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Improving K-12 Teachers' Use of Sheltered Instructional Practices to Support Multilingual Learners: Results from a National Professional Development Grant

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Title: Improving K-12 Teachers' Use of Sheltered Instructional Practices to Support Multilingual Learners: Results from a National Professional Development Grant
Language: English
Authors: Cody T. Williams (ORCID 0000-0001-8704-6201), Maria Selena Protacio (ORCID 0000-0003-3504-3644), Virginia David (ORCID 0000-0002-9307-453X), Susan V. Piazza (ORCID 0000-0001-7465-8663)
Source: TESOL Journal. 2025 16(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Sponsoring Agency: Department of Education (ED)
Contract Number: T365Z170217
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Elementary Secondary Education
Descriptors: Grants, English Learners, Teaching Methods, Classroom Observation Techniques, Classroom Communication, Intervention, Linguistic Input, Multilingualism, English (Second Language), Second Language Learning, Kindergarten, Elementary Secondary Education, Faculty Development, Lesson Plans, Teacher Evaluation, Inservice Teacher Education, Video Technology, Conferences (Gatherings), Coaching (Performance), Scores, Feedback (Response), Communities of Practice, Teacher Improvement
Geographic Terms: Michigan
DOI: 10.1002/tesj.70002
ISSN: 1056-7941
1949-3533
Abstract: According to the Michigan Department of Education, between 2011 and 2017, the number of multilingual learners (MLs) enrolled in K-12 schools in the state increased by more than 50%. In 2017, the average teacher to ML ratio in the state was an alarmingly low 1:168. To increase the number of teachers prepared to effectively serve MLs, we developed Project English Learners and Teacher Education (ELATE), a professional development program grounded in adult learning theories and centered around the Sheltered Instruction Observation Protocol (SIOP). SIOP is a research-based instructional framework that aims to prepare teachers to bridge the gap between language and content instruction for MLs. It has the following eight components: lesson preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review and assessment. Limited empirical research suggests that SIOP is a reliable tool for detecting instructional intervention effects. Therefore, the purpose of this study was to (1) add to the empirical research focused on SIOP and (2) determine the impact of an intensive professional development program on in-service teachers' use of instructional practices for MLs. We implemented a quasi-experimental study focused on Project ELATE, a 5-year National Professional Development (NPD) program that trained 170 in-service teachers in providing quality instruction for MLs. The primary goal of Project ELATE was to improve in-service teachers' knowledge and instructional skills for supporting and teaching MLs. Training included graduate courses, clinical experiences, video demonstrations, a conference, and instructional coaching. Data sources included pre- and post-program observations, interviews, and written reflections. Results showed statistically significant SIOP score increases for participants from pre- to post-program on all eight components, while controls showed no significant increases. Overall, the findings provide evidence that Project ELATE significantly improved teachers' ability to use sheltered instructional practices. Qualitative data highlighted that participants benefited from feedback from multiple sources, including an English as a Second Language coach, video observations, and professional learning communities. In summary, this NPD program demonstrated success in improving teachers' instructional practices for MLs.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1461281
Database: ERIC
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  Data: Improving K-12 Teachers' Use of Sheltered Instructional Practices to Support Multilingual Learners: Results from a National Professional Development Grant
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  Data: <searchLink fieldCode="AR" term="%22Cody+T%2E+Williams%22">Cody T. Williams</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8704-6201">0000-0001-8704-6201</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maria+Selena+Protacio%22">Maria Selena Protacio</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3504-3644">0000-0003-3504-3644</externalLink>)<br /><searchLink fieldCode="AR" term="%22Virginia+David%22">Virginia David</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9307-453X">0000-0002-9307-453X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Susan+V%2E+Piazza%22">Susan V. Piazza</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7465-8663">0000-0001-7465-8663</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Journal%22"><i>TESOL Journal</i></searchLink>. 2025 16(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 16
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  Data: <searchLink fieldCode="DE" term="%22Grants%22">Grants</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Observation+Techniques%22">Classroom Observation Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+Input%22">Linguistic Input</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Evaluation%22">Teacher Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Inservice+Teacher+Education%22">Inservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Conferences+%28Gatherings%29%22">Conferences (Gatherings)</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Improvement%22">Teacher Improvement</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink>
– Name: DOI
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  Data: 10.1002/tesj.70002
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1056-7941<br />1949-3533
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: According to the Michigan Department of Education, between 2011 and 2017, the number of multilingual learners (MLs) enrolled in K-12 schools in the state increased by more than 50%. In 2017, the average teacher to ML ratio in the state was an alarmingly low 1:168. To increase the number of teachers prepared to effectively serve MLs, we developed Project English Learners and Teacher Education (ELATE), a professional development program grounded in adult learning theories and centered around the Sheltered Instruction Observation Protocol (SIOP). SIOP is a research-based instructional framework that aims to prepare teachers to bridge the gap between language and content instruction for MLs. It has the following eight components: lesson preparation, building background, comprehensible input, strategies, interaction, practice/application, lesson delivery, and review and assessment. Limited empirical research suggests that SIOP is a reliable tool for detecting instructional intervention effects. Therefore, the purpose of this study was to (1) add to the empirical research focused on SIOP and (2) determine the impact of an intensive professional development program on in-service teachers' use of instructional practices for MLs. We implemented a quasi-experimental study focused on Project ELATE, a 5-year National Professional Development (NPD) program that trained 170 in-service teachers in providing quality instruction for MLs. The primary goal of Project ELATE was to improve in-service teachers' knowledge and instructional skills for supporting and teaching MLs. Training included graduate courses, clinical experiences, video demonstrations, a conference, and instructional coaching. Data sources included pre- and post-program observations, interviews, and written reflections. Results showed statistically significant SIOP score increases for participants from pre- to post-program on all eight components, while controls showed no significant increases. Overall, the findings provide evidence that Project ELATE significantly improved teachers' ability to use sheltered instructional practices. Qualitative data highlighted that participants benefited from feedback from multiple sources, including an English as a Second Language coach, video observations, and professional learning communities. In summary, this NPD program demonstrated success in improving teachers' instructional practices for MLs.
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