Loyola University Chicago

Unlocking Excellence: Empowering Middle School Teachers for Effective English Language

Learner (ELL) Instruction and Student Success through Comprehensive Professional

Development

A CAPSTONE PROJECT SUBMITTED TO

THE FACULTY OF THE GRADUATE SCHOOL OF EDUCATION

IN CANDIDACY FOR THE DEGREE OF

DOCTOR OF EDUCATION

PROGRAM IN EDUCATIONAL ADMINISTRATION AND SUPERVISION

BY

CODY PULLIUM

PEORIA HEIGHTS, ILLINOIS

January 2024

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 ACKNOWLEDGMENTS

I would like to express my heartfelt gratitude to the following individuals and entities,

whose unwavering support, guidance, and encouragement have played an integral role in shaping

my journey through this doctoral program and my pursuit of meaningful research:

Dr. Merry Quinn, for your dedication, passion, and continuous support have been

instrumental throughout this journey. I am deeply thankful for your commitment to being my

capstone chair and for the invaluable time you invested in guiding me through this problem of

practice and my program overall. Your insightful feedback has propelled me forward, and your

mentorship has enriched not only my capstone but also my entire experience at Loyola

University.

I extend my sincere appreciation for Dr. Guofang Wan’s exceptional course on participant

action research and for serving as a committee member throughout this project. Your guidance

has expanded my horizons and refined my research thinking and methods during this problem of

practice. Your support, mentorship, and willingness to collaborate have greatly contributed to the

development of my skills. I am also grateful for the opportunity to engage in a conference

presentation proposal under your guidance and for your presence as a vital member of my

capstone committee.

Thank you, Dr. Eilene Edejer for your support and dedication to all students who go

through the capstone project research and defense. Your organization, attention to detail, and

patience allowed me to fully understand the requirements of my project. I would not be where I

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am today without your dedication and support. Thank you for serving on my committee

throughout this project and providing constant feedback and edit recommendations.

Dr. Siobhan Cafferty, I am thankful for your constant communication, invaluable

assistance, unwavering support, and meticulous organization of this program. Your efforts behind

the scenes have contributed to a seamless experience, and I am truly appreciative of your

contributions.

Dr. Debra Sullivan and Dr. Michelle Lia for believing in me during my doctoral program

admission interview and your ongoing support have been pivotal in my journey. I am grateful for

your dedication to the College of Education and for affording me the opportunity to participate in

this transformative program.

To my fellow classmates and peers who shared this journey with me, your camaraderie,

inspiration, study sessions, and collaborative community projects have created an enriching

environment. Your encouragement has been a constant source of motivation, and I am grateful

for the bonds we have formed.

I extend my thanks to the Morton Community Unit School District for their financial

support during my employment. Your investment in my education by covering many of my credit

hours has been invaluable to my progress.

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 I express my deepest gratitude to my husband, Dustin for his unwavering support, love,

and understanding. Your sacrifices, patience, and willingness to take on additional

responsibilities around have allowed me to pursue my studies and research. Your presence has

been my anchor during countless evenings spent working on my computer. Thank you for being

my rock, sounding board, and believing in me every step of the way.

To my mother, Mary your unwavering belief in my abilities, constant encouragement, and

genuine love have been a driving force. Your dedication to my growth and well-being throughout

my time as a student have been truly remarkable. I am thankful for the cherished moments we

shared, the Saturday lunches that provided respite, and the joy that you brought into my journey.

I am indebted to my family and friends for their unending support, belief in my dreams,

and understanding of my demanding schedule. Your love, encouragement, and willingness to

provide space for my aspirations have been a cornerstone of my progress.

This dissertation would not have been possible without each and every one of you. Your

contributions have shaped my journey, and I am honored to have had you by my side. Thank you

for your unwavering support, and for being an integral part of this significant accomplishment in

my academic and personal life.

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 Table of Contents
GLOSSARY OF TERMS.........................................................................................................8
LIST OF ABBREVIATIONS................................................................................................10
LIST OF TABLES................................................................................................................11
CHAPTER I: INTRODUCTION...........................................................................................12
Project Setting..............................................................................................................................12
Demographics................................................................................................................................................. 12
Achievement....................................................................................................................................................13
Purpose of Project..........................................................................................................................................15
Introduction/Purpose.....................................................................................................................................16
Problem of Practice........................................................................................................................................17
Validation through Aggregate Data...............................................................................................................19
Rationale for Addressing the Problem..........................................................................................................19
Stakeholders and Social Justice.....................................................................................................................20
Factors Contributing to the Problem............................................................................................................21
SWOT Analysis.............................................................................................................................21
Strengths......................................................................................................................................................... 21
Weaknesses......................................................................................................................................................22
Opportunities..................................................................................................................................................22
Threats............................................................................................................................................................ 23
Conclusion....................................................................................................................................24
CHAPTER II: LITERATURE REVIEW...............................................................................26
Academic Press and Rigor............................................................................................................26
Introduction....................................................................................................................................................26
Professional Development in Education........................................................................................................28
Teacher Expectations......................................................................................................................................31
Instructional Leadership:..............................................................................................................................31
Reflective Teaching Practices.........................................................................................................................33
Professional Development Programs.............................................................................................................33
Impact of the COVID-19 Pandemic..............................................................................................................35
Innovative Approaches to Professional Development..................................................................................38
Collaborative Professional Development......................................................................................................38
Experiential Learning, Mentorship, and Feedback.....................................................................................39
Conclusion....................................................................................................................................40
CHAPTER III.......................................................................................................................43
Introduction to Implementation...................................................................................................43
Logic Model..................................................................................................................................45
Implementation Plan....................................................................................................................47
Outcomes and Evaluations...........................................................................................................48

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 Table 3...........................................................................................................................................49
Implementation Plan.....................................................................................................................49
Progress Monitoring.....................................................................................................................51
Addressing the Problem of Practice..............................................................................................52
Lessons Learned and Future Recommendations..........................................................................53
Conclusion....................................................................................................................................54
CHAPTER IV: SUMMARY..................................................................................................56
Addressing the Problem................................................................................................................56
Addressing Social Injustices.........................................................................................................56
Implications for Improvement of Education Systems and Student Services.................................57
Discussion of What Was Learned.................................................................................................58
Immediate Professional Implications............................................................................................58
Personal Implications and Next Steps...........................................................................................59
Conclusion....................................................................................................................................59
References............................................................................................................................61

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 GLOSSARY OF TERMS

Achievement Gap The disparity in academic performance or educational attainment

between different groups of students, often categorized by race,
gender, ethnicity, or socioeconomic status.
Aggregate Data Data that are collected from multiple sources and combined to
form a larger dataset. This data is often used for broad analyses
rather than individual-specific evaluations.
Amalgamating Combining or uniting to form one organization or structure.
Bilingual Having the ability to speak two languages fluently.
Collaborative Learning Settings where individuals work together to achieve a shared
Environments learning goal.
Collaborative Partnerships based on cooperation between organizations,
Partnerships institutions, or groups to achieve shared objectives.
Cross-Cultural Relating to different cultures or comparison between them.
Culturally Responsive Recognizing the importance of including students' cultural
references in all aspects of learning.
Pedagogy The method and practice of teaching.
Differentiated An approach to teaching in which educators actively plan and
Instruction adjust teaching methods to meet the unique needs of each student.
Education Inequality Unequal distribution of academic resources, including but not
limited to; school funding, qualified and experienced teachers,
books, and technologies to socially excluded communities.
English Language Students whose primary language is not English and require
Learners (ELL) specialized instruction in both the English language and
classroom subjects.
Equity Fairness and justice in the way people are treated, often relating
to equal access to opportunities and resources.
Exceptional Students Students who have specific physical, behavioral, or learning
needs that require specialized attention, instruction, or services.
Evidence-Based Using factual and verified information as a basis to persuade or
Persuasion influence someone.
Illinois Assessment of A standardized test in Illinois that measures student progress in
Readiness (IAR) certain academic areas.
Illinois State Board An annual report produced by the Illinois State Board of
School Report Card Education that provides data on student achievement, school
financial information, and other educational indicators.
Inclusive Community Ensuring all members of a community have opportunities to
Engagement participate fully in decision-making processes.
Inclusive Community Prioritizing high-quality education that is inclusive and caters to
Excellence the needs of all students irrespective of their backgrounds or
abilities.
Inclusion The action or state of including or of being included within a
group or structure, especially in educational settings.
Language Acquisition The process by which people acquire the ability to understand

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 and use a language.
Language Barriers Obstacles to communication experienced by people who use
different languages.
Language Fluency The ability to speak or write a language easily and accurately.
Linguistic Background The language background or history of an individual, which
might encompass the languages spoken at home, learned in
school, etc.
Linguistic Dimensions Various facets of language including its structure, meaning,
context, and function.
Linguistic Proficiency The ability of a person to use a language with advanced
capability.
Methodology A system of methods or principles used in a particular discipline
or activity.
Pedagogy The method and practice of teaching.
Problem of Practice A term used in educational research indicating a recurring issue
or challenge faced in an educational setting.
Social Justice The view that everyone deserves equal rights and opportunities
regardless of their background or demographic.
Socioeconomic An individual's or group's standing based on income, education,
Background and occupation.
Socioeconomic Status The social standing or class of an individual or group, often
measured as a combination of education, income, and occupation.
Socioemotional Needs The social and emotional needs of an individual, often
referencing one's mental and emotional well-being in relation to
social interactions.
STEM An acronym for Science, Technology, Engineering, and
Mathematics.
Summative Designation A type of assessment that captures what students have learned at
the end of an instructional period, like a final exam.
SWOT An acronym for Strengths, Weaknesses, Opportunities, and
Threats; a strategic planning tool used to evaluate these four
elements of a project or business venture.

