learners (ELL). In this new model, summer school classrooms of ELL students were taught by teams of one instructional coach, one teacher with an ELL endorsement, and two classroom teachers. Teams implemented Guided Language Acquisition Design (GLAD) units in the morning and planned, reflected, and received professional development in the afternoon. Teacher data collected via observations, artifacts, and semi-structured interviews were analyzed using a constant comparative approach while student data collected via reading achievement tests were analyzed using t-tests. Results indicated that both teachers and students benefited from participation in the experience.

Authors

• Nicole Ralston, University of Portland

• Jacqueline C. Waggoner, University of Portland

• Zulema Naegele, University of Portland

• Rebecca Smith, University of Portland