The Impact of Virtual Mentoring and Coaching on the Pedagogical Practices of Teachers of English Language Learners

The purpose of this mixed methods study was to determine if the instructional practices of teachers of English language learners (ELLs), as observed by the Transitional Bilingual Observation Protocol (Lara-Alecio & Parker, 1994), in the treatment group improved due to the virtual mentoring and coaching they received through Project ETELL (Empowering Teachers of English Language Learners, Grant Award No. T365Z160229). Texas has seen an increase in the percentage of students identified as ELLs and with students receiving bilingual education or English as a second language (ESL) instructional services from 2007-08 to 2017-18. Passing rates among ELLs in Texas on all state assessments show a decline from elementary to the secondary grade levels. These challenging demographic changes bring about a heightened need for teachers that are trained and knowledgeable on effective instructional strategies for ELLs. In spite of these changes, there has not been much of a change in the way teachers are prepared to address the needs of ELLs. With the increased population of ELLs as well as the increasing demands on teachers of ELLs, it is imperative that more research be conducted on effective virtual professional development programs that involve mentoring and coaching. This study included a sample of 38 participants, 18 of which were in the treatment group and 20 of which were in the control group. Teachers participating in the treatment group were provided three 30-minute mentoring and coaching sessions by an experienced bilingual/ESL teacher mentor during the 4-week time frame ranging between the submission of the pre- and post-observation videos. Based on the data, there was a statistically significant difference between treatment and control groups in the domains of ESL strategies, activity structures, and communication mode. Furthermore, the perception of participants towards the virtual mentoring and coaching (VMC) was positive and also in alignment with the results from research conducted by Tong, Irby, and Lara-Alecio (2015) on virtual professional development (VPD) and teachers of ELLs. Participants responded positively regarding their experience with the virtual mentoring and coaching they received and expressed the professionalism with which their mentors portrayed in their mentoring sessions