would benefit from the support of a coach who can help the coachee, or client, work through a process to reach a desired professional result. One example of coaching for teachers of EL students in an urban public school context is presented by Pardini (2006). Pardini (2006) describes the coaching model employed by an urban district in Minnesota working to reduce the achievement gap between EL students and native English speakers in their schools. Pardini’s (2006) article published by Learning Forward (formerly the National Staff Development Council) is based on a 2006 report released by the Council of Great City Schools, which conducted a city-by-city analysis of student performance on state test achievement gaps. The school district reshaped its professional learning spaces for teachers of EL students by in a number of ways. First, mainstream teachers attending summer institutes alongside teachers of EL students to receive informational trainings; in the past teachers of EL students alone would receive those trainings (Pardini, 2006). Second, the district provided teachers” who acted as coaches across the schools in the district. These “resource coaches worked directly with teachers of EL students doing site-based coaching tailored to teachers’ needs, and the coaches worked with leadership and teaching teams on specific concerns to the schools as they addressed the achievement gaps among EL students and mainstream students in their schools (Pardini, 2006). The school district hypothesized that in order to raise student achievement of English learners, they would need to transform their curriculum and their approach to instruction for EL students, and the district decided to do so using a collaborative leadership approach with coaching at the foundation. As mentioned above, professional development in the form of workshops and trainings were refocused to develop collaborative coaching relationships between mainstream teachers and specialized teachers of EL students. District leaders in Saint Paul,
would benefit from the support of a coach who can help the coachee, or client, work through a process to reach a desired professional result. One example of coaching for teachers of EL students in an urban public school context is presented by Pardini (2006). Pardini (2006) describes the coaching model employed by an urban district in Minnesota working to reduce the achievement gap between EL students and native English speakers in their schools. Pardini’s (2006) article published by Learning Forward (formerly the National Staff Development Council) is based on a 2006 report released by the Council of Great City Schools, which conducted a city-by-city analysis of student performance on state test achievement gaps. The school district reshaped its professional learning spaces for teachers of EL students by in a number of ways. First, mainstream teachers attending summer institutes alongside teachers of EL students to receive informational trainings; in the past teachers of EL students alone would receive those trainings (Pardini, 2006). Second, the district provided “resource teachers” who acted as coaches across the schools in the district. These coaches worked directly with teachers of EL students doing site-based coaching tailored to teachers’ needs, and the coaches worked with leadership and teaching teams on specific concerns to the schools as they addressed the achievement gaps among EL students and mainstream students in their schools (Pardini, 2006). The school district hypothesized that in order to raise student achievement of English learners, they would need to transform their curriculum and their approach to instruction for EL students, and the district decided to do so using a collaborative leadership approach with coaching at the foundation. As mentioned above, professional development in the form of workshops and trainings were refocused to develop collaborative coaching relationships between mainstream teachers and specialized teachers of EL students. District leaders in Saint Paul,
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