Teachers' Perceptions of the English Learner Professional Learning Plan Professional Development Course

Teachers’ Perceptions of the English Learner Professional Learning Plan Professional Development Course by Natasha N. Ridley MA, Adelphi University, 2003 BS, Empire State University, 2001 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2019 Abstract For 4 years, a northern local district in Virginia conducted an intensive staff training onFor 4 years, a northern local district in Virginia conducted an intensive staff training on English language learner (ELL) instruction to settle a United States Department of Justice complaint. The local problem was that ongoing professional development to build teachers’ instructional skills has not significantly resulted in ELL students’ academic improvement. The purpose of this study was to explore and investigate teachers’ perceptions of the mandated English learner Professional Learning Plan Professional Development to help address the instructional needs of ELLs. Guskey’s characteristics of effective professional development and Bandura’s self-efficacy theory provide the conceptual framework for the study. The research questions were designed to examine teachers’ perceptions of the needs and influence of professional development for teachers of ELLs. A case study design was used to capture the insights of 5 elementary school teachers through semistructured interviews; a purposeful sampling process was used to select the participants. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking, rich descriptions, and researcher reflexivity. The findings revealed that teachers recognize the need for increased preparedness, instruction informed by colleagues and team support, and on-going professional development. A professional development project was created to provide coteaching and co-planning instructional strategies for teachers to increase their knowledge and skills to instruct ELLs. This study has implications for positive social change by offering strategies and approaches for improving ELL classroom instructional practices. Teachers’ Perceptions of the English Learner Professional Learning Plan Professional Development Course by Natasha N. Ridley MA, Adelphi University, 2003 BS, Empire State University, 2001 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2019 Dedication This doctoral study is dedicated to my late mother, Yvonne, who instilled in me the heritage of faith in Jesus Christ. She always believed in me and taught me the values of education, hard work, and perseverance. In the words of God to Joshua (1:9), “Be strong and courageous. Do not be frightened, and do not be dismayed, for the Lord your God is with you wherever you go,” so he also speaks to me. A wish of my mom was for me to finish my Doctor in education and she looked forward to that day when she would behold my doctoral hooding ceremony. Sadly, mom is not here to witness this priceless moment. She would have been proud of me. I also dedicate this doctoral study degree to my husband and daughter, the best cheerleading squad. My husband, who vowed support and patience for a long time, remained consistent as I completed each critical stage of my degree. My daughter was my inspiration in finishing this doctoral degree. I hope eternally to inspire her to be a risk-taker and believe that she can achieve anything in life that she sets her mind to do. Acknowledgments I want to thank all of the participants for taking the time to partake in my research study and I want to thank the school principals and district for allowing me to conduct this research. Without their input, I could not have developed this project that increases teachers’ knowledge and skill practice in instructing English language learners and in honing their profession. I give a heartfelt thank you all of the members of my committee both past and present for their unwavering support and wealth of knowledge and experience through the doctoral study stages. I thank Dr. Dressler, my first committee chair, and Dr. Weintraub, my committee member for getting me through the prospectus. My deepest gratitude goes especially to Dr. Hinrichs, Dr. Weintraub, and Dr. Lafferty for getting me through the final study stage to publish my doctoral study and to graduate. I thank Dr. Hinrichs, for stepping in and taking the lead as my committee chair and for her valuable, timely feedback and encouragement throughout this scholarly journey that has allowed me to complete this research study. I thank Dr. Weintraub, my committee member, for his invaluable keen reviews and growth-producing feedback. His ongoing support and motivation from the beginning of my doctoral journey to the end has been consistent and rewarding. I thank Dr. Lafferty, the university research reviewer, for his constructive feedback and comments that have fundamentally molded my scholarly work and have guided me to conduct such a relevant study.