The purpose of this paper is to examine the professional growth of a cohort of teachers working with multilingual learners (MLs) during an MEd program and their recommendations for the development of a literacy course for ML caregivers. In addition, this study explores whether the school district capacity supports teacher growth, as reflected through district representatives’ feedback.
This design-based research study, informed by the culturally relevant pedagogy and dual capacity building frameworks, explores 30 in-service K-12 teachers and 11 district representatives. Data were collected through semestrial surveys and research logs over two years using mixed methods. Researchers address the following questions: How do teachers conceptualize ML caregiver support based on their professional development (PD)? and How do school district representatives’ perspectives for supporting ML caregivers align with teachers’ professional growth?
Findings revealed that teacher recommendations evolved, increasingly emphasizing student-centered and culturally relevant approaches, indicating the PD’s positive impact. They also gained confidence in offering suggestions for an ML caregiver literacy course. District representatives offered fewer suggestions, echoing some teachers feedback, but also exhibited deficit perspectives.
This study addresses a gap in research by highlighting teachers’ visions for supporting ML caregivers and how their new knowledge informs their recommendations. Findings provide insights into the needs for PD design for teachers and district representatives, as well as what they perceive as successful learning experiences for ML caregivers.
