Professional Development of Teachers of Language Minority Students Through University-School Partnership

Abstract

The puapose of this study was to implement, in partnership with a neighboring university, a professional development model in five inner city elementary schools featuring language minority populations. The model involved (a) providing a core group of volunteer primary grade teachers at each school with intensive training in an integrated reading/language arts approach, (b) maintaining regular contact with participating teachers throughout the school year as they worked toward implementing elements of the program in their classrooms, and (c) establishing collegial teams to serve as peer supports at each school site which allowed for sharing collective expertise and resources. Year-end interviews with teachers revealed positive changes in collegiality, teaching practices, and professional growth. Additionally, changes in student behavior and learning were reported as accelerated learning, gains in social skills, increased motivation for learning, and the lack of need for retention or referral to special education. Finally, naturally occurring problems which served as barriers to professional development were discussed.