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Supporting emergent bilinguals: implementation of SIOP and professional development practices

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Supporting emergent bilinguals: implementation of SIOP and professional development practices

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SUPPORTING EMERGENT BILINGUALS: IMPLEMENTATION OF SIOP AND
PROFESSIONAL DEVELOPMENT PRACTICES

by

Robert Vanderloop

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2020

Copyright 2020 Robert Vanderloop

ii
DEDICATION

To my wife Erica, and my three amazing children: Josephine, Asher, and Hadley, I am eternally
grateful for your patience, love, and support throughout this entire journey. This is an
accomplishment we celebrate together.

iii
ACKNOWLEDGEMENTS
I am beholden to the members of my dissertation “Dream” team. Specifically, Dr.
Ott: your professional experience and professionalism in the leadership course
immediately drew me to you as the leader I want to emulate as I continue my professional
educational journey. Dr. Brady: your attention to detail to support my deficiencies as a
writer were handled with support and encouragement, always pushing me to be at my
best. Lastly, Dr. Moore: the program matched us perfectly as your expertise regarding
emergent bilingual practices had me hungry for more knowledge. Without your support,
beyond what I’ve mentioned above, I am eternally grateful. I would also like to thank the
Rossier faculty for their dedication to their craft through this program.
Experiences build fellowship, and in those unique moments, something special
begins to take shape. That something special is AEO. I want to thank the other five
members of AEO for their continued support throughout this dissertation, and through
life’s most challenging times. I also want to thank the other members of Cohort 9. They
have impacted my work, and my outlook on life, a sincere thank you.
I would like to thank those who support my professional career in other ways. I
have had the pleasure to work with amazing educators, both as a teacher and
administrator. I believe each interaction leaves an imprint on a person. All of these
imprints help shape the educator I am today, and the educator I strive to become.
Being welcomed into the Trojan family was an amazing experience. I wanted to
pursue a doctoral degree that has meaning, one that would help shape my life, and the lives
of others. I sought out a university that is regarded as one of the best research institutions
in the world, and I am ecstatic to forever be part of the Trojan Family! Fight On!

iv
TABLE OF CONTENTS
Dedication ........................................................................................................................................ ii
Acknowledgements ........................................................................................................................ iii
List of Tables .................................................................................................................................. vi
List of Figures ................................................................................................................................ vii
Abstract ......................................................................................................................................... viii
Chapter One: Introduction ............................................................................................................... 1
Introduction of the Problem of Practice .............................................................................. 1
Organizational Context and Mission ................................................................................... 3
Related Literature ................................................................................................................ 6
Importance of Addressing the Problem ............................................................................... 8
Organizational Performance Goal ....................................................................................... 9
Description of Stakeholder Groups ................................................................................... 10
Stakeholders’ Performance Goal ....................................................................................... 11
Stakeholder Group of Focus .............................................................................................. 11
Purpose of the Project and Questions ................................................................................ 13
Methodological Framework .............................................................................................. 14
Definitions ......................................................................................................................... 14
Organization of the Dissertation ........................................................................................ 15

Chapter Two: Review of Literature ............................................................................................... 16
Introduction ....................................................................................................................... 16
Literature Review .............................................................................................................. 16
The Clark and Estes Gap Analysis Conceptual Framework ............................................. 37
Stakeholder Knowledge Influences ................................................................................... 38
Stakeholder Motivation Influences .................................................................................... 42
Stakeholder Organizational Influences .............................................................................. 44
Conceptual Framework: Interaction of Knowledge, Motivation, and Organization ......... 47
Conclusion ......................................................................................................................... 52

Chapter Three: Methodology ........................................................................................................ 53
Introduction to the Methodology ....................................................................................... 53
Sampling and Recruitment ................................................................................................ 54
Qualitative Data Collection and Instrumentation .............................................................. 56
Data Analysis ..................................................................................................................... 58
Credibility and Trustworthiness ........................................................................................ 59

v
Chapter Four: Results and Findings .............................................................................................. 66
Participating Stakeholders ................................................................................................. 67
Determination of Assets and Needs .................................................................................. 68
Results and Findings for Knowledge Causes .................................................................... 68
Results and Findings for Motivation Causes ..................................................................... 74
Results and Findings for Organization Causes .................................................................. 79
Summary of Validated Influences ..................................................................................... 87

Chapter Five: Recommendations .................................................................................................. 93
Organizational Context and Mission ................................................................................. 93
Organizational Performance Goal ..................................................................................... 94
Description of Stakeholder Groups ................................................................................... 95
Goal of the Stakeholder Group for the Study .................................................................... 96
Stakeholder Group for the Study ....................................................................................... 97
Purpose of the Project and Questions ................................................................................ 97
Recommendations for Practice to Address KMO Influences ............................................ 98
Integrated Implementation and Evaluation Plan ............................................................. 109
Strengths and Weaknesses of the Approach .................................................................... 124
Future Research ............................................................................................................... 126
Conclusion ....................................................................................................................... 129

References ................................................................................................................................... 134
Appendices .................................................................................................................................. 145
Appendix A Interview Protocol ....................................................................................... 144
Appendix B Immediate Evaluation Instrument ............................................................... 149
Appendix C Blended Evaluation Instrument ................................................................... 151

vi
LIST OF TABLES
Table 1: Organizational Mission, Global Goal and Stakeholder Performance Goals 13
Table 2: Knowledge Influence, Knowledge Type, and Knowledge Influence Assessment 42
Table 3: Assumed Motivation Influence and Motivational Influence Assessments 44
Table 4: Organizational Influences, Organizational Influence Assessment,
Recommendations, and Proposed Solutions 47
Table 5: Participants Demographics 56
Table 6: Knowledge Assets or Needs as Determined by the Data 69
Table 7: Motivation Assets or Needs as Determined by the Data 75
Table 8: Organization Assets or Needs as Determined by the Data 80
Table 9: Knowledge Assets or Needs as Determined by the Data 88
Table 10: Motivation Assets or Needs as Determined by the Data 88
Table 11: Organization Assets or Needs as Determined by the Data 89
Table 12: Organizational Mission, Global Goal and Stakeholder Performance Goals 96
Table 13: Summary of Knowledge Influences and Recommendations 99
Table 14: Summary of Motivation Influences and Recommendations 103
Table 15: Summary of Organization Influences and Recommendations 106
Table 16: Outcomes, Metrics, and Methods for External and Internal Outcomes 113
Table 17: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 114
Table 18: Required Drivers to Support Critical Behaviors 116
Table 19: Evaluation of the Components of Learning for the Program 120
Table 20: Components to Measure Reactions to the Program 121

vii
LIST OF FIGURES
Figure 1. Interaction of stakeholder knowledge and motivation within the organizational
cultural models and settings. 50
Figure 2. Sample dashboard to show progress towards external outcomes 123

viii
ABSTRACT
This improvement study utilizes the Clark and Estes (2008) gap analysis framework to
understand high leverage professional development practices at a public school district in
western Wisconsin. The purpose of this project is to conduct a gap analysis to determine the
knowledge, motivation, and organizational needs and assets influencing the teachers’
(stakeholder group) implementation of professional development into their
classrooms. Interview data collected from the teacher stakeholder group were analyzed and
coded to identify the needs and assets impacting the stakeholders’ ability to successfully
implement SIOP professional development. The analysis of these interviews produced findings
categorized within the knowledge, motivation, and organizational influences. The findings from
this study reveal the teacher stakeholder group has factual and procedural knowledge gaps when
knowing and implementing SIOP strategies. Furthermore, motivational gaps exist regarding
attributions and self-efficacy. Cultural setting gaps related to time and effective modeling also
prohibit successful implementation of SIOP practices for this stakeholder
group. Recommendations, rooted in research, were provided to address the aforementioned
influence gaps and sustain assets. The New World Kirkpatrick Model (Kirkpatrick &
Kirkpatrick, 2016) was used to transfer the recommendations into an implementation and
evaluation plan. This study uses research of the past and serves as a blueprint for future
educators and districts to change the life trajectory of emergent bilinguals across the country.

SUPPORTING EMERGENT BILINGUALS
1
CHAPTER ONE: INTRODUCTION
Introduction of the Problem of Practice
The achievement gap in English Language Arts (ELA) between emergent bilinguals and
English dominant speaking students continues to exist (Polat, Zarecky-Hodge, & Schreiber,
2016). English dominant’ will be the term used and applied to a group of students identified in
this study. English dominant describes an individual for whom English is their stronger
language, and the one they are most comfortable using. It is worth stating the term ‘native
English speaker’ has also appeared in research relevant to this work. According to Seidlhofer
(2013), the term ‘native’ has a positive historical perspective, and is seen as an additive toward
someone identified in this category. The term also has a negative connotation when ‘non-native’
is used, or ‘native’ is used and the ‘non-native’ is implied when comparing groups (Seidlhofer,
2013). Because of this linguistic research presented, ‘English dominant’ will be the term used
for this study.
‘Emergent bilinguals’ will be the term used to identify the other group of students in this
study. García (2009b) explains students who live in the United States, and speak languages other
than English have often been identified as English Language Learners (ELL). The federal
government refers to this population as Limited English Proficient (LEP). The terms ‘non-
native’ and LEP imply a deficit when used to categorize a group (Callahan, 2010; García, 2009).
The term ‘emergent bilinguals’ breaks the government’s census identification of categorizing
these students who speak “less than very well” as LEP (García, 2009b, p. 323). The term
emergent bilingual promotes a value-added identification, and allows teachers to build on the
strength of the students’ culture and home language (García, 2009b).