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 LIST OF ABBREVIATIONS

ELL- English Language Learners

IAR- Illinois Assessment of Readiness

ISBE- Illinois State Board of Education

STEM- Science, Technology, Engineering, and Mathematics

SWOT- Strengths, Weaknesses, Opportunities, and Threats

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 LIST OF TABLES

Table 1. Parkside Junior High School Illinois Assessment of Readiness (IAR) 2022

Data………………………………………………………………………….....Page 14

Table 2. Logic Model Illustrating Goals, Activities, and Outcomes..............................Pages 46-47

Table 3. Implementation Plan........................................................................................Pages 49-51

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 CHAPTER I: INTRODUCTION
Project Setting
Demographics
Parkside Junior High School, located in the town of Normal, Illinois, is a prominent

educational institution known for its commitment to academic excellence and inclusive

community engagement. Parkside’s student body is characterized by its diverse demographics,

contributing to a rich tapestry of cultures and backgrounds within the school and district. The

enrollment at Parkside Junior High School typically ranges from around 600 to 700 students

annually. The student body comprises a mix of middle school students from various ethnic,

racial, and socioeconomic backgrounds, fostering an environment that encourages cross-cultural

understanding and collaboration. Parkside Junior High School prides itself on its ethnically and

racially diverse student and staff population. The demographics include a blend of Caucasian,

African American, Hispanic, Asian, and other ethnic groups. This diversity reflects the broader

community of Normal, which has been a focal point for the town's commitment to inclusivity

and appreciation of different cultures. Socioeconomic status of the student body at Parkside

Junior High School is representative of the town's economic diversity.

While the school serves students from a range of socioeconomic backgrounds, efforts are

made to provide support and resources to ensure that all students have equal access to

educational opportunities. In line with modern educational practices, Parkside Junior High

School places a strong emphasis on inclusion and support for exceptional students with diverse

needs. The school provides a variety of programs and services to accommodate diverse learning

styles and abilities, ensuring that every student can participate fully in the school's academic and

extracurricular activities. Given the diverse student body, Parkside Junior High School

experiences a range of languages spoken at home. English is the primary language of instruction,

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but the school supports for English Language Learners (ELL) to facilitate language acquisition

and integration. Parkside Junior High School in Normal, Illinois, stands as a shining example of

a diverse and inclusive educational institution. The demographics of the student body reflect the

broader community's commitment to embracing differences and fostering an environment of

mutual respect and learning.

Achievement
Parkside Junior High School in Normal, Illinois, is recognized for its academic

excellence, fostering students who excel both inside and outside the classroom. According to the

Illinois State Board of Education Report card, the school has received a "targeted" summative

designation, with a primary focus on enhancing the achievement of English Language Learners

(ELL). This unique rating marks Parkside Junior High as the only institution in the district with

such a designation, distinguishing it from peers with higher rankings.

The dedication of Parkside Junior High's faculty and staff to rigorous coursework and

innovative teaching techniques solidifies its robust academic standing. This commitment is

reflected in the school's consistently improving standardized test scores. However, a closer look

reveals a notable disparity, particularly among English Language Learners, who demonstrate

lower achievement based on state testing data and building academic scores.

Furthermore, the 2021 Illinois Assessment Readiness (IAR) data for English Language

Arts revealed a concerning -25% achievement gap between Latino students and their White

peers. Alarmingly, this gap widened to -26% in 2022. Similarly, in mathematics, a -16%

achievement gap was observed in 2021, which increased to -21% in 2022.

The school's curriculum goes beyond covering core subjects; it instills critical thinking,

problem-solving, and lifelong learning skills. The Illinois Assessment of Readiness (IAR) 2022

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data in Table 1 paints a detailed picture of students’ performance. In reading, results show: 15.8%

did not meet expectations, 28.9% partially met them, 33.2% are approaching the target, 20.8%

met the criteria, and 1.3% exceeded expectations. Mathematics results parallel this trend: 17.9%

did not meet standards, 22.7% partially did, 30% are nearing the target, 22.3% achieved the

desired level, and 2.1% exceeded the benchmark.

Yet, a more granular evaluation raises concerns. The combined 44.7% of students who

did not or only partially met standards in mathematics is particularly worrisome, given that

33.9% of them are English Language Learners (ELL). Similarly, in reading, of the 40.6% who

either did not meet or partially met expectations, 28.2% are ELLs. To truly address these

discrepancies, a grade-level breakdown would offer more detailed insights into the varying

achievements among the ELL and Latino student populations.

Table 1

Parkside Junior High School Illinois Assessment of Readiness (IAR) 2022 Data

Did Not Meet Partially Met Approached Met Exceeded

Reading 15.8% 28.9% 33.2% 20.8% 1.3%
Math 17.9% 22.7% 30% 22.3% 2.1%
Source: Parkside Junior High School

Beyond academics, the school offers an array of extracurricular activities that contribute

to the holistic development of its students. These activities span various interests, from music

and drama to STEM clubs, debate teams, and service organizations. Students are encouraged to

explore their passions and talents outside the classroom, fostering a well-rounded educational

experience. The dedication to fostering creativity is evident in the school's strong fine arts and

performing arts programs, showcasing the talents of students in music, theater, and visual arts.

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These programs not only allow students to showcase their artistic abilities but also teach

discipline, teamwork, and self-expression. Furthermore, Parkside Junior High School's

commitment to physical health and teamwork is reflected in its competitive sports teams, which

participate in a range of sports. Through active involvement in sports, students learn valuable

lessons about sportsmanship, perseverance, and the importance of maintaining a healthy lifestyle.

Purpose of Project
Current Practices
Despite facing limited resources and professional development, Parkside Junior High

School has been proactive in implementing a set of practices aimed at improving the proficiency

and integration of ELL:

1. Peer Tutoring System: Recognizing the potential for peer-to-peer learning, Parkside has

initiated a peer tutoring system where proficient students volunteer to help ELL in

subjects where they face difficulty. This approach not only aids academic understanding,

but also fosters cross-cultural friendships and improves English language fluency through

casual conversation.

2. Culturally Responsive Teaching: Teachers are encouraged to incorporate culturally

responsive strategies into their lesson plans. This means understanding and integrating

students' backgrounds and cultures into the teaching process, ensuring that learning

materials are relatable and engaging for ELL.

3. Bilingual Assistance: In certain subjects, where complex terminology might present a

barrier, bilingual teaching assistants have been introduced. They work alongside teachers

to provide translations, explanations, or additional resources in the student's native

language, ensuring they don't fall behind due to language barriers.

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 4. Customized Learning Materials: Given the diverse linguistic backgrounds, Parkside

has invested in multilingual resources and software. English Language Learners have

access to online platforms where they can practice English at their own pace, with

materials tailored to their current proficiency level.

5. Regular Assessment & Feedback: The ELL coordinator assesses ELLs' progress,

focusing not only on academic achievement, but also on language proficiency and

integration. This regular feedback system ensures timely intervention when students are

struggling.

6. Collaborative Learning Environments: The school has redesigned some classrooms to

facilitate group activities, recognizing the benefits of collaborative learning for ELL. This

not only aids language acquisition but also encourages teamwork and mutual

understanding.

7. Focused Extracurricular Programs: Parkside offers extracurricular programs

specifically designed for ELL, such as debate clubs focusing on global topics, providing a

platform for students to practice language skills in a relaxed environment.

Despite the evident achievement gap, these practices show Parkside Junior High School's

commitment to ensuring that all students, regardless of linguistic background, have equal

opportunities to succeed. The continuous refinement and expansion of these practices, in tandem

with resource acquisition, remain vital in the school's mission for inclusive educational

excellence.

Introduction/Purpose
In an increasingly diverse educational landscape, the achievement of English Language

Learners (ELL) has become a critical concern for educators, policymakers, and researchers alike.

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This capstone project delves into the challenges surrounding limited professional development

for middle school teachers of all subjects and core content areas, and its impact on equipping

them with the necessary resources and practices to enhance the academic success of ELL. As

asserted by Coady (2020), educators and educational leaders in English learning education are

regularly faced with challenges involving the identification and retention of specialized teachers,

restricted access to procuring resources for language teaching and learning, as well as accessing

professional development to support English language instructors and educational leaders. By

exploring the intricate interplay between teacher training, classroom practices, and student

outcomes, this project aims to improve English Language Learners’ (ELL) performance through

the provision of rigorous professional development for teachers across all content areas.

