Capstone Project Title
Michelle Benegas, Amy Stolpestad
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.
ESL/ ELLs, Reflective Practice, Staff Development, Teachers/ Teaching
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.
School of Education Student Capstone Projects