Many professional development programs provide learning that rarely transfers into classroom practice (Dahlberg & Philippot, 2007) or do not integrate theory with practice (Husby, 2005, p. ix). Research suggests that effective professional development should focus on teachers’ learning as a community of practice (Gonzalez & Darling-Hammond, 1997).
Professional development for in-service teachers should go beyond the one-size-fits-all approach. The framework presented here is for a conceptual and practical six-step professional development program that I have developed based on Husby’s work and through professional development sessions I have conducted in several school districts. The framework integrates personalized instruction for teachers, attends to the pedagogical needs of teachers of English language learners, focuses on planning and implementation of curriculum, and provides teachers opportunities to be a part of a supportive and reflective learning community.
Components of the Six-step framework
The six-step framework is based on the concept of planning and implementation through spiral teaching that offers in-service teachers opportunities for sharpening their teaching skills and procedural knowledge. Spiral teaching refers to teaching the same topic through different activities and levels of support so that students arrive at a higher level of understanding. The effectiveness of the framework requires specific conditions customized to each school’s or district’s needs. At the same time, the school or district must support professional development as a sustained and ongoing process focused on teaching skills and procedural knowledge for in-service teachers to be able to attend to the needs of English language learners (Adger & Peyton, 1999).
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Step 1 |
Bring participants together as a community of practice, work as a community to draw a preliminary needs assessment, and develop a learning plan |
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Step 2 |
Build upon existing theories and apply effective practices for the appropriate program and school population |
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Step 3 |
Design learning projects based on specific content areas through vertical and horizontal curriculum alignment |
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Step 4 |
Conduct focused observations for assessing active implementation of what participants have learned |
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Step 5 |
Offer participants opportunities for ongoing reflection and for group discussion |
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Step 6 |
Provide time and resources to participants for working as a learning community and sharing a common vision |
- The students come from different socio-economic backgrounds.
- There is a highly diverse teaching faculty.
- Participants in the professional development include:
- 22 teachers
- the principals from both schools
- the district’s bilingual and ESL programs director
- 5 bilingual/ESL district specialists that provided support to the teachers throughout the year
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Step 1: Form a community of practice, conduct a preliminary needs assessment and develop a learning plan Participants carried out every part of the first step. The result was a time frame and plan of action focused on how to address classroom needs through ongoing professional development. The plan included revisiting second language theories such as language transfer, biliteracy and second language acquisition theory; how to apply theories to practice according to classroom needs; how to assess implementation of what teachers learned in professional development, and ongoing reflection. |
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Step 2: Build upon a theoretical framework and demonstrate effective practices for the appropriate program and school population In the second step, participants revisited second language teaching and learning and biliteracy theories, then implemented effective teaching strategies. In this step, the customized professional development focused on:
Theorists such as Cummins, Ofelia Garcia, Krashen and Collier and Thomas; work of the Center for Applied Linguistic; research by Freeman, Freeman and Mercuri, Collier and Thomas and Sonia Soltero were included in this step. |
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Step 3: Design learning projects based on specific content areas through vertical and horizontal curriculum alignment Participants worked together to design a thematic, interdisciplinary curriculum based on self-identified growth areas, school and district goals, and connection to student achievement. Some of the projects included:
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Step 4: Conduct focused observations to monitor framework implementation and improvement in classroom practice A series of follow up observations were conducted to assess the implementation of theory into practice and give feedback to teachers on how to improve instruction for student achievement. Some of the observations focused on the use of the classroom environment as a tool for learning and how to tailor instruction to the needs of students. Subsequently, individual debriefing as well as focused group discussions followed teacher observations to get feedback on teachers’ perspectives on the process of implementation and the challenges involved. |
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Step 5: Provide opportunities for ongoing reflection on practice both individually and in groups Administrators provided planning and refection time for teachers to work with consultants and colleagues. During the meetings, teachers:
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Step 6: Provide time and resources for teachers to work as a learning community and share a common vision The group discussed participants’ progress and individual plans in addition to discussing new goals for the upcoming month of work. Throughout this process, teachers were supported with time to collaborate, plan, and meet within and across grade levels. During these meetings teachers selected resources, discussed planning of the curriculum aligned to standards and district requirements, and set new goals for effective instruction and improved learning. |
- Teachers, administrators, and curriculum specialists collaborate as a community of practice
- As a community, all participants identify academic needs and strategies for effective teaching and ongoing improvement of instruction
- Participants gain a deeper understanding of planning, scaffolding, and implementing curriculum
- Participants sharpen teaching and collaborative skills and procedural knowledge
- Participants engage in reflective practice throughout the school year
Dr. Sandra Mercuri is an Assistant Professor at the University of Texas, Brownsville. She teaches courses in bilingual education and biliteracy. Her research interest is on the development of academic language across the content areas, the role of language in the development of scientific literacy and the effect of long-term professional development for teachers of English learners. She provides training for teachers nationwide and presents at national and international conferences Dr. Mercuri has also published articles in professional journals and books about second language acquisition and practice.
Dr. Mercuri would like to thank her colleagues, Dr. Suniti Sharma and Dr. Yvonne Freeman, for their comments on draft versions of this manuscript.
Clair, N., & Adger, C.T. (1999). Professional development for teachers in culturally diverse schools.
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