In the early 2000s, findings from a US National Reading Panel study prompted politicians, educational leaders, and curruculum publishers to promote the “Science of Reading (SoR),” a systematic approach to literacy hyper focused on reading foundational skills, as the instructional model for literacy instruction. SoR has been widely adopted by standardized curriculum publishers and implemented in most public schools in the United States. After nearly three decades of implementation, standardized literacy curriculum focused on SoR has failed to advance the literacy achievement and English language acquisition of Emerging Bilingual (EB) students. This failure is compounded by the fact that teachers new to the profession have expressed feeling underprepared to differentiate instruction for EB student groups. The objective of this small-scale qualitative study is to determine if providing new teachers in a large urban school district professional development that 1) follows the steps outlined in the PLC+ Framework and 2) supports new teachers in implementing the Sheltered Instruction Observation Protocol (SIOP) model will positively impact new teachers' sense of self-efficacy in their ability to provide English language development (ELD) instruction for their EB students. Utilizing Grounded Theory to analyze data from open-ended surveys, interviews, and focus groups, it is expected that the mapping of the PLC+ theoretical framework over the training of the research-based SIOP Model instructional framework will both increase new teacher self-efficacy and feelings of preparedness, and positively impact the educational experience and achievement of their EB students.

Authors:
Kimberly Garcia, California State University, Northridge, United States

About the Presenter(s)
Kimberly Garcia is an induction specialist with LA Unified School District and an adjunct profession in the Elementary Education Department at California State University, Northridge.

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