By enhancing instructional practices and resources, I aim to bridge the existing

achievement gap. Therefore, I anticipate that this will elevate the Illinois State Board of

Education (ISBE) report card status from "targeted" to "performing" or even higher. Parkside

will initiate a comprehensive professional development program that focuses not only on ELL

best practices, but also on the integration of these practices across different content areas. This

way, irrespective of the subject being taught, teachers will be well-equipped to support ELL

effectively.

Problem of Practice
The central Problem of Practice is the inadequate professional development (PD) offered

to teachers, limiting their capacity to effectively support ELL. This problem of practice stems

from the classroom environment but expands to the district level as all stakeholders are

responsible for finding a solution. Evidence for this inadequacy can be seen in the absence of

targeted training on ELL-specific instructional strategies, cultural understanding, and linguistic

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proficiency. For the school year 2022-2023, Unit 5 schools centered their monthly PD sessions

on school improvement with a focus on standards based grading. Thus far, in the 2023-2024

school year, Unit 5 has focused on social and emotional needs, social justice, and further work on

standards based grading. At the school district level, there has been a notable absence of specific

agendas targeting English Language Learners (ELLs), leading to significant disparities in their

educational experiences and achievements. English learners, who are often concentrated in urban

schools with high populations of minority and economically disadvantaged students, face

segregation from English-speaking students, limiting their opportunities for language

development and interaction (de Cohen et al., 2005). Furthermore, data indicates that Latino

students not fully proficient in English by high school have a reduced chance of graduating, with

only 27% of EL students in Los Angeles completing high school within four years, a trend that

suggests a higher dropout rate in large urban centers (Jammal & Duong, 2007). Additionally, EL

students consistently lag behind their non-EL peers in academic measures across various grades,

highlighting a persistent and substantial achievement gap (Colorín Colorado, 2023).

Furthermore, the professional development presently offered predominantly centers on

fundamental areas like reading and writing. While mastering these skills is vital for success

across all academic disciplines, this narrow focus can inadvertently sideline teachers of other

subjects. Consequently, these educators might find themselves with insufficient resources and

support mechanisms tailored to ELL, hindering their capacity to facilitate comprehensive

learning experiences. This skewed emphasis threatens to create an uneven academic landscape

where ELL excel in reading and writing but may lag in subjects such as science, mathematics, or

social studies due to the lack of specialized support. This challenge is accentuated in an

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environment marked by scarce resources, tight time schedules, and multifaceted classroom

interactions.

Validation through Aggregate Data

The data from McLean Unit 5 Schools brings to light a pressing concern. Demographic

statistics indicate a diverse student body, representing over 26 distinct languages, with Hispanic

and Asian students forming the majority of ELL subgroups. A closer look at grade-level data

reveals a significant concentration of ELL in primary grades, emphasizing the need for early,

targeted interventions.

However, what is equally concerning is the evident lack of support for our educators.

With such a diverse linguistic landscape, one would expect a robust professional development

system in place to equip teachers. Yet, the prevalent achievement gap between ELL and their

English-proficient peers suggests otherwise. English Language Learners routinely score lower in

standardized tests, a trend that may reflect the gaps in teacher preparedness to address their

unique needs. Moreover, elevated rates of disciplinary actions among ELL might hint at teachers'

challenges in addressing both academic and socioemotional needs of these students due to

insufficient PD in ELL strategies and support. This points towards an urgent need to bolster

professional development to empower teachers to better cater to the diverse needs of ELL.

Rationale for Addressing the Problem

This research is not solely driven by the need for academic improvement; it is grounded

in the principles of social justice and equity. This principle involves the inclusion of all students,

particularly ELL in the learning process, eliminating racial predictability in student achievement,

and taking action in the face of injustice (Eldridge, 2012; Spitzman & Balconi, 2019). The

disparities faced by ELL are emblematic of larger societal inequities, and addressing this

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problem aligns with the district's commitment to fostering an inclusive environment that respects

linguistic and cultural diversity. Furthermore, the imperative to enhance the educational

experience of ELL and empower teachers is underscored by research demonstrating the positive

impact of culturally responsive pedagogy and differentiated instruction.

Stakeholders and Social Justice

The complex nature of educational challenges for English Language Learners (ELL)

demands engagement with a diverse range of stakeholders, including classroom teachers, district

administrators, parents, and community members. At the classroom level, teachers are crucial, as

they spend significant time with students and greatly influence their development and learning

outcomes. Their perceptions and biases can profoundly impact the assessment and interaction

with students from different backgrounds, thereby influencing educational inequality (Starck,

Turetsky, Sinclair, & Shelton, 2022)

At the district level, administrators play a pivotal role in addressing educational

inequalities. The COVID-19 pandemic has highlighted the widening learning gaps, especially

among low-income students, communities of color, and students with disabilities. Administrators

are crucial in implementing strategies focused on reducing inequalities and effectively closing

achievement gaps (William Woods EDU, 2022)

Parents and community members are also key stakeholders. Their involvement correlates

with higher academic progress and school improvement. Parent advocacy, despite challenges,

plays a significant role in supporting schools and influencing educational policy. Training and

supporting parents in advocacy roles can lead to more effective engagement in local public

education (Reading Partners, 2023).

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The perpetuation of educational inequality for ELL represents a significant injustice. Inadequate

preparation of teachers to meet the unique needs of these students inadvertently contributes to a

cycle of disadvantage. Addressing this issue aligns with social justice principles, seeking to

dismantle systemic barriers and ensure equitable access to quality education for all students.

Since social justice is the foundation for equity in education, educational equity is achieved

through social justice in action (Eldridge, 2012).

Factors Contributing to the Problem

Multiple factors contribute to the problem, ranging from inadequate teacher training

resources to limited time and funding for professional development initiatives. Language

barriers, cultural insensitivity, and a lack of understanding of ELLs' unique needs further

exacerbate the issue. While some teachers may possess the desire to create inclusive classrooms,

these intentions are often hindered by the absence of targeted support, specifically for Parkside

Junior High School, which remains the only school targeted to improve English Langue Learner

(ELL) achievement within the district of Unit 5 schools.

SWOT Analysis
Strengths
An unwavering dedication to fostering diversity and inclusion lies at the core of Parkside’s

approach. There is a firm belief that a rich tapestry of backgrounds, perspectives, and

experiences enhances the learning environment for all. By amalgamating continuous steadfast

commitment to diversity and inclusion with the insights gleaned from this project, an educational

experience that is not only linguistically enriching but also culturally sensitive and responsive to

the diverse needs of ELL is provided.

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Weaknesses
There is a concerning gap in providing educators with ample opportunities for targeted

professional development in the realm of English Language Learners (ELL). This gap,

unfortunately, has far-reaching implications for both educators and students alike. The intricate

nature of teaching ELL necessitates specialized training that addresses the unique linguistic and

cultural dimensions of their learning journey. Regrettably, the deficiency in accessible ELL-

specific professional development curtails educators' ability to fully comprehend and implement

best practices tailored to the needs of these students. A truly effective and equitable education

rests upon the availability of materials and tools that resonate with the diverse identities and

backgrounds of ELL. The current shortfall in such resources perpetuates an educational

environment that fails to harness the potential of these students, hindering their academic growth

and personal development. It is imperative that a concerted effort be made to bridge these gaps,

equipping educators with the knowledge and resources they need to foster a genuinely inclusive

and empowering learning atmosphere for ELL.

Opportunities
Unit 5 District’s vision encompasses the establishment of robust and dynamic collaborative

partnerships with the local university, Illinois State University, a strategic alliance that holds

immense promise for advancing the realm of professional development. By forging these

partnerships, they aim to tap into the deep well of academic expertise that resides within these

institutions. This collaboration entails a multifaceted approach, including faculty engagement,

joint research initiatives, and the co-creation of specialized coursework tailored to the nuances of

English Language Learner (ELL) education. This not only enriches the professional growth of

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educators but also fuels the development of innovative teaching methodologies informed by the

latest research.

Furthermore, the unprecedented potential presented by technology in revolutionizing

professional development is recognized, particularly through online avenues. Leveraging cutting-

edge digital platforms, we envision a comprehensive suite of online courses and workshops that

transcend geographical boundaries, granting educators universal access to ELL-focused training.

The flexibility and convenience afforded by online modules empower educators to engage in

continuous learning that aligns with their schedules and preferences.

This collaborative university partnership and innovative technology underscores our

commitment to elevating professional development for ELL educators. It is through these

visionary approaches that we seek to create a vibrant ecosystem where educators are empowered,

well-equipped, and inspired to propel the field of ELL education to new heights of excellence.

Threats
The navigated landscape is marked by a substantial deficit in funding allocated to

essential teacher training initiatives. This shortage in financial support, unfortunately, hampers

the realization of a comprehensive vision for educational enrichment. Adequate resources are

imperative to develop and deliver impactful training programs that empower educators to excel

in their roles. Without a dedicated investment in teacher training, the potential benefits of

innovative methodologies and cutting-edge practices remain unrealized, constraining the growth

and adaptability of the educational system.

