Investigating the Impacts of a Collaborative Language Teacher Professional Development

This research investigates teacher implementation of the Guided Language Acquisition Design (GLAD) model over time and after teachers received a unique combination of additional GLAD training, coaching, and collaboration. Teachers who took part in this in this study had previously received an initial full-week, intensive GLAD training; however, they struggled to implement GLAD accurately. This study, therefore, investigates the effects of implementing a new model of supplemental professional learning for teaching GLAD within an existing threeweek summer school program. Teams of teachers instructed English Learners in the morning and then had planning, reflection, and professional development time each afternoon. Although this experience was designed to both teach teachers about GLAD and instruct students, this particular research study focuses on the experience of the teachers. This two-part qualitative research study includes observations and interviews during the summer, in addition to followup interviews during the school year to investigate the sustainability of the experience. Results suggest that the overall effects of participation are positive; however, the effects are largely individualized, depending on the participant's expectation of the experience and characteristics of their specific collaborative team. Recommendations for improving the sustainability of the approach are also provided.