2
Cheung and Slavin (2012) report according to the 2011 National Assessment of
Educational Progress (NAEP) scores, there is a large achievement gap in ELA when 7% of 4
th

grade ELLs are advanced and proficient compared to 46% of English dominant speaking
students are advanced and proficient. Cheung and Slavin further emphasis the point when only
3% of emergent bilinguals in 8
th
grade are advanced and proficient compared to 39% of English
dominant speaking students. Articulating this data further, The Education Trust (2014) identify
national public scores from 2013 where English dominant speaking students scored 37%
advanced and proficient in 4th grade reading compared to 7% advanced and proficient for
emergent bilinguals. According to the Educational Trust, these emergent bilingual scores have
been stagnant for ten years with no sign of improvement from 2003 to 2013. Compounding this
concern, emergent bilinguals are the fastest growing population of students across the United
States of America (Polat, et al., 2016).
The national population of emergent bilinguals grew by 51% from 1997-2008; the
general population grew only 7% in the same time period (Samson & Collins, 2012). The U.S.
Department of Education’s documentation (2015) of Lau v. Nichols state public school districts
are not providing equal access to academic content when educating students who speak different
languages. This lack of access to academic content is detrimental to emergent bilinguals and
their further advancement in schools across the country.
De Jong, Harper and Coady (2013) found including bilingual and bicultural practices into
classrooms result in greater student engagement and achievement for emergent bilinguals;
however, this is not happening in most classrooms across the country. A significant factor is the
teachers’ lack of implementing professional development into classroom practices. A study by
the National Staff Development Council, and further supported by the Learning Policy Institute,

3
cite an overwhelming amount of school districts resort to professional development methods that
do not influence teacher knowledge. In addition, the implementation practices of those
professional development methods do not lead to increased student achievement (Bates &
Morgan, 2018; Newman, Samimy, & Romstedt, 2010). Newman et al. (2010) identifies the one-
event, sit-and-get type of professional development lacks context and is counterproductive
toward long-standing change in classrooms. Specifically, Newman et al.’s (2010) work
highlighted an implementation gap when teachers did not practice the professional development
in the context of their classrooms. Newman et al. (2010) add, teachers lack empathy on how a
second language is acquired when professional development is delivered in a one-event format.
De Jong et al. (2013) see a continuation of this achievement gap, and a great concern for our
nation, as emergent bilinguals are the fastest growing population in the United States of America.
This concern is relevant to the West Valley School District as their emergent bilingual
population continues to grow, but academic performance continues to under perform.
Organizational Context and Mission
The West Valley School District (WVSD; pseudonym) is a four-year-old Kindergarten
(4K)-12
th
grade public school district that resides in West Central Wisconsin. This public school
district is one of two school systems in the rural Patriot community. The other system is a
private school that serves students four years old through Grade 8. Starting in Grade 9, all
students in the Patriot community will attend the WVSD. The WVSD serves 420 students in
four-year-old Kindergarten through Grade 12. The mission of the WVSD is to “…maximize
learning and empower all students to prepare for tomorrow’s opportunities” (district website,
2018
1
). The vision statement is “in partnership with the community, our school will be an

1
The website is not provided to protect the confidentiality of the study participants.

4
innovative leader in education with excellent, focused, collaborative programs and staff” (district
website, 2018). The district is comprised of four administrators, 38 teaching faculty, and 21
support staff. Of those 63 staff members, 95% are White, 3% Latino or Hispanic, and 2% Asian.
All teaching faculty hold a teaching license from the Wisconsin Department of Public Instruction
(DPI) for the content area they teach, therefore, are deemed highly qualified as necessary by the
federal Every Student Succeeds Act (ESSA). The WVSD has been dedicated to a seven-year
journey of development through the professional learning community (PLC) process (DuFour,
2006). This process helps collaborative teams set norms within staff meetings, and identify a
data analysis framework.
Data from DPI (2017) show 62% of the students are White, 36% Latino or Hispanic, one
half of one percent Black or African American, and 2% Two or More Races. Students coming
from economically disadvantaged homes make up 50% of the population. Ten percent of the
students have disabilities, and 28% of students are identified emergent bilingual. Of the students
identified as emergent bilingual, 15% are Advanced or Proficient in ELA on the 2016 state
Forward exam. Students are identified as emergent bilingual by their score on the ACCESS
exam.
The ACCESS for ELLs 2.0 is an annual exam that tests the language proficiencies of
emergent bilinguals in social and academic language. This exam is tied to the World-class
Instructional Design and Assessment (WIDA) English Standards. The four scored categories on
the ACCESS test include: Oral Language (listening and speaking), Literacy (reading and
writing), Comprehension (listening and reading), and Overall (a combination of all four language
domains). Students earn a proficiency level for each of the four scored categories. The
proficiency levels range from 1-6, with 1 being the lowest score and 6 being the highest score as

5
the student demonstrates an increased ability in the specific category. These scores help the ELL
Coordinator identify strengths and weaknesses that turn into an individualized learning plan for
each student. Once the student reaches a score of 6 in each category, the student is no longer
identified as an emergent bilingual. If they score lower than a 6 in one category, their
individualized language plan will focus support on that specific area (WIDA, 2020).
Collectively, teachers in the WVSD have not participated in professional development
specifically related to teaching emergent bilinguals. In the past, this type of training has been
voluntary for staff members. It has not been delivered in context with content, and there was no
formal follow through to ensure practices were being implemented. Further emphasizing the
concern, many of the staff members who received any training specific to emergent bilinguals
have left the district for a variety of reasons, and no such annual training has taken place since.
Therefore, the WVSD hired an external SIOP coach to come and deliver the SIOP
professional development. This external SIOP coach worked with all staff in a lecture format of
large group professional development. The district then hired a part-time internal instructional
coach to work with the teacher stakeholder group throughout the school year on the
implementation of the SIOP strategies in their classrooms. It was expected that the teachers
would meet and work with the internal instructional coach to implement these SIOP strategies
into their lesson plans and instructional delivery. All of these efforts supported the emphasis of
increasing emergent bilingual student achievement in ELA to meet the organizational goal.
The focus of this dissertation will be to determine the knowledge, motivation, and
organizational needs and assets influencing the teachers’ (stakeholder group) implementation of
professional development into their classrooms. This focus will support the WVSD’s
organizational goal of a 50% increase in the number of 4
th
and 8
th
grader emergent bilinguals

6
identified as proficient or advanced in ELA on the state level exam. Sheltered Instruction
Observation Protocol (SIOP) will be the chosen form of professional development. The specific
grade levels discussed above were selected for this study because the state exam, Forward, is
required for students in 4
th
and 8
th
grade. This allows for objective student data reporting.
The Forward exam has been the state level exam for Wisconsin for the past four years.
Prior to the consistent delivery of this exam, the state went through a number of testing vendors,
causing inconsistencies when comparing data. The Forward exam uses the common core state
standards (CCSS) to measure the proficiency level of students. The exam rates students as:
below basic, basic, proficient, or advanced. Students receive one of those scores for each
individual skill of standards tested. Students can receive a range of ratings as they can perform
differently on each sub-skill area. Students also receive a holistic score for the subjects of
language arts, math, science, and social studies. The Forward exam data is valuable as districts
can now start tracking individual, and subgroup student growth across years of a data points.
This exam serves as an objective summative data point for school districts across the state of
Wisconsin.
Related Literature
There is an ample amount of research regarding the issue of professional development
impacting the achievement gap in ELA between emergent bilinguals and English dominant
speaking students. Themes were identified through an analysis of the research. These themes
included topics that perpetuate the already wide achievement gap, and strategies to help reduce
the gap. A theme perpetuating the gap focuses on the lack of emergent bilingual coursework for
pre-service teachers as research studies suggest a lack of emergent bilingual coursework for pre-
service teachers is linked to an inability to reduce the achievement gap for student population.

7
According to Roy-Campbell (2013), “less than 8% of states (only Arizona, California, Florida,
New York) have certification language requiring ELL coursework for teachers” (p. 259).
Further emphasizing the point, Master, Loeb, Whitney, and Wyckoff (2016) conducted an
empirical research study and found a statistically significant student achievement gain when
teachers reported pre-service emergent bilingual training compared to those who did not receive
training. This theme focused on factors that perpetuated the gap.
Reducing the achievement gap could be done through providing supportive strategies
while working with emergent bilingual families. Niehaus and Adelson (2014) argue that high
levels of parental involvement lead to an increase in reading and math proficiencies for
elementary emergent bilinguals. Shim’s (2013) review of the research on this topic found
teacher self-reflection, diversity training, and increased spaces for parent-teacher interactions can
contribute to an increase in student achievement.
Another theme written to support this reduced achievement gap focused on the
implementation of research-based emergent bilingual strategies in the classroom. In addition,
understanding the key elements of professional development implementation have resulted in
positive student learning outcomes (Bates & Morgan, 2018). Rader-Brown and Howley (2014)
identify focused professional development support on vocabulary instruction and scaffold
questioning results in a reduction of the achievement gap for emergent bilinguals. Lastly, the
literature focused on the impact of administrative support for emergent bilinguals and staff as a
means to help reduce the achievement gap. Baecher, Knoll, and Patti (2013) suggest
administrative support for emergent bilinguals and staff has a positive effect on closing the
achievement gap between emergent bilinguals and English dominant speaking students. Elfers
and Stritikus (2014) suggest school leadership in districts and site schools is especially important

