Planning Professional Learning to Support the Implementation of a New English Language Arts Program for Middle School Students

Abstract

A critical part of implementing a new instructional program is professional learning. Multifaceted training was planned and delivered to teachers in a Midwestern urban school district prior to and during implementation of an online accelerated English language arts curriculum in four middle schools. Working in partnership with two universities, district teachers were trained to utilize the Integrated Curriculum Model as well as practical training in navigating the Schoology online learning platform. During a 3-year period, teachers engaged in additional professional learning related to curriculum and instruction, assessment, and online teaching pedagogy in both a workshop and consultative format. This article summarizes the approaches used in this professional learning plan and lessons learned for future applications.