Restricted Capstone Project
Patty Born Selly
With a growing number of English Language Learners (ELLs) in the mainstream classroom, teachers need to feel adequately prepared to meet the needs of these diverse learners. This Capstone project is a professional development workshop for general-education teachers with ELLs in their classroom. The project seeks to empower mainstream classroom teachers and give them confidence and strategies to better instruct ELL students. Every student deserves an equitable, high-quality education, this project lays out intentional best teaching practices to help mainstream classroom teachers accomplish this goal. Through creating a culturally and linguistically responsive teaching environment, and understanding how to interpret and utilize ELL WIDA data, and making intentional time to collaborate with a licensed ELL teacher, these explicit strategies will allow mainstream teachers to stand a chance in creating an equitable learning environment for every student. Additionally, reflections and variables that impact the implementation of these strategies, such as realistic expectations with given time and available resources, are also explored. Opportunities for reflection and learning within the framework of Knowles ́ (1992) adult learning theories and Darling-Hammond, Hyler, & Gardner’s (2017) research-based principles in quality professional development learning for teachers, are also provided within this project.
Equitable, high-quality education, cultural and linguistic responsive teaching environment
Fulton, Tanya, "Equipping Classroom Teachers to Better Serve ELL Students: A Professional Development Model" (2019). School of Education and Leadership Student Capstone Projects. 434.
School of Education Student Capstone Projects