8
for emergent bilinguals who have diverse linguistic needs that historically create an achievement
gap with their majority peers.
Importance of Addressing the Problem
We are headed for a national crisis, both in education and within our communities, if we
continue to allow the achievement gap to grow with the fastest growing minority group in our
country. The problem of teachers implementing professional development that addresses the
achievement gap in ELA between emergent bilinguals and English dominant speaking students is
important to solve for a variety of reasons. Roy-Campbell (2013) report between 1998-2009 the
emergent bilingual population grew by 1.8 million across the United States, and by 2025 the
emergent bilingual population will reach 10 million students. According to the Wisconsin
Department of Public Instruction (2017), the emergent bilingual population in the WVSD more
than doubled over a seven-year time span from 18.3% in 2011 to 41.4% in 2017. Cheung and
Slavin (2012) found that emergent bilinguals have the highest dropout rate among all minority
groups in the nation. In Wisconsin specifically, the dropout rate is 24.6% higher for emergent
bilinguals compared to the total population of graduates in Wisconsin (Wisconsin Department of
Education, 2018).
Although dropout rate is not calculated in 4
th
and 8
th
grade, the number of students not
advanced and proficient continues to climb in the WVSD. As documented by the state exam,
28.6% of emergent bilinguals were advanced or proficient in 2017, while 33.4% of emergent
bilinguals were advanced and proficient in 2015, when this specific data was made available by
the state (Wisconsin Department of Public Instruction, 2017).
Many factors contribute to this problem. Teachers hired in the WVSD do not have the
pre-service coursework to service the growing emergent bilingual population. According to

9
Barry Schmitt (2018), District Administrator of the WVSD, the candidate pools for hiring
continues to shrink, so it is difficult to attract candidates with specific coursework related to
serving the emergent bilingual population. Nationally, there is a lack of emergent bilingual
coursework for pre-service teachers (Master et al., 2016; Roy-Campbell, 2013; Sullivan, Hegde,
Ballard, & Ticknor, 2014), a need for supportive strategies when working with emergent
bilingual families (Niehaus & Adelson, 2014; Samson & Collins, 2012; Shim, 2013), the need to
implement research-based emergent bilingual strategies in classrooms (De Jong et al., 2013;
Jiménez et al., 2015; Palacios & Kibler, 2016; Rubin, 2016), the need for a quality professional
development implementation framework (Bates & Morgan, 2018; Hill, Beisiegel, & Jacob, 2013;
Newman et al., 2010), and administrative support for ELLs and staff (Baecher et al., 2013; Elfers
& Stritikus, 2014).
Organizational Performance Goal
The WVSD vision and mission statements strategically align innovative programming to
maximizing student learning for future opportunities. The organizational goal for this study
emanates from the district vision and mission statements by focusing on a population of students
underserved in the WVSD. By August 2020, there will be a 50% increase in the number of 4
th

and 8
th
grade emergent bilinguals identified as proficient or advanced in ELA on the state level
exam. The WVSD leadership team established this goal after conducting a needs-based
assessment that identified a significant achievement gap on the state level exam between
emergent bilinguals and English dominant speaking students.
The WVSD has the benefit of four state level exam cycles to identify a baseline,
midpoint, and final state level exam as it relates to the organizational goal. Four exam cycles are
appropriate because the DPI changed exam vendors three times over the past six years, from

10
2013-2019. It was only in the past four years that the vendor and exam, Forward, stayed the
same. An exam cycle is defined as one school year as the students take the exam in the spring.
Data is verified and disaggregated during the summer, and classroom instructional changes
towards improving student performance on the exam start in the fall and continue until the next
exam cycle in the spring. The analysis of multiple cycles of state data allows the WVSD the
opportunity to identify gaps in student achievement over time, and target professional
development to improve practices. In addition to the state exam, the WVSD uses local formative
and summative standard-based assessments aligned to the state level exam to achieve progress
towards the above-mentioned organizational goal. This gap closure would identify the WVSD as
a leader on this issue because this achievement gap continues to exist across the state of
Wisconsin, and nationally.
Description of Stakeholder Groups
The stakeholder groups in the WVSD include students, teachers, and administrative team.
The stakeholder group of focus is the teacher group. The influence of this group impacts the
performance of the student group, and the vision, planning, and implementation of the
administrative group. The students consist of emergent bilinguals in fourth grade and eighth
grade. These students will contribute to the organizational performance goal by accepting the
learning opportunities presented in the classrooms and transferring their knowledge to the state
level exam. The teachers consist of ELA classroom teachers and specialists that teach students
in grades prior to fourth and through eighth grade. The teachers will contribute to the
organizational performance goal by implementing researched based teaching strategies when
working with emergent bilinguals. The administrative team consists of a District
Administrator/High School Principal, Director of Special Education/Elementary and Middle

11
School Principal, Curriculum Director, and Assistant Principal/Technology Integration
Specialist. This team will contribute to the organizational performance goal by providing the
district vision and appropriate coaching to ensure adequate support is provided to the teacher
group as they support emergent bilinguals on a daily basis.
Stakeholders’ Performance Goal
Alignment across an organization is critical to the health and success of that organization.
The actions of the stakeholder group of focus is important to the success of the mission, vision,
and organizational goals of the WVSD. The teacher stakeholder group, and their actions,
represent the day-to-day operations of the WVSD. The impact on students is best felt by the
actions of the teacher stakeholder group. The teacher stakeholder has a direct line of sight to the
organizational goal, district mission, and vision. By May 2020, 100% of licensed teachers will
implement Sheltered Instruction Observation Protocol (SIOP) practices into their classrooms.
The teacher stakeholder goal focuses on new teaching strategies that have been proven to support
emergent bilinguals, and all students. Roy-Campbell (2013) identifies SIOP as strong
instructional practices that support student knowledge attainment across multiple curricular
areas. The attainment of the teacher stakeholder goal will provide the WVSD with the best
opportunity to achieve the mission, vision and organizational goal.
Stakeholder Group of Focus
Although a complete analysis would involve all stakeholder groups (students, teachers,
administrative team), for practical purposes, the teacher group is the stakeholder group of focus
for this study. This stakeholder group was selected because it serves as the recipient of the
district implemented professional development, and provides the instructional practices that
impact the student achievement organizational performance goal.

12
The specific teacher (stakeholder) performance goal was determined when the district
professional learning community leadership team met in April 2018 and analyzed state level
student data. This goal highlighted one of three areas of need for the district. This goal served to
support the largest subgroup of students in need. The researcher acknowledges teacher
proficiency of SIOP implementation does not automatically mean student achievement will
increase. Many factors contribute to student achievement. Some of those factors include: peer
relationships, stability of homelife, student motivation, and cognitive abilities. While
acknowledging these factors, the WVSD needed to identify something locally controlled, and the
WVSD leadership team researched the of implementation of SIOP practices, and the effect this
has on student achievement.
The student performance on the state level exam was identified because the data is
controlled by an entity outside of the school district, which allows for objective results. This
performance measure was also selected because it is accessible to the community. Progress
towards the goal is identified through summative assessment results based on the district-
identified common core state power standards. The teacher group is critical to achieving this
goal because they have recently received professional development and ongoing coaching to
implement SIOP as the most appropriate program for the student population. If the stakeholder’s
goal is not achieved there will be a lack of clarity and focus towards achieving the organization’s
goal. The organizational mission, global goal and stakeholder performance goal can be found in
Table 1.

13
Table 1
Organizational Mission, Global Goal and Stakeholder Performance Goals
Organizational Mission
The mission of the West Valley School District is to maximize learning and empower all
students to prepare for tomorrow’s opportunities.
Organizational Performance Goal
By August 2020, there will be a 50% increase in the number of 4
th
and 8
th
grade emergent
bilinguals identified as proficient or advanced in English Language Arts on the state level exam.
Stakeholder
Teachers
Performance Goal
By May 2020, 100% of licensed teachers will implement
Sheltered Instruction Observation Protocol (SIOP) practices
into their classrooms.

Purpose of the Project and Questions
The purpose of this project is to conduct a gap analysis to determine the knowledge,
motivation, and organizational needs and assets influencing the teachers’ (stakeholder group)
implementation of professional development into their classrooms. The analysis will begin by
generating a list of possible or assumed interfering causes and then examining these
systematically to focus on actual or validated interfering causes. While a complete gap analysis
would focus on all stakeholders, the stakeholder group of focus in this analysis is the teachers of
the WVSD.
The following questions will guide the gap analysis that address knowledge and skills,
motivation, and organization causes and solutions for the teaching staff.
1. What is the teachers’ knowledge related to the implementation of SIOP?
2. What is the teachers’ motivation related to the implementation of SIOP?
3. What is the teachers’ perception of the WVSD’s organizational influences related to the
implementation of SIOP?

14
Methodological Framework
The theoretical framework for this study will be the Clark and Estes’ (2008) gap analysis.
This framework is a systematic, analytical method that helps to clarify organizational goals and
identify the gap between the actual performance level and the preferred performance level within
an organization. Assumed interfering causes will be generated based on personal knowledge and
related literature.
The methodological framework will come to fruition through a qualitative research
design approach. These causes will be validated by a literature review, stakeholder interviews,
written documentation, and a data analysis. This framework and design support a case study
qualitative design approach (Creswell, 2009). Following the data analysis, this approach provides
evidence to validate the recommended research-based solutions.
Definitions
The following terms are defined as they apply to context specific to this dissertation.
Emergent Bilinguals: students who are speakers of one or more languages other than
English and who are developing English literacy in school. (García & Kleifgen, 2018)
English Language Learners (ELLs): are students engaged in learning English as an
additional language in the context of an English dominant school.
English-dominant: an individual for whom English is their stronger language, and the one
they are most comfortable using.
Heritage Language Speaker: a student who is to “some degree bilingual in English and
the heritage language” (Valdes, 2001, p. 38).

15
Sheltered Instruction Observation Protocol (SIOP): is a research-based and validated
instructional model that has proven effective in addressing the academic needs of English
learners throughout the United States (“What is the SIOP Model,” 2018).
Organization of the Dissertation
Five chapters are used to organize this study. This chapter provided the reader with key
concepts and terminology commonly found in a discussion about emergent bilinguals and
professional development. The organization’s mission, goals and stakeholders as well as the
theoretical and methodological frameworks were introduced. Chapter Two provides a review of
current literature surrounding the scope of the study. Topics of state licensure, pre-service
schooling, parental involvement, classroom strategies, professional development, and
administrative supports will be addressed. Chapter Three defines the methodology to include
selecting subjects, data collection and analysis. In Chapter Four, the data and results are assessed
and analyzed. Chapter Five provides solutions, based on data and literature, for closing the
perceived gaps as well as recommendations for an implementation and evaluation plan for the
solutions.

