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Equipping Classroom Teachers for English Language Learners
Author(s) -
Kim Ji Young,
Walker Colleen,
ManarinoLeggett Priscilla
Publication year - 2012
Publication title -
tesol journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.468
H-Index - 14
eISSN - 1949-3533
pISSN - 1056-7941
DOI - 10.1002/tesj.40
Subject(s) - professional development , psychology , quality (philosophy) , pedagogy , english language , work (physics) , mathematics education , faculty development , content delivery , teacher quality , best practice , training (meteorology) , medical education , engineering , computer science , political science , medicine , mechanical engineering , computer network , philosophy , metric (unit) , operations management , meteorology , physics , epistemology , law
The purpose of this article is to describe the Quality Educators Academy ( QEA ), a year‐long training for K‐8 classroom teachers that was funded by a NC ESEA Title II –A Improving Teacher Quality ( NC QUEST ) Grant. Key features of the project as well as the design and content of the training contributed to success in recruiting, retaining, and effectively training classroom teachers to work with ELL s. The authors, who implemented a QEA in North Carolina, share what they did in detail so that others interested in equipping classroom teachers with research‐based best practices for meeting the needs of English language learners may learn from their efforts. This article describes key features of the project: collaboration, recruitment and selection of participants, professional development design, and training and content delivery.