A Synthesis of Professional Development Targeting Literacy Instruction and Intervention for English Learners

Abstract

An important way to address the literacy needs of English learners (ELs) is to ensure that ELs receive evidence-based literacy instruction and intervention. To support teachers’ implementation of this instruction and intervention, it is necessary to provide effective professional development (PD). In this systematic review, we synthesized 19 studies that investigated PD on literacy instruction and intervention for ELs. Findings revealed that although PD often targets teachers’ implementation of literacy instruction, PD is less likely to focus on teachers’ implementation of literacy interventions for ELs experiencing reading difficulties. Nonetheless, PD programs typically resulted in positive changes in teachers’ knowledge and practices. However, only 12 of the studies reported on student outcomes. We conclude with research and practical implications related to PD for teachers of ELs that is responsive to the needs of ELs.

Leveraging the Paraeducator-to-Teacher Pipeline to Attract and Prepare Special Education Teachers

“…These learning experiences can emphasize cycles of inquiry (e.g., plan, implement, reflect, repeat) as candidates receive in-depth feedback in order to refine a lesson sequence by integrating instructor feedback and their own reflections. This pedagogical tool equips candidates with skills necessary for performance-based assessments typically required for licensure (e.g., edTPA, 2018) and for future engagement with school-based professional development (e.g., professional learning communities; see Dogan et al, 2016;Shelton et al, 2023). Job-embedded internships, in particular, provide candidates with immediate quality mentoring and supervised practice in delivering high-quality instruction that is closely aligned with their current work assignments.…”

“…Our TSGs will aim to build parity between the skills and theories learned in the program and how the schools and districts in which teachers begin their careers operate. Topics will include inclusive content-area literacy instruction for culturally and linguistically marginalized students (see Shelton et al, 2023;Wexler et al, 2022), Universal Design for Learning (see Hall et al, 2012), and culturally sustaining pedagogy (see Alim et al, 2020). TSGs on these topics will be facilitated meetings, and each meeting will follow a five-step process, adapted from Cunningham et al (2015): (a) reflection on implementation from the previous session, (b) new content presentation, (c) collaboration for implementation of new content, (d) review and answering of questions, and (e) addressing any urgent problems of practice as identified by the paraeducator participants.…”

Teachers’ Self-Efficacy Beliefs and Instructional Practices Regarding English Language Learners

“…Without proper training, teachers do not know how to provide ELLs with the services and supports that they need, and their lack of self-efficacy to teach ELLs is causing educators to disproportionately recommend these students to special education for having learning disabilities [1,2]. Misidentification of ELLs as needing special education services is often due to their uneven progression across the multiple communication modes of listening, speaking, reading, and writing [3,4].…”