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CHAPTER TWO: REVIEW OF LITERATURE
Introduction
This chapter provides a review of the literature focused on the achievement gap in
English Language Arts (ELA) between emergent bilinguals and English dominant speaking
students. Emergent bilinguals are the fastest growing population of students across the United
States of America (Polat et al., 2016). This chapter first reviews literature pertaining to state
requirements, the need for specific emergent bilingual coursework for pre-service teachers,
followed by the importance of parent engagement, classroom strategies, professional
development, and administrative support. Then, the chapter provides an explanation of the Clark
and Estes (2008) knowledge, motivation and organizational influences’ lens used in this study.
Next, the chapter turns attention to defining the types of knowledge, motivation, and
organizational influences examined, and the assumed teacher (stakeholder group) knowledge,
motivation and organizational influences on performance. The chapter concludes with a gap
analysis framework, conceptual framework, focusing on staff professional development, and the
implementation of Sheltered Instruction Observation Protocol (SIOP), using the three
dimensions of knowledge, motivation, and organization (Clark & Estes, 2008).
Literature Review
This review covers five topic areas that emerged from the review process. These topic
areas are a lack of emergent bilingual coursework for pre-service teachers, supportive strategies
with emergent bilingual families, research-based emergent bilingual strategies, professional
development implementation, and administrative support for emergent bilinguals and staff.
Although the literature presented here has been applied to a variety of problems, this review

17
focuses primarily on the literature’s application to the problem of an achievement gap in ELA
between emergent bilinguals and English dominant speaking students in K-12 public institutions.
Lack of Emergent Bilingual Coursework for Pre-Service Teachers
Research studies suggest a lack of emergent bilingual coursework for pre-service teachers
is linked to an inability to reduce the achievement gap for emergent bilingual. Roy-Campbell
(2013) and Williamson (2012) utilized several studies to affirm general education teachers lack
the proper training to instruct emergent bilinguals because their teacher preparation courses had
little content regarding the instruction of emergent bilinguals. Nationally, only 12.5% of
teachers have more than eight hours of training or professional development on how to work
with emergent bilinguals (National Center for Education Statistics, 2002). Roy-Campbell (2013)
continues to highlight the finding that professors teaching the teacher preparation courses are not
equipped with the knowledge to teach this content because they lack knowledge in this area as
well. According to Roy-Campbell (2013), “less than 8% of states (only Arizona, California,
Florida, New York) have certification language requiring ELL coursework for teachers” (p. 259).
The National Council for Accreditation of Teacher Education’s guidelines state that teachers
need pedagogical content knowledge, understand the diversity among emergent bilinguals, and
provide appropriate emergent bilingual resources to students. Similarly, Roy-Campbell (2013)
conducted a study in which teacher preparation professors were surveyed and asked how they
prepare candidates to work with emergent bilinguals. Fifty respondents concluded less than 25%
of the programs taught include a module or coursework related to emergent bilinguals. When
asked what is included in their preparation programs respondents cited spending a few days
throughout an entire semester reading a few articles. This is a concern than spans across the
nation.

18
A study by Master et al. (2016) found that only 14.1% of New York City first-year
teachers learned instructional strategies for teaching emergent bilinguals, 13.9% had more than 9
hours of in-service training on emergent bilingual instruction, and 9.1% felt “prepared” or “very
well prepared” to teach emergent bilinguals at the start of the school year (p. 269). In a similar
study by Sullivan et al. (2014), only 5.3% of North Carolina rural kindergarten teachers with an
increased emergent bilingual population reported receiving instruction specific to emergent
bilinguals, and 42.1% reported instruction being “merged throughout several courses…94.7%
stated they would have enrolled in courses…if they were available” (p. 349). This is not just a
concern on the East coast. In a California study involving three districts, an overwhelming
number of teachers felt they lacked the instructional strategies to support emergent bilinguals
(Rader-Brown & Howley, 2014).
Further emphasizing the point, Master et al. (2016) conducted another study and found a
statistically significant student achievement gain when teachers reported pre-service training
compared to those who did not receive training. Addressing the lack of emergent bilingual
coursework for pre-service teachers is related to an achievement gap in ELA between emergent
bilinguals and English dominant speaking students. In addition to the lack of emergent bilingual
coursework for pre-service teachers, it is also important to consider how educators learn and
implement supportive strategies with emergent bilingual families.
Supportive Strategies Working with Emergent Bilingual Families
Support Equals Achievement. Studies suggest that educators learning and
implementing supportive strategies with emergent bilingual families have a positive impact on
emergent bilingual achievement. Niehaus and Adelson (2014) collected longitudinal data from
more than 21,000 children across the United States as they advanced from kindergarten to eighth

19
grade. Schools that provided a mesosystem between home and school for emergent bilinguals
produced a lower level of social-emotional concerns, which correlated to higher levels of
academic achievement. Consequently, Niehaus and Adelson (2014) argue that high levels of
parental involvement lead to an increase in reading and math proficiencies for elementary
emergent bilinguals. Research findings indicate that “interpreters at school events, assigning a
home-school liaison, offering bilingual newsletters, and providing education classes for parents”
(p. 815) increased the academic and social-emotional outcomes for emergent bilinguals.
Similarly, Samson and Collins’ (2012) methodology included a literature review that
summarized exemplars of best practice. Samson and Collins (2012) also contend schools can
support emergent bilingual families internally by providing outreach, translated school
information, and staff development on diversity appreciation.
Teaching the importance of parent involvement. Samson and Collins’ (2012)
concluded many emergent bilingual families are “often immigrants who are socially,
economically, and politically vulnerable” (p. 21). Schools can support emergent bilingual
families externally by advocating for policy change at the federal level that increases emergent
bilingual courses in teacher-preparation programs. Similarly, Shim (2013) argues there is no
longer a debate about the positive effects of parental involvement and emergent bilingual
achievement. Shim (2013) insists additional measures, like teacher self-reflection, diversity
training, and increasing the quality of interactions between teachers and parents will lead to an
increase in student achievement.
Parents of emergent bilinguals are valuable assets to gains in student achievement, but
those parents are feeling marginalized for a variety of reasons. From a postcolonial theory,
parents of emergent bilinguals feel inept by teacher judgments, the inability to influence teacher

20
decision-making, and the fear of negative repercussions for speaking up (Shim, 2013). This is a
perspective that needs to be addressed in schools because according to Palacios and Kibler
(2016), parents of emergent bilinguals have a high regard for formal schooling. Parents of
emergent bilinguals support formal schooling, but do not always know how they can
academically help their child. Districts can utilize this home support by strategically making
home connections that will result in a reduction of the achievement gap identified in this study.
District leaders, and the practices created in schools, could emphasize a reading at home
mentality, and equip these supportive parents with reading materials so students can practice
reading at home. Implementing supportive strategies with emergent bilingual families is related
to a reduction of the achievement gap in ELA between emergent bilinguals and English
dominant speaking students. In addition to supportive strategies with emergent bilingual
families, it is also important to consider the implementation of researched based pedagogical
strategies.
Research-based Emergent Bilingual Strategies
Recognizing the heritage of emergent bilinguals is an important component when helping
emergent bilinguals reach higher levels of academic success in predominantly English-speaking
schools. Through the No Child Left Behind Act (NCLB) schools have been forced to analyze
how they teach core content areas, specifically math and ELA (Cummins, 2005). This shift has
put a focus of instructional minutes in those content areas, leaving little time left for social
studies, science, the arts, and foreign languages. Districts identify Spanish as a foreign language
content area, and lose the value of Spanish as a heritage language (Cummins, 2005). This school
culture impacts emergent bilinguals’ ability to recognize their own culture in the school
community. This loss of value for their heritage language has a lasting effect on emergent

21
bilinguals as they grow older and enter into adult-based communities (Cummins, 2005). Schools
need to be mindful of their impact and promote specific researched-based emergent bilingual
strategies that embrace a culturally diverse student community. Specific to this study, this shift
in practice will result in a reduction of the achievement gap.
Research-based emergent bilingual strategy implementation has a positive effect on
emergent bilingual achievement. The national trend of emergent bilinguals not closing the
achievement gap is due to the inadequate instruction in classrooms (Cheung & Slavin, 2012;:
Roy-Campbell, 2013; Rubin, 2016; Samson & Collins, 2012; Schreiber, 2016). Teachers lack
the knowledge of proper instructional methods in the classroom, but also lack the basic
knowledge of emergent bilinguals’ culture (Abedi & Gándara, 2006; De Jong et al., 2013;
Niehaus & Adelson, 2014; Roy-Campbell, 2013; Williamson, 2012). Cheung and Slavin (2012)
emphasize the benefits emergent bilinguals will receive when provided with high quality
instruction.
Sheltered instruction observation protocol strategies. Roy-Campbell (2013) identifies
SIOP as a “researched-based instructional models that focus on helping general education
teachers make content comprehensible to ELL students…” (p. 272). The SIOP model includes
eight elements. These components are lesson preparation, building background, comprehensible
input, strategies, interaction, practice/application, lesson delivery, and review and assessment
(Echevarría, Vogt, & Short, 2017). Each one of those elements has specific strategies that can be
implemented in teacher preparation, or application in the classroom.
The first element is called ‘lesson preparation.’ This element focuses on the teacher’s
ability to align content and language objectives to state standards. Specific to this study, the state
standards are the Wisconsin adapted Common Core State Standards (CCSS) (Echevarría & Vogt,

