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ERIC Number: ED548541
Record Type: Non-Journal
Publication Date: 2014-Nov
Pages: 26
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Building Teacher Capacity to Support English Language Learners in Schools Receiving School Improvement Grants. NCEE Evaluation Brief. NCEE 2015-4004
Boyle, Andrea; Golden, Laura; Le Floch, Kerstin Carlson; O'Day, Jennifer; Harris, Barbara; Wissel, Sarah
National Center for Education Evaluation and Regional Assistance
The Study of School Turnaround examines the improvement process in a purposive sample of 35 case study schools receiving federal funds through the School Improvement Grants (SIG) program over a three-year period (2010-11 to 2012-13 school years). This brief focuses on 11 of these SIG schools with high proportions of English Language Learner (ELL) students (a median of 45 percent ELLs), describing their efforts to improve teachers' capacity for serving ELLs through staffing strategies and professional development (PD). Key findings that emerged from the ELL case study data collected during the 2011-12 and 2012-13 school years include: (1) Few schools reported leveraging staffing strategies to improve teacher capacity for serving ELLs. Administrators in 3 of the 11 schools reported considering ELL expertise and experience when hiring classroom teachers, while respondents in 2 of the 11 schools reported that teachers' ELL expertise and experience purposefully factored into assignment of teachers to specific classrooms; (2) Most teacher survey respondents (54 to 100 percent) in all 11 schools reported participating in ELL-related PD during the 2011-12 school year. On average, teachers reported that ELL-related PD accounted for less than 20 percent of their total PD hours; and (3) Teacher survey respondents in schools that reported a greater PD focus on ELL-related topics, such as instructional strategies for advancing English proficiency or instructional strategies to use for ELLs within content classes, also generally appeared more likely to report that PD improved their effectiveness as teachers of ELLs. An appendix presents: Data Collection and Analytic Methods.
National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Publication Type: Reports - Research
Education Level: High Schools; Secondary Education; Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Evaluation and Regional Assistance (ED); Mathematica Policy Research, Inc.
IES Funded: Yes
Grant or Contract Numbers: ED-04-CO-0025/0022
IES Cited: ED565615