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This article addresses a program model developed to address the professional development needs of content teachers who work with English language learners (ELLs) and offers recommendations for teachers, administrators, school districts, state agencies, and institutions of higher education, to address job-embedded professional development needs. The model is based on the authors' daily work with content and ESL teachers and administrators throughout a Midwestern state that has seen recent growth in ELLs, as well as on findings from the literature and a needs assessment survey they conducted with content teachers. Teachers cite inadequacy of current knowledge and services, a need for specialized professional development, and issues of accessibility. Therefore, those who wish to encourage teacher professional development, create resources to improve teachers' ability to deliver academic content to ELLs, or develop training programs, must take into account teachers' needs vis-à-vis their willingness to engage in professional development.
Newman et al. (Tue,) studied this question.