22
2008). Echevarría and Vogt (2008) identify the second SIOP element as ‘building background.’
In this element the teacher is promoting the use of students’ background knowledge, and
specifically introducing key content vocabulary so the student can make connections from their
background to the content being taught. The third element is called ‘comprehensible input.’ The
focus of this element is the teacher’s command over their delivery of content (Echevarría &
Vogt, 2008). This element supports the teachers’ abilities to speak clearly, use pauses, provide
visuals and hands-on materials, and emphasize key terms multiple times.
The fourth SIOP element is called ‘strategies.’ This element focuses on the teacher’s
deliberate attention to modeling and scaffolding lessons that allow for repeated practice so
students understand not only factual knowledge, but procedural knowledge as well. This element
allows students to engage in their learning either independently or as part of a group (Echevarría
& Vogt, 2008). ‘Interaction’ is the fifth SIOP element. Echevarría and Vogt state this element
promotes the use of pair or small-group activities through oral language opportunities.
Echevarría and Vogt (2008) name the sixth SIOP element ‘practice and application.’ The
deliberate focus of this element has teachers creating multiple opportunities for students to
demonstrate their learning in a safe classroom environment. This is done through speaking,
listening, reading, and writing activities.
The seventh SIOP element is ‘lesson delivery.’ The SIOP elements do not function in
isolation as this element is a continuation of ‘lesson preparation.’ In this element, the focus is
the application of the reinforced language objectives created using the ‘lesson preparation’
element (Echevarría & Vogt, 2008). The eighth and final SIOP element is called ‘review and
assessment.’ This element identifies the assessment methods of the newly learned content. This
element promotes the many forms of assessment. This can be done through reflection, graphic

23
organizers, writing, and student conferencing. Assessment is identified as consistent in this
element (Echevarría & Vogt, 2008). The goal is to allow for many forms of assessment so
students are interacting with the content, the teacher, and peers in multiple ways.
Echevarría et al. (2017) report using these elements with instructional strategies in the
classroom support the linguistic needs of emergent bilinguals. Roy-Campbell (2013) places
SIOP training under needed professional development for regular education teachers as they lack
the knowledge on how to instruct emergent bilinguals. This puts a heavy emphasis on school
districts to implement this type of training through sustainable professional develop as teachers
may struggle to understand the instructional strategies needed to support emergent bilinguals
(Rader-Brown & Howley, 2014).
Bilingual instructional strategies. The use of a heritage language not only builds the
culture of the school community, it also helps emergent bilinguals learn how to read and make
stronger connections to content. Research has established all students learning in a bilingual
setting perform as well as their peers learning in a monolingual setting. As a value added,
English dominant students in bilingual settings are also learning another language (Day &
Shapson, 1996). Washburn (2008) suggests having emergent bilinguals share vocabulary in their
heritage language with English dominant students allows for confidence building because they
are the experts. Cummins (2005) identifies three specific strategies schools can employ to help
utilize the strength of emergent bilinguals’ heritage language in the classroom. These strategies
are framed under bilingual practices.
Teaching in a bilingual classroom utilizes the cognate relationships that exist between
two academic languages. This study will focus on academic English and Spanish. Emergent
bilinguals are able to transfer their knowledge of the Spanish cognate as they study academic

24
English. This transfer of knowledge systematically helps emergent bilinguals connect their
heritage language to English academic language (Cunningham & Graham, 2000; Rodriguez,
2001; Treville, 1996). Cunningham and Graham (2000) connect the use of English/Spanish
cognates in a bilingual classroom to stronger knowledge of English vocabulary terms.
The use of dual language books is another bilingual instructional strategy promoting the
culture and heritage language of emergent bilinguals (Cummins, 2005). Dual language books
focus on culture building as emergent bilinguals write their stories in English, but gain the
support of their parents or heritage speaking community members to translate these stories in
Spanish. This work allows for a family engagement opportunity. Students feel a stronger sense
of support learning a new language, English, when they are able to use their heritage language,
Spanish, as a form of storytelling in their classroom.
A sister class project is another strategy Cummins (2005) promotes in a bilingual
classroom. Partnering a predominantly English-speaking school with school in a country where
Spanish is the primary language allows emergent bilinguals the opportunity to maintain their
heritage language and promote language learning with English dominant students. The topics
discussed by partnering with a sister class can range across content areas. This allows emergent
bilinguals to experience the immersion of their culture and heritage language in their
predominantly English-speaking school.
De Jong et al. (2013) found emergent bilingual strategies that increase student
achievement. Including bilingual and bicultural practices into classrooms results in greater
student engagement and achievement for emergent bilinguals. Furthermore, De Jong et al.
(2013) explain that promoting emergent bilinguals with a variety of question forms such as “non-

25
verbal, one-word, or extended responses” (p. 92) proved to maintain the integrity of the
curriculum and respect the linguistic challenges of emergent bilinguals.
In Rader-Brown and Howley’s (2014) study on instructional strategies that support
emergent bilinguals at the primary level, they found specifically focusing on explicit vocabulary
within the context of the content areas significantly increases the students’ ability to comprehend
what they are reading and their growth was statistically significant versus students who were not
provided explicit vocabulary instruction. Additionally, Washburn (2008) explains building
background knowledge through vocabulary work supports emergent bilinguals’ comprehension
of classroom content. The recommendations of Rader-Brown and Howley’s study (2014)
complement the ‘building background’ component of the SIOP model (Echevarría & Vogt,
2008).
Visual literacy strategies (pictures, multimedia, outlined notes, t-charts, written
directions) support emergent bilinguals, and all students, when increasing language development
and vocabulary use (Echevarría & Vogt, 2008; Mathews, 2014). Echevarría and Vogt (2008)
recognize progression maps as a way in the SIOP model for students to organize concepts, and
connect old and new information. These examples of researched visual literacy strategies, along
with the aforementioned strategies in this section emphasize the need for teachers to mine the
existing research and implement a number of strategies that support students with varying levels
of literacy and vocabulary backgrounds.
Reading for fluency and comprehension at young ages. The challenge of teaching
emergent bilinguals goes beyond the development of the spoken language. There are two
different forms of spoken language for emergent bilinguals. Basic interpersonal communication
skills (BICS) are developed earlier and come more easily to emergent bilinguals (Aukerman,

26
2007). These are the skills used when students interact on the playground, and for other less
academically challenging environments. Body language needs to be consistent with the intent of
the discussion (Washburn, 2008). BICS includes verbal and non-verbal cues where context is
embedded. Cognitive academic language proficiency (CALP) are skills developed to complete
more demanding tasks (Aukerman, 2007). This is when context is reduced and there is more
focus on higher order thinking skills. Particular to this study, emergent bilinguals are at a strong
disadvantage when they do not have CALP in either English or Spanish. It takes longer for
emergent bilinguals to develop their academic language than their English dominant peers
(Samson & Collins, 2012). Aukerman (2007) promotes students moving from BICS to CALP
skills at an early age to avoid academic delays as CALP is a prerequisite for academic success.
Content acquisition in schools is accessible through reading, and emergent bilinguals
need support when developing those skills. Through a reading fluency study with elementary
emergent bilinguals, Marchand-Martella, Martella, Modderman, Petersen, and Pan (2013) claim
repeated reading is a high leverage reading strategy to increase emergent bilinguals’ reading
fluency and comprehension. Repeated reading is a strategy that has a learner practicing a
reading until reaching a specific level of proficiency (Tam, Heward, & Heng, 2006). This
strategy allows learners to make decoding and word recognition automatic, in turn, allowing for
greater focus on the meaning of the text (Walker, Jolivette, & Lingo, 2005).
Rubin (2016) identifies a study including students in grades 3-5 where an increase in
phonemic awareness and fluency was evident. The younger students gained the most in this
study. Palacios and Kibler’s (2016) study concludes school-based interventions that focus on
English oral language proficiency are most beneficial when incorporated in the early years.
They further explain there is no significant difference between a language minority student and

27
language majority student if English oral language proficiency interventions are implemented
prior to the spring of kindergarten. In fact, Palacios and Kibler (2016) highlight reading mastery
scores are 12% higher for language minority children when English oral language proficiency
interventions are implemented at this early age. There is a need to incorporate different support
for emergent bilinguals at the early stages of schooling as reading mastery is defined in terms of
comprehension once students progress out of elementary school and into more complex text
during their middle and high school years.
Building empathy through second language acquisition. Jiménez et al. (2015) claim
greater student comprehension of text can be achieved when teachers learn the language of their
emergent bilingual. Jiménez et al. declares “all teachers working with ELs complete at least two
years of foreign language study of at least one other language” (p. 408). This new acquisition of
language will help the teacher identify comprehension problems for the emergent bilinguals as
they work to understand figurative language and complex theme. Studying a second language
seems to be a common denominator towards teachers’ perceptions of emergent bilinguals and
this might be extremely beneficial given the demographic changes taking place in US classrooms
(Rader-Brown & Howley, 2014). There is a greater sensitivity towards emergent bilinguals
when teachers are learning a second language (Jiménez et al., 2015). Those personal experiences
build empathy and bond teachers with emergent bilinguals.
Palmer and Menard-Warwick’s (2012) offer a different perspective when claiming
learning the language is not enough. The researchers state teachers may come to a point of
empathy when they are fully immersed in the culture of their emergent bilinguals, but learning
the language alone does not provide empathy. Full immersion can be difficult to structure as
teachers often live in a different socio-economic and cultural setting than their emergent

