NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1033176
Record Type: Journal
Publication Date: 2014
Pages: 8
Abstractor: As Provided
Reference Count: 12
ISSN: ISSN-0040-5841
Toward Sustainable Educational Changes through School-Based Professional Development on ELL Assessment for New Teachers
Kim, Youb; Erekson, James; Bunten, Bridget A.; Hinchey, Patricia
Theory Into Practice, v53 n3 p228-235 2014
Developing teachers' knowledge about assessing English language learners (ELLs) is critical for achieving intended policy outcomes of improving teaching under Race to the Top policy and Common Core State Standards. In addition to teachers' expressed concerns about teaching Common Core State Standards to ELLs in a national survey published in "Education Week" (Gewertz, 2013), the formation of two assessment consortiums (i.e., Smarter Balanced Assessment Consortium, or SBAC, and Partnership for Assessment of Readiness for College and Careers, or PARCC) indicates the urgency for teachers to demonstrate their assessment knowledge and for schools to provide meaningful professional development opportunities in that area. In this article, we detail the rationale for school-based professional development targeting assessment, especially for new teachers, and outline a proposed procedure for providing such training.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A