Effective coaching of teachers to support learning for English language learners

2019-02-13As the number of English Language Learners (ELLs) in public schools continues to grow, so does the achievement gap between ELLs and other student populations. In an effort to support classroom teachers with effective instructional strategies for this student population, the Seafarm School District created instructional coaching positions specifically to support classroom teachers of ELLs—ELL Teachers on Special Assignment (ELL TOSAs). This study employed a gap analysis framework to examine knowledge, motivation, and organizational influences (KMO) on the ELL TOSAs’ goal of supporting classroom teachers of ELLs. ❧ Three themes emerged as a result of data analysis. First, there was evidence to illustrate the interaction between knowledge and the organization. Data from five ELL TOSAs indicated an understanding of the role that collaboration plays in coaching and how to operationalize it in their support of teachers. Further, all five of the ELL TOSAs indicated they have received professional development on effective strategies for instructional coaching. Additionally, three of the ELL TOSAs indicated a knowledge of modeling as an effective coaching practice. Accordingly, all five of the ELL TOSAs indicated that they had knowledge of feedback as an effective coaching strategy. However, there was not sufficient evidence to support that they learned the latter two strategies through professional development. Next, a second theme surfaced as there was evidence to illustrate an interaction between motivation and the organization. Two ELL TOSAs indicated that their sense of self-efficacy was affected by conflicting roles and expectations for the job. Three ELL TOSAs indicated that their sense of self-efficacy was affected by an increased workload brought about by fiscal decision making. ❧ Finally, there was evidence illustrating the interaction between the organization and motivation. Four out of five of ELL TOSAs indicated that there is confusion about how their roles are perceived, leaving the ELL TOSAs to feel that their actions did not contribute to instructional change. ❧ In closing, five, research-based recommendations to support ELL TOSA goal attainment are offered. Additionally, considerations for future research on instructional coaches for classroom teachers of ELLs—ELL TOSAs—are also provided