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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 1 of 1 1 Effective coaching of teachers to support learning for English language learners ... Zúñiga, Armando Thaddeus; Zuniga, Armando Thaddeus. - : University of Southern California Digital Library (USC.DL), 2019 Abstract: As the number of English Language Learners (ELLs) in public schools continues to grow, so does the achievement gap between ELLs and other student populations. In an effort to support classroom teachers with effective instructional strategies for this student population, the Seafarm School District created instructional coaching positions specifically to support classroom teachers of ELLs—ELL Teachers on Special Assignment (ELL TOSAs). This study employed a gap analysis framework to examine knowledge, motivation, and organizational influences (KMO) on the ELL TOSAs’ goal of supporting classroom teachers of ELLs. ❧ Three themes emerged as a result of data analysis. First, there was evidence to illustrate the interaction between knowledge and the organization. Data from five ELL TOSAs indicated an understanding of the role that collaboration plays in coaching and how to operationalize it in their support of teachers. Further, all five of the ELL TOSAs indicated they have received professional development on ... Keyword: ELL; English as a second language; English language acquisition; English language development; English language learners; instructional coaching; Organizational Change and Leadership On Line; professional development; teacher efficacy; teacher on special assignment URL: https://digitallibrary.usc.edu/asset-management/2A3BF1PGMKDN https://dx.doi.org/10.25549/usctheses-c89-118184 BASE Hide details

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