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Title:  Building Teacher Capacity to Support English Language Learners in Schools Receiving School Improvement Grants
Description: 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 (201011 to 201213 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 201112 and 201213 school years include:
  • 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.
  • Most teacher survey respondents (54 to 100 percent) in all 11 schools reported participating in ELL-related PD during the 201112 school year. On average, teachers reported that ELL-related PD accounted for less than 20 percent of their total PD hours.
  • 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.
Online Availability:
Cover Date: November 2014
Web Release: November 25, 2014
Print Release:
Publication #: NCEE 20154004
General Ordering Information
Center/Program: NCEE
Type of Product: Evaluation Brief
Keywords:
Questions: For questions about the content of this Evaluation Brief, please contact:
Thomas Wei.