Addressing instructional capacity for English learners through professional development

Purpose The purpose of this study was addressing the goal of the intervention to increase instructional capacity in a high-need district for English Learners (ELs). Design/methodology/approach This design-based research examined a cohort of K–12 general education classroom teachers and the impact of professional development (PD). The intervention had three essential elements: provide teachers with evidence-based practices of EL instruction in PD, assess self-efficacy for both EL students and teachers, and develop resources for EL caregivers based upon evidence-based practice and teacher feedback. This study reports the results focusing on the following research question: How does the intervention impact K–12 teacher capacity for ELs? Findings Findings revealed teachers had needs in literacy such as writing instruction and in developing EL relationships and resources. Progress toward the goal showed gains in teacher self-efficacy as well as improvement in student outcomes. Originality/value As all teachers increasingly teach ELs in their classrooms, this study discusses how PD, inclusive of participant voice, can support teachers in reaching these students, specifically targeting needed areas for literacy gains.