Education Northwest

Professional Development

Training for Project GLAD uses a highly structured 7-day training sequence with follow-up coaching. Teachers begin by attending a 2-day introductory workshop led by two experienced and certified GLAD consultants; this workshop provides an overview of the program theory and strategies. Teachers learn about language acquisition, cultural influences in learning, engagement, management of small group work, differentiation, and the concrete strategies that allow them to put those broader concepts in place. GLAD Consultants

The introduction is followed by a 5-day classroom demonstration. For five consecutive mornings, teachers observe a GLAD consultant teach a class in their own school using GLAD strategies. A second consultant coaches the observing teachers—preparing them before the lesson starts, whispering explanations during the lesson and answering questions during breaks. In the afternoons of the demonstration days, consultants support teachers to systematically plan GLAD lessons that are connected to state standards.

Following the demonstration, ongoing onsite coaching is provided by GLAD consultants to teachers. Project GLAD recommends three days of coaching per school per year. GLAD consultants visit classrooms to provide additional support, model strategies, observe teachers, answer questions and work with grade-level teams to continue unit development. Coaching provides meaningful job-embedded training that addresses the specific needs of teachers. This type of coaching has become increasingly popular (Russo 2004) and is used to support a variety of educational initiatives (Deussen, Coskie, Robinson, & Autio, 2007; Poglinco, Bach, Hovde, Rosenbaum, Saunders, & Supovitz, 2003; Walpole & McKenna 2004).

This professional development package incorporates critical components of effective professional development for teachers: active learning (Garet et al., 2008; Loucks-Horsley et al., 1998), sufficient duration (Cohen & Hill, 2001; Fullan, 1993; Guskey, 1994; Supovitz & Turner, 2000), and collective participation (Banilower & Shimkus, 2004; Borko, 2004; Desimone, 2006; Fullan, 1991; Guskey, 1994; Little, 1993; Loucks-Horsley et al., 1998; Rosenholtz, 1989).

For this study professional development includes:

  • Two-day overview and introduction to the strategies in late summer in Boise, Idaho Falls, or Twin Falls
  • Five-day demonstration in a classroom, held early- to mid-fall
  • Follow-up coaching in the teachers’ classrooms