In addition to financial constraints, a notable challenge arises from the resistance to

change exhibited by certain stakeholders within the education sector. The introduction of novel

approaches often encounters pushback from individuals who favor the status quo or are

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apprehensive about departing from traditional methodologies. Addressing this resistance requires

a delicate balance of advocacy, evidence-based persuasion, and the demonstration of tangible

benefits. It is crucial to foster open dialogues that facilitate the exchange of viewpoints, dispel

misconceptions, and showcase the potential positive impact of embracing change.

Navigating the complex interplay between limited funding and resistance to change

demands a strategic and multifaceted approach. By rallying support, garnering evidence, and

effectively communicating the long-term advantages of investing in teacher training initiatives,

mindsets can experience a gradual shift and the resources needed to drive transformative

advancements in education can be secured. The level of commitment remains resolute in

surmounting these challenges, as it is believed that a well-trained and adaptable group of

educators is pivotal in shaping a brighter future for learners.

Conclusion
In conclusion, the glaring issue of inadequate professional development opportunities for

educators striving to bolster English Language Learners’ (ELL) achievement stands out as an

urgent social justice concern within the McLean County Unit 5 Schools, especially resonating at

Parkside Junior High School. This profound challenge isn't just a mere educational shortfall; it is

a testament to the prevailing inequalities that compromise the very ethos of educational equity

and social justice.

This dilemma paints a vivid picture of a system that inadvertently perpetuates disparities,

sidelining not only the immediate needs for teacher training, but also shadowing the wider

ramifications of educational inequity faced by ELL. Such systematic oversight has profound

social justice implications, further deepening societal divides.

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 Amid this dense narrative, this problem of practice sets forth on a mission to not just

diagnose, but to remediate this concern from a resolutely social justice-informed perspective.

This problem of practice dives deep to unearth the underlying reasons and intricacies behind this

shortfall in professional development. Moreover, the project illuminates the transformative

power of a genuinely inclusive and culturally attuned approach to education, emphasizing the

rights and aspirations of every student, irrespective of their linguistic or cultural heritage.

The ultimate vision for this endeavor is to trigger meaningful change within the

educational framework of Parkside Junior High School, with ripple effects throughout the

broader McLean County Unit 5 Schools, with hopes of extending the findings to local and more

abroad educational institutions. Through rigorous professional development and strategic

collaboration with Illinois State University (ISU), I believe that a transformative change in ELL

instruction can be ushered in, thereby ensuring that every student, regardless of their linguistic

background, has an equitable shot at academic success. Bridging the chasm between policy, its

execution, and the stark realities faced by ELL, this project is a beacon of hope, charting a course

towards a more inclusive, just, and nurturing educational environment where every student is

poised to flourish.

25
 CHAPTER II: LITERATURE REVIEW
Academic Press and Rigor
Introduction

The landscape of education is in a perpetual state of transformation, mirroring the ever-

shifting tapestry of student demographics. Within this dynamic terrain, one notable mention

stands out—the increasing presence of English Language Learners (ELL) in schools. These

students bring with them not only a diverse range of linguistic abilities but also a rich tapestry of

cultural backgrounds, creating a mosaic of experiences within the educational realm. This

growing diversity challenges educators to reevaluate their teaching methodologies and

underscores the imperative need for tailored professional development (PD) initiatives for

middle school teachers.

Middle schools have emerged as a focal point in the educational journey of ELL students,

where their formative years are marked by critical academic and social development. The

presence of ELL within these middle school classrooms is not merely a demographic shift, but a

transformative force that calls for a paradigmatic shift in pedagogical approaches. It is within this

context that the significance of professional development tailored specifically to the needs of

middle school educators tasked with instructing ELL comes into sharp focus.

This literature review embarks on a journey to explore and dissect the multifaceted realm

of professional development in the context of ELL education in middle schools. It aims to shed

light on the pivotal role that PD plays in empowering educators to navigate the intricacies and

challenges presented by ELL. The review is structured around several key pillars, each

representing a critical facet of effective ELL education within the middle school setting.

26
 First and foremost, it delves into the realm of teacher expectations, both implicit and

explicit, and the profound impact these expectations can have on instructional choices and, by

extension, student achievement. It highlights the need for PD to foster informed, positive, and

high expectations for ELL, acknowledging that these expectations can be a powerful determinant

of educational outcomes.

Instructional leadership, another essential element of effective education, also comes

under scrutiny in this review. Educational leaders, from principals to department heads, wield

considerable influence over the quality and nature of ELL instruction. Therefore, this review

emphasizes the importance of extending PD initiatives beyond classroom educators to equip

school leaders with the tools necessary to create a supportive and inclusive environment for ELL

education.

Moreover, this review navigates the terrain of instructional practices, recognizing that the

heart of effective teaching lies in robust and research-based methodologies. It examines how PD

can enhance educators' capacity to employ specific language acquisition techniques and assess

ELL effectively. The goal is to ensure that teachers are equipped with the pedagogical resources

required to address the unique linguistic and cultural challenges presented by their diverse ELL

population.

Beyond instructional practices, the review also explores the concept of reflective

teaching, drawing from the idea that educators should be viewed as reflective agents in their

professional journey. It posits that authentic professional and pedagogical growth stems from

continuous introspection and critical evaluation of one's own teaching practices. As such, the

27
review discusses the integration of components in PD programs that promote and nurture this

reflective ethos among educators.

The COVID-19 pandemic, an unprecedented disruption to traditional learning paradigms,

is another layer of complexity addressed in this review. It underscores the importance of digital

pedagogical proficiency and adaptability in virtual teaching environments. Therefore, the review

underscores the necessity for modern PD programs to be agile, incorporating elements that

address these newfound challenges and equip educators with the skills needed to thrive in an

evolving educational landscape.

Considering these critical components, this literature review aims to provide a

comprehensive understanding of the significance of PD in the realm of ELL education within

middle schools. It delves into the intricacies of teacher expectations, instructional leadership,

instructional practices, reflective teaching, and the impact of the COVID-19 pandemic, all while

emphasizing the imperative need for tailored and effective professional development. As

education continues its metamorphosis in this dynamic world, it is paramount that PD, too,

evolves, ensuring an inclusive, comprehensive, and adaptive learning environment for every

student.

Professional Development in Education

Professional development (PD) plays a pivotal role in shaping the landscape of effective

teaching by serving as the cornerstone upon which educators build their instructional expertise

and pedagogical prowess. As asserted by Darling-Hammond et al. (2017), PD represents a

fundamental pillar of excellence in education, offering educators the scaffolding necessary to

28
elevate their teaching methodologies, gain a deeper understanding of curricular content, and

cultivate a heightened sense of cultural sensitivity.

At its core, PD serves as an instrument of empowerment for educators, equipping them

with the skills and knowledge essential to meet the diverse and evolving needs of today's

classrooms. The modern educational milieu is characterized by a rich tapestry of student

demographics, each bringing unique learning profiles and cultural backgrounds into the

educational ecosystem. PD endeavors to arm educators with the tools to navigate this intricate

landscape successfully.

Drawing from the research of Desimone (2009) and Guskey and Yoon (2009), the

importance of PD in modern education becomes even more evident. These scholars underscore

the necessity of ongoing professional development as a means of keeping educators abreast of

contemporary pedagogical trends and equipping them to respond effectively to the ever-changing

dynamics within their classrooms.

However, amid the recognition of PD's indispensable role in education, a growing

concern has emerged. This concern revolves around the question of whether existing PD

offerings are sufficiently equipped to address the distinctive and nuanced requirements of middle

school educators who are focused on English Language Learners (ELL).

Recent research, echoing the concerns of Lucas and Villegas (2013) and Johnson and

Wilson (2015), has illuminated a noticeable gap in traditional PD programs. Specifically, there is

a dearth of attention given to culturally attuned teaching methods within these programs. This

oversight leaves educators, particularly those in middle schools with a significant ELL

29
population, ill-prepared to navigate the multifaceted linguistic and cultural challenges presented

by their students.

As such, it is imperative to recognize that the broader scope of PD may not always align

seamlessly with the specialized needs of educators working with ELL in middle schools. To

bridge this gap, the forthcoming sections of this literature review will delve into the specific

dimensions of PD that must be adapted or expanded to cater to this unique demographic. By

addressing these concerns and integrating research-based practices into PD programs, education

stakeholders can strive to make professional development more effective in meeting the needs of

ELL-focused middle school educators.

Research supports this concern. Lucas and Villegas (2013) highlight a significant gap in

PD programs, particularly the lack of focus on culturally responsive teaching methods. This gap

leaves teachers ill-prepared to address the linguistic and cultural challenges presented by ELL.

Additionally, Johnson and Wilson (2015) underline a noticeable deficiency in educators'

preparedness, particularly in employing specific language acquisition techniques and assessing

ELL effectively.

