PLCs: Key PD component in learning transfer for teachers of English learners

Penner-Williams, Janet; Díaz, Eva I.; Worthen, Diana Gonzales

doi:10.1016/j.tate.2017.03.014

Cited by 22 publications

(16 citation statements)

References 41 publications

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“…Ultimately, BDI is academically rigorous, research-driven, and practically tested as an effective method for CLD and other students (Herrera & Murry, 2016;McCutcheon, Sponberg, Mena, Murry, & Herrera, 2018;Murry, 2012;Penner-Williams, Diaz, & Gonzales-Worthen, 2017, 2019. It is situated in the communicative and cognitive approaches of language and content acquisition (Herrera, 2016).…”

Section: Dimension #3)mentioning

confidence: 99%

Approximating Cultural Responsiveness: Teacher Readiness for Accommodative, Biography-Driven Instruction

Murry

Holmes

Kavimandan

2020

FIRE

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Although many educators espouse tenets of culturally responsive teaching praxis (CRTP) they struggle to effectively apply it in classrooms. Some teachers are unsure how to address the multifaceted assets and needs of students from variant races, ethnicities, and home countries. Other teachers operate from a deficit perspective that emphasizes perceived gaps in knowledge or skills among such learners, with little regard for their prior knowledge, experiences, or ways of knowing (assets). Responding to the needs of both kinds of teachers, Herrera (2010, 2016) developed Biography-Driven Instruction (BDI), a social constructivist method of CRTP that supports educators in making the curriculum accessible, relevant, and rigorous. This phenomenological research investigated teachers

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Section: Dimension #3)mentioning

confidence: 99%

Approximating Cultural Responsiveness: Teacher Readiness for Accommodative, Biography-Driven Instruction

Murry

Holmes

Kavimandan

2020

FIRE

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“…Other research studies examined ENL partnerships through a wider lens, including teachers' attitudes towards MLLs, (Walker-Dalhouse, Sanders, & Dalhouse, 2009) and teachers' development of more multi-faceted instructional practices (Williams, Dìaz, & Worthen, 2017). In their study of an ENL university-district partnership, O'Neal, Ringler, and Lys (2009) documented a professional development community involving partners from university and federal programs, as well as principals and teachers.…”

Section: School Partnershipsmentioning

confidence: 99%

Expanding Capacity to Serve Multilingual Learners: A University-School District Partnership

Clark‐Gareca

Fontana²

2018

Excelsior: Leadership in Teaching and Learning

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In a time of new teacher certification requirements in New York, school districts are grappling with how to meet the regulatory expectations imposed by Commissioner’s Regulations Part 154. One way that schools are solving staffing challenges is by forging new collaborations with university partners to expand their collective capacities to serve Multilingual learners (MLLs). In this article, we document a partnership between SUNY New Paltz’s Teaching English to Speakers of Other Languages (TESOL) program and the Pawling Central School District during the 2017-18 academic year. We describe the partners’ distinct roles in the university-district collaboration, and discuss the logistical considerations and challenges they faced, with respect to program design, hybrid instruction, meeting certification requirements, and working with established university systems. We conclude by identifying components that ultimately made the partnership a success.

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“…Research suggests that sustained, classroom-embedded PD can affect teacher learning (Hawley & Valli, 1999; Teemant, 2010). In addition, scholars assert that instructional coaching can affect the implementation level of research-based EL strategies (Penner-Williams & Worthen, 2010); however, research is scant concerning what we know about classroom-based PD vis-à-vis university and district partnerships. Furthermore, there is a need to understand how teachers of ELs (content teachers, sheltered content teachers, and ESOL teachers) participate and take-up PD that focuses on meeting the needs of ELs.…”

Section: Theoretical Framework and Previous Researchmentioning

confidence: 99%

“…Research suggests that sustained, classroom-embedded instructional coaching and PD can affect teacher learning (Gallucci, 2008; Hawley & Valli, 1999; Teemant, 2010). In addition, findings from a study on coaching and implementation level of research-based EL strategies into teachers’ practice revealed that through the teachers’ involvement in a lengthy coaching phase, implementation levels progressed substantially after each semester (Penner-Williams & Worthen, 2010). Furthermore, Batt (2010) found that when the coaching phase of the workshop on the Sheltered Instruction Observation Protocol (SIOP) was eliminated, teachers demonstrated weak implementation of the SIOP strategies into their practice.…”

mentioning

confidence: 99%

A University and District ESOL Partnership: Collaboration Within the Context of Common Core State Standards Implementation

Russell

2017

Education and Urban Society

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This article examines a pilot project that engaged a university-based teacher educator as a collaborating partner within a local school district. The partnership was established to provide English to Speakers of Other Languages teachers with professional development in a school district with a growing English learner population. The process for developing this innovative collaboration and teacher perceptions of this work are analyzed, with a focus on the specific demands and opportunities resulting from Common Core State Standards implementation. In particular, how this university and district collaboration provided opportunities to grapple with meeting the instructional needs of English learners within the context of Common Core State Standards implementation and teacher perceptions of engaging with a university-based partner are illuminated. Implications for research and practice are discussed.

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PLCs: Key PD component in learning transfer for teachers of English learners

Cited by 22 publications

References 41 publications

Approximating Cultural Responsiveness: Teacher Readiness for Accommodative, Biography-Driven Instruction

Approximating Cultural Responsiveness: Teacher Readiness for Accommodative, Biography-Driven Instruction

Expanding Capacity to Serve Multilingual Learners: A University-School District Partnership

A University and District ESOL Partnership: Collaboration Within the Context of Common Core State Standards Implementation

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