Facilitating teachers\u27 instruction of primary students who use Black English: A staff development project

This case study examined the development, implementation, and assessment of a staff development project created to facilitate teachers\u27 instruction of elementary students who speak Black English. Staff development procedures took place utilizing an action research approach. The presenter/researcher examined strategies and methods for promoting school improvement within an elementary school serving African-American students. Successful staff development depended on voluntary participation by teachers who found the information and activities of use in their classrooms. The project demonstrated a low-cost, school-based approach to staff development. The researcher collected information about the needs of teachers and investigated numerous studies about the effects of negative attitudes of teachers toward Black English usage within classrooms and the potential solutions to this problem. Three workshops focused on the definition of Black English, effects of negative attitudes toward Black English, the issues of correction, reading and writing instruction, linguistic self-esteem, and whole language approaches. Staff development workshops generated enthusiasm and positive evaluations from school district administrators, the building principal, auxiliary staff, and the participants. Staff development procedures permitted (1) individual teachers who were uncertain about how to address the needs of Black English speakers to attend workshops, (2) a school-based project to involve volunteers, (3) peer-group interactions and sharing of ideas and knowledge among colleagues and administrators, (4) increased morale among teachers and students, (5) personal and professional growth of teachers, and (6) development of teaching strategies and methods that address the needs of students