Abstract
From a SOTL perspective, the presenters describe a mixed-methods study that explored longitudinal effects and overall teaching and learning impacts ten years after a major research university in the southeastern United States introduced a professional development program in a school system located 250 miles away. The program's overall goal was to enhance the effective instruction of English language learners, who comprised 2.3% of the district's 28,000+ students. By taking 7 graduate courses through various delivery formats, 17 teachers obtained ESL teacher certification. Content analysis suggests that this distance-delivery program produced a positive overall impact and ongoing longitudinal effects readily observable 10 years later. Findings indicate that these effects resulted primarily from the following components: site-based professional learning communities, extensive reading with short written reactions, cyclical reflective activities, and action research projects. Attendees will receive insights for implementing similar site-based professional development programs for promoting SOTL in their respective institutions.
Location
Room 1005
Recommended Citation
Spezzini, Susan and Austin, Julia, "SOTL Implications from a Longitudinal Study of a Site-Based Teacher Certification Program" (2013). SoTL Commons Conference. 49.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2013/49
SOTL Implications from a Longitudinal Study of a Site-Based Teacher Certification Program
Room 1005
From a SOTL perspective, the presenters describe a mixed-methods study that explored longitudinal effects and overall teaching and learning impacts ten years after a major research university in the southeastern United States introduced a professional development program in a school system located 250 miles away. The program's overall goal was to enhance the effective instruction of English language learners, who comprised 2.3% of the district's 28,000+ students. By taking 7 graduate courses through various delivery formats, 17 teachers obtained ESL teacher certification. Content analysis suggests that this distance-delivery program produced a positive overall impact and ongoing longitudinal effects readily observable 10 years later. Findings indicate that these effects resulted primarily from the following components: site-based professional learning communities, extensive reading with short written reactions, cyclical reflective activities, and action research projects. Attendees will receive insights for implementing similar site-based professional development programs for promoting SOTL in their respective institutions.
