Abstract
This article documents our efforts to design and implement a transformational opportunity for teacher credential candidates prior to their student teaching. Through the Case Study Project, candidates participated in an intensive one‐on‐one teaching and learning experience with a K‐12 English language learner (ELL) in classroom settings. In addition to the tutoring experience, the project required candidates to gather and analyze student language proficiency data for instructional design, report school and district ELL policies and support services, and collect information on state and federal regulations regarding ELL instruction and programs. As a result, candidates reported that they were better prepared to meet the educational and emotional needs of ELLs. Some of the categories in which candidates reported significant professional growth were developing a greater understanding of self as teacher, developing a greater awareness of the learner and the learning process, and realizing the importance of maintaining the integrity of the content—not reducing the level of complexity.
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