Teachers’ Perceptions Of A School District’s Sheltered Instruction Observation Protocol Teacher Training Initative

The purpose of this study was to examine the implementation of the Sheltered Instruction Observation Protocol (SIOP) Model training initiative in classrooms. The theoretical frameworks were professional development (PD) and teacher self-efficacy. I sought to answer the following questions: To what degree are the eight components of SIOP being transferred into district teachers’ instructional practices, as perceived by teachers? To what degree do teachers perceive a sense of self-efficacy in implementing the eight components of SIOP? What conditions support and what conditions limit successful implementation of SIOP as perceived by teachers? What other recommendations and suggestions do the teachers believe would support the implementation of a successful PD on SIOP? This sequential mixed methods program evaluation study incorporated both quantitative and qualitative approaches, including surveys and interviews to answer the questions. The findings showed that teachers implemented lesson preparation and building background the most and interaction the least. Teachers asked for more training in certain components for greater self-efficacy. They experienced both support for and barriers to implementation in terms of teacher collaboration and administrative support. They also noted systemic barriers to implementation. Teachers wanted more training in specific SIOP components with consistent follow-up. As a result, three recommendations were generated. This began with identifying structural barriers hindering implementation of SIOP and alleviating them. Another recommendation was to conduct a small-scale education intervention to test the efficacy of SIOP and whether it shows positive outcomes in EL student success. Ongoing, sustained PD with follow-up by an EL specialist was also recommended.