Professional Development of Teachers of Language Minority Students through University-School Partnership

This paper describes a project to implement a professional development program for teachers of language minority students in five urban elementary schools, in partnership with a university. The model involved: (1) providing a core group of volunteer primary grade teachers at each school with intensive training in an integrated reading/language arts approach; (2) maintaining regular contact among participating teachers throughout the school year as they worked toward implementing program elements in their classrooms; and (3) establishing collegial teams to serve as peer supports at each school site, allowing for sharing of expertise and resources. Year-end interviews with teachers revealed positive changes in collegiality, teaching practices, and professional growth. Additionally, changes in student behavior and learning were reported, including accelerated learning, gains in social skills, increased motivation for learning, and reduced need for retention or referral to special education. Naturally occurring problems that served as barriers to professional development are discussed. Contains 26 references. (Author/MSE)