The absence of targeted PD has consequences. In a study on school reform and standards-

based education, Echevarria et al. (2006) found that educators who receive comprehensive PD

are more proficient in employing strategies like differentiated instruction and scaffolding, both

crucial for the linguistic growth of ELL students. Without such PD, teachers may revert to

traditional pedagogies that do not align with the needs of linguistically diverse students, resulting

in suboptimal learning experiences (DeCapua, 2018).

30
Teacher Expectations

Teacher expectations have far-reaching consequences in the classroom. The study

conducted by Gershenson et al. (2016) provides empirical evidence of the significant impact

teacher expectations can have on instructional choices and student outcomes. In essence, when

teachers hold high expectations for their students, these expectations can serve as self-fulfilling

prophecies, motivating students to strive for excellence. Conversely, low expectations can

inadvertently limit students' potential and hinder their academic progress.

In the context of ELL education, the cultivation of informed, positive, and high

expectations for ELL is paramount. English Language Learners often face unique linguistic and

cultural challenges, and the expectations teachers hold for them can greatly influence their self-

perception, motivation, and ultimately, their academic performance. Therefore, a comprehensive

PD framework should prioritize equipping educators with the knowledge and strategies needed

to set and communicate high expectations for ELL effectively.

Research-based PD can provide teachers with insights into culturally responsive teaching

practices, effective communication strategies, and ways to differentiate instruction to meet the

diverse needs of ELL. Furthermore, it can empower teachers to recognize and challenge their

own biases and stereotypes, ensuring that expectations are not unfairly influenced by factors

beyond a student's control.

Instructional Leadership:

The impact of instructional leadership extends beyond individual classrooms. District

leaders and School leaders, including superintendent, director of curriculum, director of student

supports, principals and department heads, exert significant influence over the quality and nature

31
of ELL instruction school and district-wide (Grissom et al., 2013). Their decisions regarding

resource allocation, professional development opportunities, and the overall school climate can

either enhance or hinder the effectiveness of ELL education.

To create an environment conducive to ELL education, PD should extend its reach

beyond classroom educators to include school leaders. School leaders need to understand the

unique needs of ELL, the best practices in ELL instruction, and how to support and evaluate

teachers in this domain. Furthermore, they should be equipped with the skills to create a school

culture that values diversity, equity, and inclusion.

Research-based PD for school leaders can include topics such as cultural competence,

ELL program evaluation, and strategies for recruiting and retaining qualified ELL teachers. It

can also emphasize the importance of data-driven decision-making to monitor the progress of

ELL and allocate resources effectively.

In conclusion, teacher expectations and instructional leadership are pivotal factors that

influence the educational experiences and outcomes of ELL in middle schools. To ensure that

these influences are positive and conducive to success, a comprehensive PD framework is

essential. PD should equip teachers with the knowledge and strategies to set high expectations

for ELL and provide school leaders with the tools to create an inclusive and supportive

educational environment. By prioritizing research-based PD in these areas, educators and school

leaders can contribute to the academic success and overall well-being of ELL.

32
Reflective Teaching Practices

The concept of educators as reflective agents is a cornerstone of professional

development (PD) and is deeply rooted in the work of Schön (1983). Educators who engage in

reflective practice play a fundamental role in their own ongoing professional growth, which, in

turn, has a direct impact on the quality of instruction they provide to their students.

Reflective practice is more than just a buzzword in education; it is a deliberate and

systematic process of self-assessment and self-improvement. Educators who engage in reflective

practice regularly step back from their teaching routines to critically examine their instructional

decisions, strategies, and interactions with students. They ask themselves tough questions about

what works, what does not, and why. This process of introspection allows them to gain a deeper

understanding of their teaching practices and their impact on student learning.

The work of Schön (1983) emphasizes that effective reflection involves not only thinking

about what one does but also thinking about one's thinking (metacognition). Educators should

explore the underlying assumptions, beliefs, and theories that inform their teaching decisions. By

doing so, they can identify and challenge biases, misconceptions, and unexamined assumptions

that may affect their teaching effectiveness.

Professional Development Programs

Professional development programs should recognize the transformative potential of

reflective practice and incorporate components that encourage and nurture this reflective ethos

among teachers. Reflection should not be viewed as an optional or superficial exercise but as an

essential and ongoing part of a teacher's professional development journey.

33
 Here are some key components that can be integrated into PD programs to foster reflective

practice among educators:

1. Structured Reflective Activities: PD sessions can include structured activities that guide

educators through the process of reflection. These activities can include journaling, group

discussions, peer observations, and the analysis of classroom artifacts (e.g., lesson plans,

student work).

2. Mentoring and Coaching: Pairing educators with experienced mentors or coaches who

can facilitate reflective conversations and provide constructive feedback can be highly

effective. Mentors and coaches can help educators unpack their teaching experiences and

encourage them to consider alternative approaches.

3. Video Analysis: Recording and analyzing classroom lessons can be a powerful tool for

reflection. Educators can watch videos of their teaching to observe their interactions with

students, assess their instructional strategies, and identify areas for improvement.

4. Action Research: Encouraging educators to engage in action research projects can

deepen their reflective practices. Action research involves educators systematically

studying their own classroom practices to address specific instructional challenges.

5. Communities of Practice: Creating communities of practice where educators regularly

come together to share experiences, insights, and strategies can promote reflective

dialogue. These communities provide a supportive environment for collaborative

reflection.

The outcomes of reflective practice are profound. As educators engage in ongoing reflection,

they become more attuned to the needs of their students, better equipped to adapt their teaching

34
to meet those needs, and more open to innovation and improvement. Furthermore, reflective

educators are more likely to embrace evidence-based teaching strategies and stay current with

best practices in education.

In conclusion, educators as reflective agents are essential for their own professional growth

and for the enhancement of teaching and learning. PD programs that prioritize and support

reflective practice enable educators to continuously improve and adapt their instructional

practices, ultimately benefiting their students. By fostering a culture of reflection in education,

we can contribute to the ongoing development and effectiveness of educators and, consequently,

enhance the quality of education for all students. Additionally, these reflections can take place

outside of the building with other schools within the district, fostering the improvement of ELL

across the district entirely.

Impact of the COVID-19 Pandemic

The advent of the COVID-19 pandemic significantly altered the landscape of education,

introducing a plethora of unprecedented challenges and underscoring the urgency of equipping

educators with digital pedagogical proficiency and adaptability in virtual teaching environments

(UNESCO, 2020). In this new educational paradigm, where traditional classroom settings gave

way to online and hybrid models, the role of professional development (PD) became more

crucial than ever before.

The pandemic exposed vulnerabilities in the education system, as schools and educators

grappled with the sudden shift to remote learning. Teachers were faced with the daunting task of

not only mastering digital tools but also adapting their teaching strategies to engage students

35
through screens. They had to navigate issues such as access to technology, the digital divide,

maintaining student motivation, and ensuring equitable learning opportunities for all.

To address these challenges effectively, educators needed to develop digital pedagogical

proficiency, which encompasses the ability to leverage technology purposefully to enhance

teaching and learning. It goes beyond mere technical skills and involves understanding how to

create engaging online content, facilitate meaningful virtual interactions, and use data-driven

insights to tailor instruction to individual student needs.

Digital pedagogical proficiency also requires educators to be adept at selecting and

integrating appropriate digital tools and platforms into their instructional practices. This includes

learning management systems, video conferencing software, interactive educational apps, and

more. Furthermore, educators must be able to assess the effectiveness of these tools and adjust

their use based on evolving pedagogical needs.

In response to the evolving educational landscape, modern PD programs must adopt a

flexible and forward-thinking approach. They should prioritize the development of digital

pedagogical proficiency among educators. Here are key elements that such PD programs should

consider:

1. Technical Training: Professional development programs should offer comprehensive

technical training to help educators become proficient in using various digital tools and

platforms. This includes not only basic operation but also advanced features and

troubleshooting.

36
 2. Pedagogical Integration: Professional development should emphasize the integration of

technology into pedagogical practices. Educators should learn how to design engaging

online lessons, create multimedia content, and facilitate interactive virtual classrooms

effectively.

3. Adaptability: Given the ever-changing nature of technology and educational trends, PD

programs should instill an adaptable mindset in educators. They should encourage

continuous learning and experimentation with emerging technologies.

4. Collaborative Learning: Professional development can foster collaborative learning

communities where educators can share best practices, learn from each other's

experiences, and collectively address challenges related to digital pedagogy.

5. Assessment and Feedback: Effective PD should include mechanisms for assessing

educators' digital pedagogical proficiency and providing constructive feedback. This

ensures that educators continually improve their skills.

6. Equity and Inclusion: Professional development programs must address issues of equity

and inclusion in virtual learning environments. Educators should be trained to create

inclusive online spaces and support diverse student populations effectively.

7. Research and Innovation: Professional development should be informed by research

and innovation in digital pedagogy. It should encourage educators to explore emerging

technologies and pedagogical strategies.

