Framework for Quality Professional Development for Practitioners Working with Adult English Language Learners
Purpose and Uses of the Framework
This framework focuses on the knowledge and skills that teachers and administrators need, as well as the systems and processes necessary to help them work effectively with the adult English language learners in their programs. State- and program-level administrators, professional developers, teacher trainers, and teachers can use this framework as they seek to improve instruction with the goal of facilitating learner progress through a systematic, coherent, and sustainable professional development effort. This program improvement process can enhance the design of professional development opportunities, which can in turn improve instructional quality, practitioner responses to learner needs, and learners’ progress. The desired outcome is a workforce of trained, knowledgeable practitioners who can respond to the needs of adult English language learners through high-quality, evidence-based practice.
The framework has three components (Figure 1):
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The content that practitioners need to be successful in working with adult English language learners
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The process for planning, implementing, and evaluating professional development for practitioners
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The context in which professional development is provided
Figure 1. Components of the CAELA Network Quality Professional Development Framework. (larger image here)
Each of these components, with its specific elements, is described in the following section. The elements that are also on AIR’s list of features of high-quality professional development are designated with an asterisk (*). Each element has a place to mark (with an X) whether it will be focused on or to indicate (with a number) the order in which it will be addressed.
