Abstract

This design-based research study worked with 25 teachers with specialized early literacy training. Researchers investigated the impact of professional development advancing their multilingual learner (ML), literacy, and leadership capacity, addressing gaps in the research merging the fields of literacy, multilingual instruction, and leadership. Spanning two years of both qualitative and quantitative data collection and analysis including teacher, student, and district surveys, teacher logs, research logs, and teacher interviews, the researchers capture the iterative nature of the needs of teacher professional development to serve MLs. The researchers describe the needs of teachers for professional development, the micro modifications made to adapt to these needs, and the resulting significant growth in teacher self-efficacy and knowledge of literacy practices for MLs. Implications are given regarding pedagogy and future research with specific macro modifications outlined for future iterations. The research builds upon frameworks and research for literacy and multilingual instruction as well as teacher leadership.

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