A second set of eyes and ears: Observation protocol boosts skills for teachers of ELL students

Authors

Audrey Cohan Ed.D., Molloy CollegeFollow
Andrea Honigsfeld Ed.D., Molloy CollegeFollow
Vicky Giouroukakis Ph.D., Molloy CollegeFollow
Jacqueline Nenchin Ph.D., Molloy CollegeFollow

Document Type

Article: On-Campus Access Only

Publication Date

6-2011

Journal Title or Book Title

Journal of Staff Development

Volume

32

Issue

3

Abstract

In a large suburban school district with a growing English language learner (ELL) population, teachers were often heard asking the rhetorical question, “How do I help children who do not speak a word of English?” To create a solution, the district approached faculty at a nearby college seeking partners to provide professional development to teachers in grades 6 and 7 (for a total of six middle school teams) to help them address the needs of their ELL students. According to Zeichner, “While federal and state policies have placed increasing demands on teachers, professional development opportunities focusing on the education of ELLs have not kept pace” (as cited in Gebhard & Willett, 2008, p. 42).

Related Pillar(s)

Study

Comments

Due to copyright restrictions, this article is only accessible on the Molloy University campus by students, staff, and faculty.

Recommended Citation

Cohan, Audrey Ed.D.; Honigsfeld, Andrea Ed.D.; Giouroukakis, Vicky Ph.D.; and Nenchin, Jacqueline Ph.D., "A second set of eyes and ears: Observation protocol boosts skills for teachers of ELL students" (2011). Faculty Works: EDU (1995-2023). 19.
https://digitalcommons.molloy.edu/edu_fac/19