Few SIG schools with high ELL enrollments used staffing strategies to build teacher capacity for serving ELLs¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Administrators in 3 of 11 SIG schools considered ELL expertise when hiring teachers, and respondents in 2 of 11 reported ELL expertise factored into classroom assignments. → Andrea Boyle 2014

Evidence¶

Andrea Boyle 2014¶

Andrea Boyle, Laura Golden, Kerstin Carlson Le Floch, Jennifer O'Day, Barbara Harris, Sarah Wissel. (2014). Building Teacher Capacity to Support English Language Learners in Schools Receiving School Improvement Grants. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/

q2 · i? · qualitative · r?

Case study findings from 11 SIG schools with high ELL proportions in the Study of School Turnaround: "Administrators in 3 of the 11 schools reported considering ELL expertise and experience when hiring classroom teachers," and 2 of 11 reported it factored into classroom assignment.

"Administrators in 3 of the 11 schools reported considering ELL expertise and experience when hiring classroom teachers, while respondents in 2 of the 11 schools reported that teachers’ ELL expertise and experience purposefully factored into assignment of teachers to specific classrooms."

Discussion¶

Related Claims¶

• Most teachers in the 11 SIG schools participated in ELL-related professional development, but it accounted for less than 20 percent of their total PD hours — related
• Teachers in SIG schools with a greater PD focus on ELL-related topics more often reported that PD improved their effectiveness as teachers of ELLs — related
• Restructuring staffing freed teacher planning time from 200 to 315 minutes per week in a resource-trade-off vignette — related
• Most surveyed districts used federal recovery funds to recruit and retain teachers, including creating new positions that increased staffing needs — related
• Administrators in eight of nine rural SIG schools reported rural-setting factors, chiefly long teacher commutes (six schools) or isolated communities (four), that hampered teacher recruitment or retention — related