Emerging Teacher-Leaders for English Learners: A Professional Development Model in Rural Florida

Autor/inn/en	Ankeny, Raisa; Marichal, Nidza; Coady, Maria
Titel	Emerging Teacher-Leaders for English Learners: A Professional Development Model in Rural Florida
Quelle	In: School Leadership Review, 14 (2019) 2, Artikel 4 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-4998
Schlagwörter	Teacher Leadership; Faculty Development; English Language Learners; Program Descriptions; Rural Schools; Graduate Study; Coaching (Performance); School Districts; Partnerships in Education; Transformative Learning; Immigration; Equal Education; Knowledge Level; Teacher Attitudes; Advocacy; Principals; Assistant Principals; English (Second Language); Second Language Learning; Second Language Instruction; Poverty; School Counselors; Cultural Awareness; Florida + Suchen Sie Ihr Suchwort? Lehrerfunktionsstelle; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Aufbaustudium; Graduiertenstudium; Hauptstudium; School district; Schulbezirk; Hochschulpartnerschaft; Pädagogische Transformation; Wissensbasis; Lehrerverhalten; Sozialanwaltschaft; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Armut; School counselor; Beratungslehrer; Pädagogischer Berater; Cultural identity; Kulturelle Identität
Abstract	This paper describes an ongoing Professional Development (PD) program that aimed to prepare teacher-leaders for rural English learner (EL) students. We delineate the theoretical underpinnings of the PD design and describe the two-year graduate coursework program with onsite coaching in rural schools in detail. We define rurality and the context of ELs in the rural partner school district and describe the PD coursework, which was adapted to meet the local rural educational needs of the participants. At its outset, participants reflected on the overall PD through online discussions, surveys, and focus group interviews. Data revealed that the participants found the program to be highly engaging and transformative to their work with ELs and building a deeper understanding of immigration and equity for ELs. Our results highlight teachers' responses to illustrate the impact of the PD project to build rural teacher-leaders of EL students. (As Provided).
Anmerkungen	Texas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01