In conclusion, the COVID-19 pandemic illuminated the critical need for educators to develop

digital pedagogical proficiency and adaptability in virtual teaching environments. Modern PD

programs must rise to this challenge by offering flexible, innovative, and comprehensive training

37
that equips educators to thrive in the digital age. By doing so, we can ensure that education

remains resilient and effective, regardless of the circumstances.

Innovative Approaches to Professional Development

Innovative and forward-thinking approaches are paving the way to address the limitations

of traditional Professional Development (PD) models in education. As educators strive to

enhance their instructional practices and adapt to evolving pedagogical demands, these

innovative strategies offer promising avenues for growth and improvement. Two such

approaches include collaborative PD models, exemplified by Professional Learning

Communities (PLCs), and the integration of experiential learning, mentorship, and a culture of

feedback.

Collaborative Professional Development

Collaborative PD models, particularly Professional Learning Communities (PLCs),

represent a paradigm shift in how educators come together to enhance their teaching practices

(Villegas & Lucas, 2002). Unlike traditional PD formats, where educators often engage in

isolated training sessions, PLCs provide a structured and ongoing platform for collaboration and

professional growth. Within these communities, educators from diverse backgrounds and grade

levels share a common goal: to improve student learning outcomes.

Professional Learning Communities (PLCs) create a collaborative space where educators

can exchange insights, strategies, successes, and challenges. These communities allow educators

to engage in meaningful dialogue, reflect on their teaching practices, and collectively refine their

methodologies. By fostering a culture of collaboration, PLCs not only promote the sharing of

best practices but also encourage a spirit of continuous improvement.

38
 In a PLC, educators can work together to analyze student data, identify areas for

improvement, and implement evidence-based strategies to address specific challenges. This data-

driven approach ensures that PD is directly aligned with the needs of students and the goals of

the school or district. Furthermore, the collaborative nature of PLCs fosters a sense of shared

responsibility for student success and promotes a culture of collective efficacy.

Experiential Learning, Mentorship, and Feedback

Another innovative approach to PD involves combining experiential learning with

mentorship and the cultivation of a culture of feedback (Kibler et al., 2019). Experiential

learning immerses educators in real-world classroom experiences, allowing them to apply

theoretical concepts in practical settings. This hands-on approach enhances the relevance and

effectiveness of PD.

Mentorship plays a critical role in this process. Experienced educators can serve as

mentors to less experienced colleagues, guiding them through the complexities of teaching and

helping them bridge the gap between theory and practice. Mentorship relationships provide a

supportive and personalized learning experience, allowing educators to receive targeted

feedback, set goals, and refine their instructional approaches.

Central to this approach is the fostering of a culture of feedback. Educators are

encouraged to give and receive constructive feedback as an integral part of their professional

growth. Feedback can come from peers, mentors, administrators, and even students. It helps

educators reflect on their teaching practices, identify areas for improvement, and make data-

informed decisions to enhance student learning.

39
 By combining experiential learning, mentorship, and a culture of feedback, educators can

engage in a continuous cycle of growth and refinement. This approach bridges the gap between

theory and practice, ensuring that PD is not an isolated event but an ongoing process deeply

integrated into the daily work of educators.

In conclusion, innovative approaches to PD, such as collaborative PD models like PLCs

and the integration of experiential learning, mentorship, and feedback, offer promising avenues

for enhancing teaching practices and improving student outcomes. These strategies promote

collaboration, engagement, and continuous improvement among educators, ultimately benefiting

both teachers and their students.

Fazit

In conclusion, this comprehensive review illuminates the paramount significance of

professional development (PD) for middle school educators tasked with effectively instructing

English Language Learners (ELL). While the foundational importance of PD in nurturing

proficient educators is beyond dispute, the ever-evolving landscape of education demands a

paradigm shift in how we conceive and implement PD programs.

The existing educational milieu is marked by the growing presence of ELL, each

representing a unique linguistic and cultural tapestry. Therefore, PD must evolve in tandem with

these demographic shifts to ensure an inclusive, comprehensive, and adaptive learning

environment for all students.

Throughout this review, crucial dimensions were explored that should be at the forefront

of reimagined PD programs. Cultural responsiveness, as underscored by Lucas and Villegas

(2013), emerges as an imperative focal point. Educators must be equipped with the knowledge

40
and strategies to navigate the multifaceted linguistic and cultural challenges presented by ELL.

Culturally attuned teaching methods must be an integral part of PD curricula.

Additionally, teacher expectations, as illuminated by Gershenson et al. (2016), hold the

potential to profoundly influence instructional choices and student achievement. Therefore, PD

must prioritize the cultivation of informed, positive, and high expectations for ELL, recognizing

the pivotal role they play in the educational journey.

Instructional leadership, as posited by Grissom et al. (2013), cannot be overlooked.

School leaders, from principals to department heads, shape the quality and nature of ELL

instruction. Hence, a comprehensive PD framework must extend beyond classroom educators,

providing school leaders with the tools to create an environment conducive to ELL education.

Moreover, educators as reflective agents, as highlighted by Schön (1983), contribute

immensely to their own professional growth. Professioal development programs should

encourage and nurture this reflective ethos among educators, recognizing that reflection leads to

continuous improvement and adaptation of instructional practices.

The COVID-19 pandemic, as emphasized by UNESCO (2020), has added an

unprecedented layer of complexity to education. Virtual teaching environments demand digital

pedagogical proficiency and adaptability. Hence, modern PD programs must be agile, flexible,

and equipped to address these emerging challenges.

Innovative approaches, as explored in this review, offer promising avenues to remedy the

shortcomings of traditional PD. Collaborative PD models, such as Professional Learning

Communities (PLCs), foster a collaborative ecosystem for educators to exchange insights and

refine methodologies. Additionally, the integration of experiential learning, mentorship, and a

culture of feedback ensures that theoretical constructs find practical application in classrooms.

41
 In summary, as the educational landscape continues to evolve in response to shifting

demographics and global challenges, PD for middle school educators serving ELL must evolve

in tandem. It must be comprehensive, culturally responsive, and adaptable to meet the demands

of today's diverse classrooms. By prioritizing these dimensions and embracing innovative

approaches, we can empower educators to provide equitable, effective, and enriching educational

experiences for all students, fostering a brighter future for ELL in middle schools and beyond.

42
 CHAPTER III
Introduction to Implementation

The problem of practice that the implementation aims to address is the inadequate

professional development opportunities for middle school educators working with English

Language Learners (ELL). Traditional professional development programs do not sufficiently

cater to the unique linguistic and cultural challenges presented by ELL in middle schools,

impacting their academic progress and the overall educational experience. In essence, the current

educational landscape falls short in equipping educators with the necessary tools and knowledge

to provide quality education to this diverse group of students. This problem of practice, rooted in

the shortcomings of existing professional development, calls for a targeted and comprehensive

solution.

Recent studies have indicated that targeted professional development programs, which focus on

specific needs of ELL, significantly improve teaching outcomes (Smith, 2018). Furthermore,

innovative approaches such as collaborative learning and integration of technology have been

shown to enhance the effectiveness of these programs (Jones & Patel, 2020).

In a study on bridging cultural gaps in education, Lee (2019) highlights the importance of

understanding cultural diversity in the classroom and its impact on teaching methodologies. This

insight is crucial for developing more inclusive and effective teaching strategies for ELL.

The purpose of the implementation chapter is to outline a comprehensive strategy to

address the identified problem of practice. The significance of this implementation is the

potential to improve the quality of education for ELL in middle schools by ensuring that

43
educators are well-equipped to meet their diverse and evolving needs. By refining professional

development programs, this implementation seeks to empower educators to provide culturally

responsive instruction, set high expectations for ELL, practice instructional leadership, engage in

reflective teaching practices, and enhance digital pedagogical proficiency. Through these

avenues, educators can better support ELL students, leading to improved academic outcomes,

educational equity, and an enriched educational experience.Recent studies have indicated that

targeted professional development programs, which focus on specific needs of ELL, significantly

improve teaching outcomes (Smith, 2018). Furthermore, innovative approaches such as

collaborative learning and integration of technology have been shown to enhance the

effectiveness of these programs (Jones & Patel, 2020).

The theoretical framework that underpins the implementation strategy is multifaceted and

encompasses several key dimensions. This framework emphasizes cultural responsiveness,

which recognizes the significance of addressing the linguistic and cultural diversity of ELL. It

also underscores the importance of setting high expectations for ELL, as research has

demonstrated the profound influence of teacher expectations on student outcomes. Additionally,

the framework promotes instructional leadership, as school leaders play a pivotal role in shaping

the quality and nature of ELL instruction. Reflective teaching practices are deemed vital for

educators to continually adapt and grow in response to the evolving needs of their students.

Finally, digital pedagogical proficiency is recognized as essential, particularly in the context of

the COVID-19 pandemic and the increasing importance of virtual learning environments. These

dimensions together form a logical model that aims to improve ELL education outcomes by

enhancing educators' capabilities and instructional approaches.

