Washington principals’ perceptions of their professional development needs for the spike of English learners

Louie, Belinda; Pughe, Bronwyn; Kuo, Annie Camey; Björling, Elin A.

doi:10.1080/19415257.2018.1506353

Cited by 4 publications

(4 citation statements)

References 13 publications

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“…Researchers have also noted that, given the changing demographics of districts and the kinds of learning opportunities available to principals, more professional development attending to equity concerns and to the needs of specific learners, such as English learners, is needed (Louie et al, 2019;Shields & Cassada, 2016).…”

Section: Applied Learningmentioning

confidence: 99%

Developing effective principals: What kind of learning matters?

Darling‐Hammond¹,

Wechsler²,

Levin³

et al. 2022

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This report reviews the research literature since 2000 to understand the elements of high-quality programs and learning experiences that have been associated with positive outcomes ranging from principals’ sense of preparedness, efficacy, and reported practices to staff perceptions of school climate and retention to student achievement. It also examines the extent to which principals have opportunities to participate in learning experiences with those elements and the policies that drive both the development of high-quality programs and access to them.

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Section: Applied Learningmentioning

confidence: 99%

Developing effective principals: What kind of learning matters?

Darling‐Hammond¹,

Wechsler²,

Levin³

et al. 2022

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show abstract

“…Previous studies often point to teachers' conceptual confusion in understanding cultural diversity (e.g. Cochran-Smith et al 2004, Hajisoteriou 2013 and pedagogical difficulties in being able to modify practice in responsible ways (Zembylas 2010, Fine-Davis and Faas 2014, Szelei et al 2019, which school practitioners usually attribute to inadequate teacher education and organisational/structural constraints such as lack of time and resources (Miller 2011, Hajisoteriou 2013, Fine-Davis and Faas 2014, Louie et al 2018, Karousiou et al 2019. The issue of relevant PD is recurring in these studies, since even teachers who received PD on cultural diversity seem to report training inadequacy and thus, feeling of unpreparedness (Arnesen et al 2008, Fine-Davis andFaas 2014).…”

Section: Introductionmentioning

confidence: 99%

Professional development for cultural diversity: the challenges of teacher learning in context

Szelei

Tinoca

Pinho

2019

Professional Development in Education

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This article describes context-based professional development (PD) for cultural diversity in a Portuguese school cluster, and discusses how it supports change for justice and equity. Teachers felt the importance of PD and showed willingness and interest to learn. Several teacher learning opportunities were mapped out such as formal workshops, starting small collaborations and teachers' self-directed informal learning activities. Yet, a rather fragmented character of PD seemed to emerge in terms of content on cultural diversity and forms of learning. Conflicting agendas, scattered teacher collaboration and commitment, and little student and community involvement in planned PD were found. Furthermore, there seemed to be tensions between current PD and teachers' needs and circumstances; teachers wished for more specific information and pedagogical solutions, more collaboration and more organisational support in PD. Applying a critical multicultural perspective, it is discussed that although the current constellation of PD is a potential start, it might still contribute to teachers' conceptual confusion and pedagogical insecurities on the field of cultural diversity. It is suggested that criticality towards PD frames is needed to re-centre cultural diversity on the premises of justice, as well as teacher support, and conscious learning with and from students, families and communities.

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“…Teachers expressed a desire for district-provided workshops as well as ongoing support from other EL teachers, coaches and mentors. Further, recent scholarship emphasizes the need for EL-focused professional learning as EL populations have increased (Hansen-Thomas et al , 2016; Louie et al , 2018), and new content standards present particular language demands and emphasize student engagement in academic discourse (NASEM, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Professional learning for secondary teachers of English learners in an urban school district: examining systems of support

Weddle

Yoshisato

Hopkins

2021

JPCC

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PurposeAlthough schools across the United States are becoming increasingly linguistically and culturally diverse, many teachers remain underprepared to work with students classified as English learners (ELs), especially at the secondary level. Acknowledging the importance of developing systems of support for teachers of ELs, this paper examines the district- and school-level factors shaping secondary teachers' access to EL-focused professional learning in one large urban school district.Design/methodology/approachTo examine teachers' access to EL-focused professional learning, the authors draw on 49 in-depth interviews with district leaders and staff from nine secondary schools. Data analysis was guided by a structure, culture and agency theoretical framework.FindingsFindings revealed that decreased structural support, in terms of both fiscal and human resources, constrained teachers' access to EL-related professional learning. Further, the district culture was characterized by limited understanding of ELs' backgrounds and assets. While some school leaders exercised agency to bolster EL-focused professional learning for teachers, such supports were rare.Practical implicationsFindings help to contextualize secondary teachers' feelings of unpreparedness to serve ELs, illuminating several factors that district and school leaders should attend to in order to bolster the development of professional capital for teachers of ELs at the secondary level.Originality/valueWhile prior research outlines the importance of designing systems of support for EL-focused professional learning, this study highlights specific structural and cultural factors shaping such systems.

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Washington principals’ perceptions of their professional development needs for the spike of English learners

Cited by 4 publications

References 13 publications

Developing effective principals: What kind of learning matters?

Developing effective principals: What kind of learning matters?

Professional development for cultural diversity: the challenges of teacher learning in context

Professional learning for secondary teachers of English learners in an urban school district: examining systems of support

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