28
bilinguals. Part of the full immersion experience is having teachers understand their own culture
and identity. Learning their own deeply rooted culture will allow them to understand the
meaning of someone else’s culture (Palmer & Menard-Warwick, 2012). Without full immersion,
empathy could be viewed as “emotional tourism” (Taylor, 2007, p. 302). A full empathic
experience is assumed when teachers embrace their emotional connection to their culture and
then transfer that connection when learning about the social and cultural situations related to
their emergent bilinguals in the classroom (Palmer & Menard-Warwick, 2012). Implementing
researched-based emergent bilingual strategies is related to a reduction of the achievement gap in
Reading between emergent bilinguals and English dominant speaking students.
Translanguaging Instructional Culture. The terms identifying bilingual strategies can
take different forms depending on the nuances of the strategy and usage by the researchers.
Some of the most recent terms related to bilingual strategies include flexible bilingualism
(Creese & Blackledge, 2010), heteroglossia (Bailey, 2007), polylingualism (Jørgensen, 2010),
metrolingualism (Otsuji & Pennycook, 2010), code meshing (Michael-Luna & Canagarajah,
2007), and translanguaging (Blackledge & Creese, 2010; Canagarajah, 2011; García, 2009a;
Hornberger & Link, 2012; Lewis, Jones, & Baker, 2012; Wei, 2011; Williams, 1996).
Translanguaging is the term that has been commonly accepted (Velasco & García, 2014).
Translanguaging is the ability to communicate and make meaning by using two or more
linguistic systems (Velasco & García, 2014). Velasco and García (2014) describe six different
translanguaging practices that support literacy in bilingual classrooms. These practices include
multi-text selection, activation of knowledge from inside and outside the text, valuing
multilingual code meshing, modeling oral code, modeling written code-meshing, and strategic
scaffolding of text negotiation (Velasco & García, 2014). Velasco and García (2014) also

29
explain translanguaging serves as a self-regulating mechanism for emergent bilinguals, which
allows them to increase their ability to learn a new language, and fully express thoughts.
Bandura (1991) identifies self-regulation “has a strong impact on thought, affect, motivation, and
action” (p. 48). The positive effects of this bilingual strategy can be understood through
Cummins’ Interdependence Theory (Cummins, 2000).
The Interdependence Theory identifies the use and development of emergent bilinguals’
heritage language to become proficient in another language (Cummins, 2000). The languages do
not stand alone, but are interdependent of each other. This theory integrates the linguistic skills
emergent bilinguals already possess, and builds off scaffolded instruction to increase vocabulary
and language acquisition (Velasco & García, 2014). In addition to implementing researched-
based emergent bilingual strategies, it is also important to consider implementing sustainable
professional development for school personnel.
Professional Development Practices
Professional development design model. The design approach of professional
development in an organization can determine the success of the implementation. Bates and
Morgan (2018) has identified seven elements of educational professional development that lead
to positive learning outcomes for students. Those elements include a focus on content, active
learning, support for collaboration, models of effective practice, coaching and expert support,
feedback and reflection, and sustained duration. Multiple researchers agree professional
development implementation models continue to highlight a focus on content, active learning,
collaboration, coaching, feedback and reflection, and sustained duration (Bates & Morgan, 2018;
DuFour, 2006; Hill et al., 2013; Newman et al., 2010). Hill et al. (2013) acknowledge measuring
the impact professional development has on student achievement takes time. By understanding

30
these commonalities, one does not have to conduct a longitudinal study and wait years for
consistent student data points when determining the best professional development design
models. Through the literature review, those specific elements listed above continue to be
endorsed by the body of researchers (Bates & Morgan, 2018; DuFour, 2006; Hill et al., 2013;
Newman et al., 2010). This study will focus on the advice of researchers, and through semi-
structured interviews, the knowledge, motivation, and organizational influences of SIOP
professional development with the teacher stakeholder group.
Hill et al. (2013) mentioned a thorough process developed by the U.S. Department of
Education as a resource to understand how long professional development should be monitored
to understand its effect in the classroom. Hill et al. (2013) identify phase one of a four-goal
process as a specific program delivered at one site, as a fiscally responsible fast-track method to
study professional development. This four-goal process prescribes at least a decade of study to
realize how the effects of professional development equate to increased student achievement.
Hill et al. (2014) claim significant funding is needed to sustain a study for a decade, and the
reality is most districts do not have time or funding to follow this process without the support of
federal grants.
Hill et al. (2013) also identify a three-phased approach when studying professional
development. This three-phased approach allows professional development to be measured on its
success of implementation, without the bias of teacher preferences. Phase one includes focusing
on the specific professional development program at one site only, and how it impacts the
teachers as learners. The variables of the facilitator and context are not studied in this phase. In
the second phase, the study grows to include the professional development program at multiple
sites, delivered by multiple facilitators, and teachers as learners. Phase three continues to build

31
and includes the four elements of professional development: facilitator, professional
development program, teachers as learners, and context. When progressing through each phase,
the authors found overarching themes that produced ideal implementation conditions. These
themes include “generous time in professional development, a content focus, active learning
opportunities, collaboration among teachers, and collective participation within schools” (Hill et
al., 2013, p. 478). These conditions mirror the same conditions supported by Rick DuFour, and
his professional learning community (PLC) model (DuFour, 2006).
The theme of collaboration was mentioned and implied throughout the three-phased
approach, and it was further connected to the element of sustained coaching (Hill et al., 2013). A
sustained coaching model allows staff to grow as the professional development is being
implemented in the context of the situation. Ongoing feedback is provided throughout the
delivery of the professional development, and suggestions for improvement are made in a timely
manner. In a school setting, this sustained coaching model would take place throughout the
academic school year. If the professional development has multiple components, this sustained
coaching would take a number of school years before full implementation. Hill et al. (2013)
discussed multiple forms of coaching. One-on-one, small group, or peer coaching sessions were
discussed as valuable ways to provide feedback to teachers about their professional development
implementation. Peer coaching further promotes an opportunity for a teacher to reflect upon their
work when discussing lessons and observations with a coach (Newman et al., 2010). All of the
aforementioned research can be coupled with the work done to identify professional
development related to working with emergent bilinguals.
Professional development for teachers of emergent bilinguals. Teachers of emergent
bilinguals need appropriately delivered professional development specifically related to research-

32
based methods on how to instruct emergent bilinguals. The elements of effective professional
development implementation do not change when focusing specifically on teachers of emergent
bilinguals (Newman et al., 2010). Cheung and Slavin (2012) identify the need for implementing
strong professional development, coaching, and follow up when reaching emergent bilinguals.
The elements of a focus on content, collaboration, coaching, reflection, and sustained duration
still prevail. Newman et al. (2010) draw parallels of these elements to the work of Vygotsky and
his social constructivist theory. This parallel exists when a ‘trainer of trainers’ program is
developed. This model allows for sustained implementation because those trained by trainers are
already hired within the school system and creating a community of learners. The teachers
learning from peer teachers are motivated and build self-confidence. They are coached from a
respected peer who is trained in delivering specific teaching techniques that will help address
their contextual problem (Newman et al., 2010). This causes a positive feeling for participants of
the professional development when supported from a bottom up model instead of a top down
delivery model (Newman et al., 2010).
Content of the professional development is what changes when moving from the global
research of teacher professional development to specific professional development related to
teachers of emergent bilinguals. Specifically, Velasco and García’s (2014) work with
translanguaging, and Echevarría and Vogt’s (2008) work with SIOP are examples of content
focused professional development for teachers working with emergent bilinguals. Newman et al.
(2010) studied school districts in the Midwest, where a large influx of emergent bilinguals
enrolled in rural school districts. This caused much concern amongst these rural school districts
and an urgent call to action. The authors report a need to clarify roles when working with
general education teachers and emergent bilingual teachers. This can be a cause of contention

33
when putting professional development into action in classrooms. Newman et al. (2010) report a
lack of empathy for emergent bilinguals by general education teacher without a needs
assessment. This needs assessment highlights the problem where every teacher takes ownership
and works with emergent bilingual teaching staff. The authors specifically discuss the strategy
of SIOP. The SIOP strategy provides instruction that is deliberate when introducing vocabulary,
organizing class discussions, and making content visible so all students have access to the
curriculum (Echevarría & Vogt, 2008; Newman et al., 2010).
In addition to the implementation of SIOP, there is a need for general education teachers
to understand the basics of second language acquisition (Newman et al., 2010; Rader-Brown &
Howley, 2014). Guided Language Acquisition Design (GLAD) allows emergent bilinguals the
opportunity to learn content while using and improving their language skills (Hansen, 2006).
Hansen (2006) highlights one strategy where students learn content for a set period of time and
then discuss for another set period of time. This example of a GLAD strategy allows all
students, including emergent bilinguals, to focus on content while improving their language
skills. Strategies Specifically Designed Academic Instruction in English (SDAIE) is another
example of second language acquisition (Coleman & Goldenberg, 2009; Hansen, 2006). Like
GLAD, these strategies promote understanding content while learning a new language.
Emergent bilinguals benefit from GLAD because teachers are trained how to speak clearly, use
facial expressions and gestures, eliminate idioms, and teach with concrete materials (Hansen,
2006). Both strategies discussed above, and other strategies like SIOP and translanguaging,
support the emergent bilinguals use of heritage language when learning how to speak another
language and understand content (Coleman & Goldenberg, 2009; Echevarría & Vogt, 2008;
Hansen, 2006; Velasco & García, 2014). Professional development regarding second language