44
Logic Model
Resources required for the implementation include professional development programs

tailored to address the unique needs of ELL. Expert facilitators with knowledge in cultural

responsiveness, pedagogical strategies, and digital tools are essential. Access to technology, such

as computers and internet connectivity, is necessary for both educators and ELL. Relevant

educational materials, which can include textbooks, digital resources, and ELL-specific

curricula, are required. Collaborative platforms for educators to share experiences insights, and

communicate effectively are essential for facilitating collaborative professional development.

Recent studies have indicated that targeted professional development programs, which focus on

specific needs of ELL, significantly improve teaching outcomes (Smith, 2018). Furthermore,

innovative approaches such as collaborative learning and integration of technology have been

shown to enhance the effectiveness of these programs (Jones & Patel, 2020).

The intended activities include the development of culturally responsive professional

development (PD) programs that raise educators' awareness and skills in addressing the linguistic

and cultural diversity of ELL. These programs will also focus on setting high expectations for

ELL to harness the self-fulfilling prophecy effect, promoting their motivation and success.

School leaders will be trained in ELL education to ensure they play an active role in creating a

supportive and inclusive educational environment. Reflective teaching practices will be

encouraged through structured activities such as journaling, group discussions, and peer

observations. The integration of digital pedagogical proficiency will involve technical training

and the integration of technology into pedagogical practices. Recent studies have indicated that

targeted professional development programs, which focus on specific needs of ELL, significantly

improve teaching outcomes (Smith, 2018). Furthermore, innovative approaches such as

45
collaborative learning and integration of technology have been shown to enhance the

effectiveness of these programs (Jones & Patel, 2020).

Short-term outcomes of the implementation include an increased awareness and

knowledge among educators regarding culturally responsive practices. Intermediate outcomes

encompass changes in instructional practices that make instruction more effective and tailored to

ELL. Long-term outcomes include improved ELL achievement, thereby aligning with the

project's overarching goal of enhancing ELL education in middle schools.

Table 2 is an illustration of the logic model that will provide information to develop a

common understanding of the goals and activities that will take place along with how they will

be measured.

Table 2

Logic Model Illustrating Goals, Activities and Outcomes

Inputs Activities Outputs Outcomes

- -Develop -Increased Short-Term Medium- Long-Term

Professional Culturally Educator Term
Developmen Responsive Awareness -Increased -Changes -Improved
t Programs Programs [Measured awareness in ELL student
through and instructiona achievement
-Facilitators -Train improvement knowledge l practices, , aligned
Leaders in s in pre- and among making with
-Technology ELL post- PD educators and instruction overarching
Education assessment administratio more goal.
-Educational scores.] n. effective
Materials -Encourage and
and -Changes in tailored.
- Provide Instructional
Collaborativ Time for Practices
e Reflective [Quantified
Platforms Teaching by the
Practices adoption of
effective
-Integrate strategies
Digital and

46
 Pedagogica culturally
l responsive
Proficiency approaches.
]

-Improved
digital
Pedagogical
Proficiency
[Evidenced
by enhanced
integration
of
technology
into
teaching
practices.]

Implementation Plan
The implementation plan is structured with a clear timeline and milestones that guide

when each activity and strategy will be executed. Key milestones include the development of

culturally responsive PD modules, the training of school leaders in ELL education, and the

establishment of mentorship and feedback mechanisms. The plan also includes a timeline for

monitoring progress and assessing the outcomes of the implementation.

Key stakeholders involved in the implementation are educators who participate in PD

programs, school leaders who implement changes in the educational environment, students who

benefit from improved instructional practices, and the broader educational community that

supports and oversees the implementation. Educators' roles are to engage actively in PD, school

leaders are tasked with implementing changes and fostering a culture of inclusivity, students are

expected to engage with the modified instructional practices, and the educational community

provides the necessary resources and support for the implementation.

47
 Potential challenges and barriers to implementation include resistance to change from

educators accustomed to traditional practices, limited funding for implementing comprehensive

PD, and adapting to virtual teaching environments, particularly in response to the COVID-19

pandemic. These challenges will be addressed through strategies that involve advocacy for the

benefits of change, evidence-based persuasion, and the integration of digital pedagogy into PD

programs to facilitate virtual teaching.

Data collected during implementation to assess progress include pre- and post-PD

assessments to measure changes in educators' knowledge and skills, student achievement data to

evaluate the impact of modified instructional practices, feedback from educators on the

effectiveness of PD programs, and progress reports on the integration of technology in teaching.

Outcomes and Evaluations

Specific indicators or metrics used to measure outcomes encompass changes in educators'

cultural responsiveness, improvements in instructional practices that can be quantified through

pre- and post-assessment scores and increased digital pedagogical proficiency. Student

achievement data in the form of test scores, grades, and learning outcomes will be critical

metrics to assess long-term outcomes. Feedback assessments will capture educators' insights on

the effectiveness of the implemented strategies.

Data collection methods include pre- and post-assessments to quantify the changes in

educators' knowledge and skills. Student achievement records, surveys, classroom observations,

and feedback forms will be employed to gather the necessary data. Data will be analyzed and

interpreted to evaluate the effectiveness of the implementation by comparing pre- and post-

assessment results, assessing changes in student achievement, and analyzing feedback for

insights into the strengths and areas for improvement in the implementation.

48
 Short-term outcomes include an increased awareness and knowledge among educators, as

evidenced by improvements in pre- and post-PD assessment scores. Intermediate outcomes

involve changes in instructional practices, quantified by the adoption of more effective strategies

and culturally responsive approaches. Long-term outcomes involve improvements in ELL

achievement, as indicated by higher test scores, grades, and learning outcomes. These outcomes

align with the project's goals of enhancing ELL education in middle schools by ensuring students

receive equitable and effective instruction.

Table 3

Implementation Plan

Task Target Goal Timeline Person Responsible

Development of Complete the Month 1: Curriculum Curriculum
Culturally development of outline and content Development Team
Responsive PD culturally responsive development. (CDT)
Modules PD modules within 3 Month 2: Review and
months. refinement based on
feedback.
Month 3: Finalization
and preparation for
implementation.

Training of School Equip school leaders Month 1: Identify ELL Education

Leaders in ELL with ELL education training needs and Training Team (ETT)
Education strategies within 4 develop training plan.
months. Month 2-3: Conduct
training sessions.
Month 4: Evaluation
and follow-up
sessions.

Establishment of Implement Month 1-2: Develop Mentorship

Mentorship and mentorship and mentorship program Coordination Team
Feedback feedback mechanisms
49
Mechanisms. within 5 months. guidelines. (MCT)
Month 3: Identify
mentors and mentees.
Month 4-5: Initiate
mentorship and
feedback sessions.

Integration of Digital Enhance digital Month 1: Assess Digital Integration

Pedagogical pedagogical educators' digital Team (DIT)
Proficiency. proficiency within 6 skills and needs.
months. Month 2-4: Conduct
digital pedagogy
training sessions.
Month 5-6: Integrate
digital tools into
teaching practices.

Quarterly Conduct quarterly Every quarter: Evaluation and

Assessments and assessments and Administer pre- and Monitoring Team
Progress Monitoring monitor progress post-PD assessments. (EMT)
continuously. Ongoing: Implement
continuous progress
monitoring
mechanisms.

Reporting and Provide regular Every quarter: Communication and

Communication updates and reports to Compile and share Reporting Team
stakeholders. progress reports. (CRT)
Ongoing: Facilitate
regular
communication
through virtual
meetings.

Adaptative Strategies Address challenges Ongoing: Identify Implementation

and Adjustments and make necessary and address Oversight Team
adjustments. challenges as they (IOT)
arise.
Regularly: Review
feedback and adjust

50
 implementation plan
accordingly.

Lessons Learned and Document lessons Throughout the Lessons Learned and
Future learned and provide implementation: Recommendations
Recommendations recommendations for Capture insights and Team (LLRT)
future projects. feedback.
At project
completion: Compile
lessons learned and
recommendations.

Unexpected findings Identify and leverage Ongoing: Document Innovation and

and Innovations unexpected findings and analyze Adaptation Team
for continuous unexpected findings. (IAT)
improvement. At project
completion:
Incorporate
innovative practices
into future-plans.

Final Evaluation and Conduct a Month 12: Final Final Evaluation and
Project Wrap-up comprehensive final assessment of Wrap-Up Team
evaluation and wrap outcomes and (FEWT)
up the project. achievements.
Month 13: Prepare a
final report and
project wrap-up.

The comprehensive implementation plan in Table 3 outlines specific tasks, target goals,

timelines, and responsible teams to ensure the successful execution of the project. Regular

communication, monitoring, and adaptive strategies are integrated to address challenges and

make real-time adjustments for optimal effectiveness.

51
Progress Monitoring
Progress will be monitored and reported on regularly throughout the implementation

phase. Quarterly assessments will be conducted to measure short-term and intermediate

outcomes, allowing stakeholders to track the progress and identify areas requiring adjustments.

Additionally, ongoing feedback mechanisms will enable educators and school leaders to

contribute their insights and experiences to shape the implementation continually.

