Changing Teacher Attitudes Toward Instruction of Academic Language through Sustained School-University Partnership

Educating students from linguistically diverse backgrounds has historically been the domain of the ESL teacher. However, new migration patterns and changing student demographics force the mainstream teacher into a new role: the language and content teacher. In order to embrace this new role, educators must implement instructional strategies effective for ELLs as they continue teach the content of their grade level. The researchers identified this change as an opportunity to collaborate in providing profes-sional development for principals and elementary teachers of English language learners (ELLs) and to evaluate the effectiveness of this professional development in developing instructional leaders within this new context of diverse demographics. note: This module has been peer-reviewed, accepted, and sanctioned by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of education administration. In addition to publication in the Connexions Content Commons, this module is published in the International Journal of Educational Leadership Prepa-ration,