34
acquisition strategies provides teachers the opportunity to honor the culture and language of the
emergent bilinguals they serve.
Lastly, Newman et al. (2010) report teachers need professional development on how the
culture they create can influence a classroom. Palmer and Menard-Warwick (2012) share the
value for educators to move beyond the pure teaching components of reading, and develop a
critical consciousness. Educators honor the connection between their moral commitments to
their students while recognizing the power structure that exists within society (Palmer &
Menard-Warwick, 2012). Related to this study, this includes teachers understanding of minority
issues, and the role of minority parents in the education. This critical consciousness can help
teachers better understand how to serve their emergent bilinguals and families, and allows
teachers to strive for a stronger commitment toward equity in the classroom. In addition to
understanding key elements of appropriately delivered professional development, both generally
and in regards to supporting the needs of emergent bilinguals, it is also important to consider the
administrative support for emergent bilinguals and staff.
Administrative Support for Emergent Bilinguals and Staff
Administrative professional growth. Administrative leadership plays a critical role to
the success of an emergent bilingual and teacher in a school system. Baecher et al. (2013)
suggest administrative support for emergent bilinguals and staff has a positive effect on the
emergent bilingual achievement gap. Administrators must first look at their own professional
growth before they look to grow the capacities of their students and staff. Baecher et al. (2013)
recommend a pathway to administrative knowledge regarding emergent bilingual strategies so
the leadership has a stronger impact on the staff and students they serve. Through a qualitative
and quantitative analysis of survey responses from eight administrative leadership programs,

35
along with a case study, Baecher et al. (2013) conclude administrative preparation programs
need to align with the emergent bilingual needs in current school buildings. This increase of
knowledge regarding emergent bilinguals will equip future administrators with strategies to
positively impact the academic lives of emergent bilinguals and their families.
Administrators leading the cause. According to Elfers and Stritikus (2014), school
leadership has a direct effect on the school climate, or learning environment, for students and
staff. School leadership is especially important for emergent bilinguals who have diverse
linguistic needs. Traditionally, schools have not created an environment to meet the need of
emergent bilinguals. Elfers and Stritikus’ (2014) qualitative case study highlights five themes
where school leadership helps teachers improve instruction for the academic needs of emergent
bilinguals. The themes from this study include: a focus on high quality instruction, blending
school and district initiatives, communication of a compelling rationale for studying emergent
bilinguals, responsive support systems at the elementary and secondary levels, and instructional
decisions based on data. Elfers and Stritikus (2014) conclude, “supports for classroom teachers
are best integrated holistically into the overall school program to create productive learning
environments for both teachers and students, rather than a system of separate services for a
category of the student population” (p. 335). One of those inclusionary strategies includes the
implementation of SIOP. This strategy resolves the fragmentation of just creating programs to
support emergent bilinguals outside of the general education classroom and moves towards
inclusionary practices across content areas. The implementation of this program is inclusive and
will need administrative leadership and support.
This whole school effort is needed to focus on cultural relevance of content for emergent
bilinguals in classrooms (Rader-Brown & Howley, 2014). This researcher advocates for a

36
‘learning for all’ type of mentality and culture in the building. It is the role of administration to
lead the change since Rader-Brown and Howley (2014) explain veteran staff can have a negative
attitude toward emergent bilinguals compared to their view of English dominant speaking
students. The administration has the hierarchical and political influence to lead the change and
allocate fiscal resources toward this work.
According to Vasquez (2017), inclusionary practices would be a best option for the rural
WVSD. This is another opportunity for district and building leaders to make these practices a
priority. Based on the percentage of emergent bilinguals in the WVSD, Vasquez (2017)
promotes the district transition toward bilingual strategies and staffing. This would include the
aforementioned bilingual strategies, and staffing would include two teachers co-teaching in the
same classroom.
Vasquez (2017) acknowledges the limitations of attracting qualified candidates in rural
western Wisconsin to fulfill the staffing needs of bilingual classrooms. The recommendation is
to move toward SIOP instructional methods (Elfers & Stritikus, 2014; Vasquez, 2017). Vasquez
(2017) suggests the use of SIOP to support the needs of emergent bilinguals, and all learners in
the general education classrooms. Administration would lead this professional development
effort, contract with trainers, and facilitate discussions to understand how this SIOP work can be
implemented with fidelity.
Implementing research-based emergent bilingual strategies is related to a reduction of the
achievement gap in Reading between emergent bilinguals and English dominant speaking
students. Emergent bilinguals are the largest growing population in the United States, therefore,
without the implementation of emergent bilingual coursework for pre-service teachers,
supportive strategies working with emergent bilingual families, implementing researched-based

37
emergent bilingual strategies, best practices of professional development delivery, and
systematic administrative support for emergent bilinguals and staff, this widening achievement
gap will result in emergent bilinguals ill-prepared to tackle the challenges of tomorrow. The next
section will introduce the Clark and Estes’ (2008) gap analysis framework. This framework
allows for a clear method of connecting organizational goals to gaps in organizational
performance, and how stakeholder influence plays a critical role in the process.
The Clark and Estes Gap Analysis Conceptual Framework
This study uses the Clark and Estes (2008) gap analysis framework. Clark and Estes
identify three factors that need to be considered when working through the gap analysis process.
These three factors are: knowledge and skills, motivation, and organizational barriers. These
factors could be working independently or in conjunction while prohibiting goal attainment. The
knowledge and skills factor helps determine if stakeholders lack the general, factual knowledge
about the how, when, what, why, where and who of the problem (Clark & Estes, 2008).
Stakeholders may have a knowledge gap if this problem is new to their thinking, and they will
need further knowledge development regarding the problem in order to identify the solution.
The motivational factor helps determine if stakeholders are not able to achieve their
performance goal due to a lack of motivation to attain the goal. Clark and Estes (2008) identify
this factor as critical because the stakeholder may have different levels of motivation towards
achieving the goal. This motivation factor could influence the stakeholder’s willingness to work
towards the goal, how much persistence the stakeholder will maintain until the goal is achieved,
and how much mental effort is put forth towards goal attainment (Clark & Estes, 2008).
Lastly, Clark and Estes (2008) identify the third factor as organizational barriers that
impede the progress towards goal attainment. The organizational barriers can be defined as a

38
lack of resources, lack of process or procedural barriers. Clark and Estes describe resource
barriers as a lack of tools, materials or work spaces. The authors further explain process or
procedural barriers as established work practices, cultural norms, or policies that limit the
organization’s ability to support the goal.
Stakeholder Knowledge Influences
This literature review is focused on three influences that will provide a framework of
support for the West Valley School District (WVSD; pseudonym) to achieve the stakeholder
goal. Stakeholder influences are knowing the basic elements of SIOP, implementing SIOP into
their instruction, and their knowledge of strengths and weaknesses when implementing SIOP in
the classroom. This stakeholder’s goal is by May 2020, 100% of licensed teachers will
implement SIOP practices into their classrooms.
Knowledge and Skills
Stakeholders may not even know they have a knowledge gap as they work toward the
organizational goal. Clark and Estes (2008) suggest discussions with staff to determine if a
knowledge gap is known with individuals or colleagues within the organization. The authors
determine a knowledge issue if concerns arise related to one of three types.
The Taxonomy of Educational Objectives was first initiated by Benjamin Bloom and
associates, and developed into a guidebook to help specialists across the country understand what
we expect students to learn as a response to instruction (Bloom, 1956). This taxonomy was later
revised 45 years later (Anderson & Krathwohl, 2001). The revised taxonomy is used for this
study, and this study is replacing students with the teacher stakeholder group.
The first knowledge type is factual knowledge. Factual knowledge is known as the basic
or simplest of types as it focuses just on concrete facts (Krathwohl, 2002; Rueda, 2011). This

39
knowledge type includes definitions, terminology, and other basic details needed to solve a given
problem (Rueda, 2011). As the revised taxonomy moves from simplest type to more complex,
conceptual knowledge is the second type of knowledge.
Conceptual knowledge is the interrelationships of the definitions, terminology, and
specific details known from the factual knowledge type (Anderson & Krathwohl, 2001;
Krathwohl, 2002). Anderson and Krathwohl (2001) further explain the interrelationships by
including theories, models, and structures to their definition of this knowledge type. Procedural
knowledge is the third knowledge type based on the hierarchy of complexity coming from the
revised taxonomy (Krathwohl, 2002). This knowledge type moves from the knowing and
connecting types to the deeper application of doing something. The procedural knowledge type
takes the factual knowledge, the relationship of the factual knowledge (conceptual), and applies
it to accomplish specific skills or situations.
The fourth and final knowledge type is metacognitive knowledge (Krathwohl, 2002).
Metacognitive knowledge is the knowledge of people as cognizers, and one’s own cognition
related to different cognitive tasks and strategies (Flavell, 1999). It is through the metacognitive
knowledge people will understand the context of a situation when employing a specific problem-
solving approach (Flavell, 1999). In relation to this context, the stakeholders understand the
achievement gap and apply the most appropriate strategies to reduce this gap. Anderson and
Krathwohl (2001) have provided the framework for the researcher to utilize and apply within the
context of the education setting. The assumed knowledge influences affecting the WVSD are
factual, procedural, and metacognitive. The assumed knowledge influences identified help the
researcher understand the knowledge gaps that prohibit the WVSD from achieving the global

40
and stakeholder goals. This next section will further describe the three knowledge influences
and how they impact the WVSD.
Know the Basic Elements of SIOP
The first knowledge influence related to the WVSD teachers achieving their performance
goal is the factual knowledge of knowing the basic elements of SIOP. According to an interview
with Yalitza Vasquez (2017), Senior Executive Director in the Division of English Language
Learners and Student Support in the New York City Department of Education, SIOP is the
recommended strategy for the WVSD as the number of emergent bilinguals in classrooms
continues to rise and the achievement gap continues to widen (Roy-Campbell, 2013).
Williamson (2012) understands the knowledge gap extends beyond the SIOP instructional
strategies in the classroom. This possible knowledge influence is categorized as factual
knowledge because it focuses on the basic elements related to definitions, terminology, and
details about a specific context (Krathwohl, 2002; Rueda, 2011). Teachers need this factual
knowledge to understand the basic elements (lesson preparation, interaction, building
background, practice and application, comprehensible input, lesson delivery, strategies, and
review and assessment) of SIOP (Echevarría & Vogt, 2008).
Incorporate SIOP Strategies into Teacher Instruction
The second knowledge influence related to the WVSD teachers achieving their
stakeholder goal is the procedural knowledge of how to incorporate SIOP strategies into their
instruction. Williamson (2012) states teachers need to change their instructional practices in the
classroom. Williamson (2012) concludes it is not sufficient to understand terms and content
because classroom teachers need the procedural knowledge to implement practices that help
support emergent bilinguals in the classroom. This knowledge influence is categorized as