Reporting mechanisms will include quarterly progress reports, feedback forms for

stakeholders to share their observations and suggestions, and regular communication facilitated

through virtual meetings and collaboration platforms. Stakeholders will be informed and updated

on the implementation's status through regular meetings, progress reports, and direct

communication to ensure transparency and engagement.

Adaptive strategies are an integral part of the implementation plan. They include

addressing challenges as they arise, revising PD content based on feedback and progress data,

and adjusting the overall implementation plan as necessary to ensure effectiveness. These

adaptive strategies will help ensure that the implementation remains flexible and responsive to

the evolving needs of educators and ELL.

Addressing the Problem of Practice

The implementation is tailored to address the identified problem of practice by

integrating cultural responsiveness, setting high expectations for ELL, training school leaders,

promoting reflective teaching practices, and enhancing digital pedagogical proficiency. These

key dimensions are recognized as essential for improving ELL education outcomes. By

addressing the linguistic and cultural challenges of ELL, fostering a culture of high expectations,

providing support to school leaders, promoting reflective teaching practices, and equipping

52
educators with digital pedagogical proficiency, the implementation is designed to

comprehensively address the identified problem of practice. Lee's 2019 study emphasizes the

significance of recognizing cultural diversity within educational settings and its influence on

pedagogical approaches. This understanding is key to formulating more inclusive and impactful

teaching strategies tailored for English Language Learners (ELL). The chosen implementation

approach is supported by literature and research emphasizing the significance of these key

dimensions in improving ELL education. Existing research and evidence highlight the

importance of cultural responsiveness, high expectations, instructional leadership, reflective

teaching practices, and digital pedagogy in creating effective learning environments for ELL.

The expected impact of the implementation is substantial. By addressing the problem of

inadequate professional development for middle school educators working with ELL, the

implementation aims to improve ELL achievement, foster educational equity, and enhance the

overall educational experience. It is expected to create a positive ripple effect, positively

influencing educators' practices and attitudes, which will, in turn, benefit ELL and the broader

educational community.

Recent studies have indicated that targeted professional development programs, which focus on

specific needs of ELL, significantly improve teaching outcomes (Smith, 2018). Furthermore,

innovative approaches such as collaborative learning and integration of technology have been

shown to enhance the effectiveness of these programs (Jones & Patel, 2020).

Lessons Learned and Future Recommendations

Throughout the implementation process, lessons will be learned. These may include

insights on the effectiveness of specific PD approaches and strategies, feedback from educators

53
regarding the relevance and impact of the implemented activities, and challenges encountered.

These lessons will serve as valuable knowledge for future projects and improvements.

Recommendations will be made for future projects based on the lessons learned during

the implementation. These recommendations will focus on refining PD programs to align more

closely with the evolving needs of ELL, addressing specific challenges encountered, and

fostering ongoing cultural responsiveness and reflective teaching practices. Additionally,

recommendations may include strategies for implementing digital pedagogy effectively in future

PD initiatives, recognizing the growing importance of technology in education.

Unexpected findings or insights from the implementation may include innovative

practices that emerged during the process, unanticipated benefits for educators and students, or

unique challenges that require adaptive solutions. These unexpected findings can be used to

inform and adjust the implementation plan, and provide valuable insights for future projects.

Conclusion
In conclusion, this implementation chapter addresses the problem of inadequate

professional development opportunities for middle school educators working with English

Language Learners (ELL). It outlines a comprehensive strategy with a well-defined logic model,

an implementation plan with clear milestones and adaptive strategies, and a robust system for

monitoring progress and evaluating outcomes. By tailoring the implementation to address the

problem of practice, grounded in research and evidence, it aims to improve ELL achievement,

foster educational equity, and enhance the overall educational experience for middle school ELL.

The implementation has significant implications for the larger capstone project and the problem

of practice, as it strives to empower educators to better meet the diverse and evolving needs of

ELL, ultimately benefiting both educators and students and fostering educational equity and

54
excellence. Recent studies have indicated that targeted professional development programs,

which focus on specific needs of ELL, significantly improve teaching outcomes (Smith, 2018).

Furthermore, innovative approaches such as collaborative learning and integration of technology

have been shown to enhance the effectiveness of these programs (Jones & Patel, 2020).

55
 CHAPTER IV: SUMMARY

In this comprehensive reflection, I dive into the detailed nuances of the implementation

plan designed to address the inadequacies in professional development for middle school

educators working with English Language Learners (ELL). This chapter expounds on the

targeted approach adopted to tackle the identified problem of practice, addressing social

injustices and the broader implications of the project for educational systems and student

services.

Addressing the Problem

The multifaceted implementation plan, born out of the recognition of inadequate

professional development, reflects a nuanced understanding of the challenges faced by educators

working with ELL. The plan systematically integrates cultural responsiveness, high expectations,

instructional leadership, reflective teaching practices, and digital pedagogical proficiency.

Drawing from research, literature, and practical insights, each element of the plan contributes to

equipping educators with the tools essential for catering to the diverse needs of ELL.

The logic model serves as a navigational guide, delineating how the inputs, activities,

outputs, and outcomes intricately weave together to achieve the overarching goal of enhancing

ELL education in middle schools. Collaborative professional development models, experiential

learning, mentorship, and feedback mechanisms add layers of depth, emphasizing not only the

what, but the how of transformative change in educational practices.

Addressing Social Injustices

The project takes a bold step toward addressing social injustices by recognizing and

responding to the unique linguistic and cultural challenges faced by ELL. Through the infusion

56
of cultural responsiveness into professional development, the plan aims to dismantle systemic

barriers that have historically hindered equitable educational experiences. By training school

leaders and educators to adopt inclusive and supportive practices, the project contributes to the

dismantling of structural inequities within educational systems.

The emphasis on reflective teaching practices reinforces the need for educators to

interrogate and challenge biases, fostering an environment that respects and values the diverse

backgrounds of ELL. Additionally, the consideration of equity and inclusion in virtual learning

environments acknowledges the digital divide, making strides toward closing the gap in access

and opportunities.

Implications for Improvement of Education Systems and Student Services

The implications of this project reach beyond the confines of individual classrooms. The

collaborative and data-driven nature of professional development activities aligns seamlessly

with broader efforts to improve education systems. The integration of digital pedagogical

proficiency responds to the demands of the modern educational landscape, ensuring that

educators are not just equipped, but adept at navigating virtual teaching environments effectively.

Professional development programs that foster cultural responsiveness, reflective

teaching practices, and collaboration can contribute to the creation of inclusive school cultures.

Training school leaders in ELL education ensures that the impact extends beyond individual

classrooms, shaping the overall climate within schools and fostering a more supportive and

empowering environment for both educators and students.

57
Discussion of What Was Learned
For someone with an extensive background in education, the completion of this Capstone

Project has provided profound insights into the complexities of professional development in the

specific context of ELL education. Drawing from a wealth of experience as a paraprofessional,

middle school secretary, special education teacher, and associate principal across various

settings, I personally bring a rich tapestry of knowledge to the project.

The project underscores the interconnectedness of various dimensions, highlighting that

addressing linguistic and cultural challenges requires a holistic and multifaceted approach. The

lessons learned extend beyond the theoretical, delving into the practicalities of engaging with

diverse student populations.

Immediate Professional Implications

Given my experience and background, the immediate professional implications are

substantial. The project emphasizes the need to stay attuned to the evolving needs of diverse

student populations and the importance of continuous learning and adaptation. As an

instructional leader, implementing the strategies outlined in this plan can lead to more inclusive,

effective, and culturally responsive teaching practices.

The focus on digital pedagogical proficiency also resonates strongly in today's

educational landscape, preparing educators to navigate the dynamic challenges of modern

education. The project underscores the role of educators as agents of change within their

educational communities, emphasizing the significance of collaborative and supportive

ecosystems.

58
Personal Implications and Next Steps
On a personal level, the completion of this Capstone Project represents a significant

milestone in my journey. With a career spanning over a decade and experiences ranging from

paraprofessional to associate principal, this project has provided an opportunity to step back,

reflect, and examine instructional leadership practices as an administrator.

The journey through Loyola University Chicago coursework and capstone research has

not only equipped me with more information but has served as a catalyst for personal and

professional growth. I intend to move forward as an administrator with heightened expectations

for myself, teachers, and my students, pressing for challenging instruction because both teachers

and students deserve it.

Conclusion
This extended reflection encapsulates the journey through the intricacies of professional

development, addressing social injustices, and the broader implications of the project. Rooted in

a rich tapestry of professional experience, the project not only tackles a specific problem of

practice, but contributes to a larger conversation on equitable and effective educational

experiences for all students.

The lessons learned and wisdom gained from examining this problem of practice serve as

a guiding light for future endeavors. I, armed with a deeper understanding, broader perspective,

and a refined toolkit, I am poised to support teachers in working towards a grand vision for all

students in all classrooms. I express gratitude for the presented opportunity and acknowledge the

profound impact this experience has had on my capacity as an instructional leader. This project is

not just a culmination; it marks the beginning of a continued commitment to educational equity

and excellence.

59
60
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