Term
Spring 2022
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Maggie Struck
Content Expert
Michelle Benegas, Amy Stolpestad
Abstract
A significant educational concern in the state of Minnesota is that there is a substantial achievement gap between native English speakers and Multilingual Learners (MLLs). Despite implementation of federal (ESSA) and state legislation (LEAPS Act) designed to address this issue, an achievement gap still persists and Minnesota educators continue to struggle to support MLLs academically. This capstone project uses a synthesis from a literature review and the creation of a website, survey and pre-selected curated professional development resources in order to answer the question: How Do Schools Assess and Deliver Effective Professional Development to Mainstream Teachers With a Focus on Supporting Multilingual Learners? One answer to this question is to employ a combination of effective professional development features and the School-Wide English Learning (SWEL) framework in order to assist educators by identifying and enhancing their dispositions, knowledge and skills so MLLs are supported academically to the fullest extent.
Project Type
Website Creation
Keywords
ESL/ ELLs, Reflective Practice, Staff Development, Teachers/ Teaching
Recommended Citation
Tornga, Michelle, "How Do Schools Assess and Deliver Effective Professional Development to Mainstream Teachers With a Focus on Supporting Multilingual Learners?" (2022). School of Education and Leadership Student Capstone Projects. 782.
https://digitalcommons.hamline.edu/hse_cp/782
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects