Closing the achievement gap: Focusing on English Language Learners in secondary schools

The purpose of this study was to examine the needs of the teachers of English Language Learners in two secondary schools (one middle and one high school) within one school district over the course of one school year. The study focused on the professional development offered to teachers of the English Language Learner (ELL) population. It also focused on the best practices implemented with this population throughout the school year, as well as on the evaluation tools used by the district to determine the success of the professional development. The two schools selected were in Southern California, and both had a high concentration of ELLs. Their demographics included 74% Hispanic students and 43% ELLs.;A qualitative research design was used for this study. Methods of data collection included observations, interviews and document analysis. A triangulation of the data was enabled through interviews, observations and school artifacts that were collected to create a complete picture of the structures in place at the school sites.;Throughout the study, the school district to which these schools belong, like many districts, faced the challenges of providing professional development to meet the needs of ELL students and their teachers. Both schools in the study had been closing the achievement gap between English Only (EO) and ELL students. The study found that the school district provided both schools with resources to support their ELL programs by providing both schools with ELL Coordinators and Intervention Specialists to provide professional development for teachers.;Due in large part to the leadership in place at both schools, the schools' cultures reflected professional learning communities (PLC) where student learning was the priority. Teachers involved in the study spoke of the role of the principals and their involvement in student success. Both principals were described as "student principals" where students came first. The study found that administrators played an active role in student achievement. Through the PLCs, teachers were empowered to make decisions that support ELL success. Schmoker (2006) discussed ways in which teachers play an active role in making instructional decisions. They need time within the day to analyze data and collaborate on instruction that is based on student needs. When teachers are engaged in team meetings and in working together to create lesson plans, the same motivation for success can be translated to their classrooms (Guthrie, 2008). Throughout the study the school district provided on-going professional development during the PLC time. The study found that schools need to provide time for teachers to create lesson plans with students' unique instructional needs in mind. In addition, it found that although the school district had Teachers on Special Assignments (TOSA) to provide Professional Development (PD), teachers also needed coaching on how to implement the strategies within their content areas. Schools need to provide observation time for teachers to observe each other and to learn. The study found that through the use of professional development for teachers on best practices such as PLC and Response to Intervention (RtI), schools such as those in the study can close the achievement gap between EO and ELLs.