A Collaborative Professional Development Teaching Model: Supporting Academic Excellence for Limited English Proficiency Students

By Nancy Albrecht and Abdelilah Sehlaoui.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

One of the greatest challenges educators continue to face is in providing instructional services that address the needs of English Language Learners (ELLs) at risk of educational failure.

A collaborative professional development model between university and local districts for training educators who teach limited English proficiency LEP students will be examined. Project ESTRELLES (Supporting Academic Excellence for Limited English Proficiency (LEP) Students) provides services and address the needs of LEP students who are at risk of educational failure. It directly addresses gaps or weaknesses in services, infrastructure, and opportunities identified in the needs assessment. It will also prepare personnel for fields in which shortages have been demonstrated. Based on needs assessment, Project ESTRELLES developed five goals which translate into clearly specified and measurable objectives and outcomes. These goals are: 1. Develop and implement a professional development program resulting in improved teaching efficiency/efficacy of new and experienced educators; 2. Develop appropriate scientifically proven, effective instructional and assessment services, resources, and curricula specific to LEP and show evidence of the impact of teaching on LEP students’ academic success; 3. Design a professional plan that enables teachers to understand and use appropriate assessment methods, techniques and procedures; 4. Develop appropriate scientifically proven, effective instructional materials, resources, and curricula specific to LEP students; and 5. Design an effective professional development plan that helps participants develop greater cross-cultural understanding to serve LEP students more effectively.

Keywords: Collaborative Professional Development, Teaching Model, Training Educators, Limited English Proficiency (LEP) Students

The International Journal of Learning, Volume 15, Issue 10, pp.175-182. Article: Print (Spiral Bound). Article: Electronic (PDF File; 644.262KB).

Dr. Nancy Albrecht

Associate Professor, School Leadership and Secondary/Middle School Education, Emporia State University, Emporia, Kansas, USA

Nancy Albrecht is an associate professor in the department of School Leadership and past director of admissions for teacher education at Emporia State University in Emporia, Kansas. She has been a high school principal and classroom teacher including teaching experience in Europe. Nancy has presented internationally, at national conferences, as well as state and local presentations. Her doctorate and masters degrees are both in educational leadership. She serves on a local Board of Education and works with teachers and students to improve student achievement. Areas of research include: Collaboration and Reflective Practice for Faculty Professional Development; Transformational Professional Development, Building Learning Communities, and Improving Teaching and Learning.

Dr. Abdelilah Sehlaoui

Associate Professor of TESOL and Applied Linguistics, Director of TESOL Teacher Education Programs at Emporia State University, Modern Languages, Emporia State University, Emporia, Kansas, USA

Dr. Abdelilah Sehlaoui, Associate Professor of TESOL and Applied Linguistics, Director of TESOL Teacher Education Programs at Emporia State University (taught and directed the program since 1999). Dr. Sehlaoui is fluent in Spanish, French, Arabic, and English. He has a good knowledge of effective ESOL/multicultural scientifically-proven strategies for P/K-12 grade level; classroom experience in elementary, secondary, post-secondary/higher education classroom teaching with commitment to ensuring that all children, regardless of background, have the chance to succeed; previous administration/leadership experience; familiarity with rural and urban communities and their issues; extensive travel in the United States and other countries; first generation immigrant to the United States; experience in facilitating large-scale systemic reform; experience with educational technology and online learning; recipient of Emporia State University President’s Leadership in Diversity Award. Who’s Who Among International Scholars award recipient; nominated to the Wall of Tolerance by Rosa Parks and Morris Dees from the Southern Poverty Law Center; invited to present at the Oxford Round Table International Conference and to edit a special issue of the international journal “Language, Culture, and Curriculum” on language resources in the USA ; published in various international journals. Research interest centers around the effectiveness of teacher education on student learning, the development of cross-cultural communicative competence in ESL/EFL teachers, Computer-Assisted Language Learning and National Professional Development grant related research; community leader; local school district strategic planning committee member; refugee resettlement committee member and other national and international professional organizational memberships.

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