{"id":226,"date":"2015-04-13T15:04:52","date_gmt":"2015-04-13T15:04:52","guid":{"rendered":"http:\/\/thesocietypages.org\/edsociety\/?p=226"},"modified":"2015-04-14T01:25:53","modified_gmt":"2015-04-14T01:25:53","slug":"less-experienced-teachers-placed-in-english-learner-classrooms","status":"publish","type":"post","link":"https:\/\/thesocietypages.org\/edsociety\/2015\/04\/13\/less-experienced-teachers-placed-in-english-learner-classrooms\/","title":{"rendered":"Less-Experienced Teachers Placed in English Learner Classrooms"},"content":{"rendered":"
\"Photo<\/a>
Photo via\u00a0Homeroom: The Official Blog of the U.S. Department of Education<\/a>.<\/figcaption><\/figure>\n

Every year, teachers of different experience levels are placed with particular groups of students, and this can result in the uneven distribution of quality instruction within schools. High-quality teacher instruction yields better\u00a0educational outcomes for students, and this is especially true for immigrant-origin English Learners (ELs) who rely on teachers for broader cultural socialization. As a result, teacher placement into EL classes matters tremendously\u00a0for those learners.<\/p>\n

To better understand how teachers are placed into EL-designated content courses, Dafney Dabach\u00a0interviewed 20 teachers, seven administrators, and four EL instructional coaches from seven California high schools with 10-30% EL students. She focused on teachers assigned to both sheltered EL and traditional classrooms because of their ability to compare across contexts.<\/p>\n

In general, she finds that less-experienced teachers are more likely to be placed into EL content-area classrooms. In six out of the seven schools, teacher distribution norms were seniority-based. In other words, teachers with more years on-site \u201cget first crack at\u201d what they want to teach, while the newest teachers are \u201cstuck\u201d with classes that others do not want. There were some exceptions: at times administrators intervened with the \u201cseniority-based\u201d process, and occasionally more senior teachers requested EL assignments. But because EL courses were seen as less desirable, newer teachers usually staffed them by default.<\/p>\n

According to Dabach, teacher credentialing and education policy also contribute to this pattern. NCLB requires every classroom is staffed by a \u201chighly qualified\u201d teacher. Because California law\u00a0requires newly issued teaching certificates to include EL endorsements, this means new teachers are automatically considered \u201chighly qualified\u201d to teach EL courses. Their more-experienced colleagues, certified when EL authorization was optional, are less likely to have the endorsement.<\/p>\n

You can read the full article here:<\/p>\n

Dabach, D. B.<\/a> (2015). Teacher Placement Into Immigrant English Learner Classrooms: Limiting Access in Comprehensive High Schools<\/a>. American Educational Research Journal<\/i><\/a>, 52<\/i>(2), 243-274.<\/p>\n

 <\/p>\n

Amy August is a graduate student in Sociology at the University of Minnesota who studies education, competition, parenting, and sports.<\/p>\n","protected":false},"excerpt":{"rendered":"

Every year, teachers of different experience levels are placed with particular groups of students, and this can result in the uneven distribution of quality instruction within schools. High-quality teacher instruction yields better\u00a0educational outcomes for students, and this is especially true for immigrant-origin English Learners (ELs) who rely on teachers for broader cultural socialization. As a […]<\/p>\n","protected":false},"author":1952,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[36081],"tags":[36120,34,36119,36117,36108,36118,36121,144],"class_list":["post-226","post","type-post","status-publish","format-standard","hentry","category-250-words","tag-credentialism","tag-education","tag-education-policy","tag-el","tag-nclb","tag-seniority","tag-teacher-placement","tag-teaching"],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/posts\/226","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/users\/1952"}],"replies":[{"embeddable":true,"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/comments?post=226"}],"version-history":[{"count":4,"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/posts\/226\/revisions"}],"predecessor-version":[{"id":231,"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/posts\/226\/revisions\/231"}],"wp:attachment":[{"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/media?parent=226"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/categories?post=226"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/thesocietypages.org\/edsociety\/wp-json\/wp\/v2\/tags?post=226"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}