41
procedural knowledge as it focused on how to do something, and involves determining when to
use appropriate procedures (Krathwohl, 2002; Rueda, 2011). Teachers need this procedural
knowledge when implementing SIOP strategies in the classroom.
Knowledge of Strengths and Weaknesses in the Classroom
The third knowledge influence related to the WVSD teachers achieving their stakeholder
goal is the metacognitive knowledge of their strengths and weaknesses related to implementing
SIOP in the classroom. Emergent bilinguals are not closing the gap, or getting appropriate
instruction in the classroom (Cheung & Slavin, 2012; Polat, Zarecky-Hodge, & Schreiber, 2016;
Roy-Campbell, 2013; Rubin, 2016; Samson & Collins, 2012). Therefore, teachers’ knowledge on
what SIOP strategies they are implementing well, and poorly, can be beneficial when moving
toward closing the achievement gap. This knowledge influence is categorized as metacognitive
knowledge because it focused on teachers’ awareness and knowledge of their own cognition
related to the SIOP instructional approaches in their specific classrooms. Teachers need this
metacognitive knowledge to understand their own strengths and weaknesses regarding SIOP
implementation in the classroom Table 2 illustrates an overview of how the three possible
knowledge influences of the WVSD teachers, their matching knowledge types, and methods of
assessment impact the stakeholder and organizational goals, and the mission of the organization.

42
Table 2
Knowledge Influence, Knowledge Type, and Knowledge Influence Assessment
Organizational Mission
The mission of the West Valley School District is to maximize learning and empower all
students to prepare for tomorrow’s opportunities.
Organizational Global Goal
By August 2020, there will be a 50% increase in the number of elementary and middle school
emergent bilinguals identified as proficient or advanced in English Language Arts on the state
level exam.
Stakeholder
Teachers
Performance Goal
By May 2020, 100% of licensed teachers will implement
Sheltered Instruction Observation Protocol (SIOP)
practices into their classrooms.
Assumed Knowledge Influence Knowledge Type
Teachers need to know the basic
elements of SIOP.
Factual Knowledge

Teachers need to know how to
incorporate SIOP strategies into
their instruction.
Procedural Knowledge
Teachers need to know their own
strengths and weaknesses
regarding SIOP implementation
in the classroom.
Metacognitive Knowledge

Stakeholder Motivation Influences
Motivation is the second dimension that will help the WVSD teachers achieve their goal.
Clark and Estes (2008) identify motivation as the “internal, psychological process that gets us
going, keeps us moving, and helps us get jobs done” (p. 44). The authors emphasize that
motivation can impact our work and life by goal setting, advancing the goal, and the mental
effort exerted to accomplish the goal. Schunk, Pintrich, and Meece (2009) explain three
indicators related to motivation are active choice, persistence, and mental effort. Active choice
is the selection of one activity over another. Persistence is the choice to continue with an activity
over a period of time when distractors exist. Mental effort is the mental energy exerted to create
new knowledge and learning.

43
Attribution Theory
The first possible motivational influence related to the WVSD teachers achieving their
stakeholder goal is attributions. Wiener (2005) identifies attributions as a person’s beliefs
regarding why something was successful or failed. Schunk et al. (2009) continue that
attributions include the degree in which a person believes they can impact the outcome of the
goal or task. Pekrun (2011) affirms the research by defining attributions to emotions and the
perceived control one has over an outcome. Theorists understand attributions fall into three
dimensions: stability, locus, and control (Wiener, 2005). Stability suggests if the attributions are
temporary or permanent. Locus refers to an attribution that is internal or external to the
individual. The internal attributions can be modified while external attributions cannot. Control
is categorized to the degree in which an attribution can be controlled. The attribution theory is
implemented with a combination of stability, locus, and control. Teachers must determine if
they can successfully, or not, increase the students’ current reading proficiency with their
instructional practices.
Self-Efficacy Theory
The second possible motivational influence related to the WVSD teachers achieving their
stakeholder goal is self-efficacy. Bandura (1986) defines self-efficacy as “people’s judgments of
their capabilities to organize and execute the course of action required to attain designated levels
of performances” (p. 391). Schunk et al. (2009) confirm self-efficacy connects to the three
motivational indicators of active choice, persistence, and mental effort. Abedi and Gándara
(2006) used survey data to confirm that teachers do not feel prepared to teach ELLs in the
classroom. The self-efficacy theory is utilized here as teachers do not have a belief in their
capabilities, and that they can make a difference in the outcome of emergent bilinguals’

44
achievement. Table 3 illustrates an overview of how the two possible motivational influences of
the WVSD teachers, and methods of assessment impact the stakeholder and organizational goals,
and the mission of the organization.
Table 3
Assumed Motivation Influence and Motivational Influence Assessments
Organizational Mission
The mission of the West Valley School District is to maximize learning and empower all
students to prepare for tomorrow’s opportunities.
Organizational Global Goal
By August 2020, there will be a 50% increase in the number of elementary and middle school
emergent bilinguals identified as proficient or advanced in English Language Arts on the state
level exam.
Stakeholder
Teachers
Performance Goal
By May 2020, 100% of licensed teachers will implement
Sheltered Instruction Observation Protocol (SIOP) practices
into their classrooms.
Motivational Indicator(s)
Assumed Motivation Influence
Attributions-Teachers should feel low student reading proficiency is due to their own effects at
instruction rather than students’ lack of ability
Self-Efficacy-Teachers need to believe they are capable of effectively delivering SIOP
strategies for all students, especially emergent bilinguals.

Stakeholder Organizational Influences
Organization
Organization is the third dimension that will help the WVSD teachers achieve their goal.
Clark and Estes (2008) identify organizational barriers as “a lack of necessary equipment and
missing or inadequate work processes” (p. 43). The authors continue to draw a conclusion to an
organizational barrier that is embedded within the organizational culture. Rueda (2011)
identifies the culture of the organization has two influences: cultural model, and cultural setting.
Clark and Estes (2008) suggest asking staff within an organization specific questions about the

45
knowledge, motivation, and organization dimensions. To examine the dynamics of an
organization appropriate questions would include a focus on physical tools or resources to
accomplish the goal, or a focus on work procedures that support the goal. If the staff responses
seem to align, but the goal is still not achieved, the responses may indicate an issue within the
cultural model or cultural setting.
Cultural Models and Cultural Settings
A cultural model is the shared idea of how an organization should operate and expressed
through practices in a given context (Gallimore & Goldenberg, 2001; Rueda, 2011). Schein
(2017) explains cultural model as the way members perceive, think, and feel when solving
problems as an organization. A cultural setting is the concrete version of how culture is
impacted (Rueda, 2011). This is done through the policies, practices, and handbooks created
within the organization. These two influences, model and setting, have a reciprocal relationship
and work together to create the processes of the organization. As an example, a newly hired
employee might read the handbook and policies (setting), but take time to fully understand how
these policies are viewed and put into practice (model) within the organization. Once an
organization can determine an organizational gap does exist, and identify the type, the
organization can work toward a solution that will eliminate the gap, and help the organization
reach its global goal.
Cultural Model Influences: Willingness to Change and Trusting Culture
The first potential cultural model influence prevalent within the WVSD is a general
acceptance and willingness amongst teachers to change their teaching approach. The WVSD
committed to the PLC process when analyzing student data to inform instructional decisions.

46
DuFour (2006) explains that PLC development takes time, but staff within a school district can
make the professional learning community an everyday culture.
The second potential cultural model influence in the WVSD is the development of a
trusting culture. Building a trusting culture takes time within any organization. Constructive
collaboration focused on a shared goal helps build trust within an organization (Schein, 2017).
Schein (2017) highlights the importance of open communication between employees. The
stakeholder goal can be achieved if communication between the administration, instructional
coach, and teachers is strong and the organization can eliminate egos that hamper a focus
towards the stakeholder and global goals.
Cultural Setting Influences: Planning Embedded SIOP Lessons and Coaching
The first hypothesized cultural setting influence in the WVSD is the careful planning of
preparation time. Preparation time can take the form of isolated in-service days for larger
professional development implementation, or daily preparation time to adjust lessons for the
following day. Teachers will feel a stronger sense of purpose and support by the organization
when time is provided to implement professional development (Cheung & Slavin, 2012).
The second hypothesized cultural setting influence that exists within the WVSD is the
focus on instructional coaching. This coaching can include modeling of lessons related to
professional development or already identified curriculum that is supported by administration
and the Board of Education. Coaching and intentional modeling of lessons help teachers retain
the professional development taught (Cheung & Slavin, 2012).

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Table 4

Organizational Influences, Organizational Influence Assessment, Recommendations, and
Proposed Solutions
Organizational Mission
The mission of the West Valley School District is to maximize learning and empower all
students to prepare for tomorrow’s opportunities
Organizational Global Goal
By August 2020, there will be a 50% increase in the number of elementary and middle school
emergent bilinguals identified as proficient or advanced in English Language Arts on the state
level exam.
Stakeholder
Teachers
Performance Goal
By May 2020, 100% of licensed teachers will implement
Sheltered Instruction Observation Protocol (SIOP) practices
into their classrooms.
Motivational Indicator(s)
Assumed Organizational Influences
Cultural Model Influence 1: There needs to be general acceptance and willingness amongst
teachers to change their teaching approach.
Cultural Model Influence 2: There needs to be a culture of trust in the school amongst
administration, instructional coach, and teachers to achieve the stakeholder goal.
Cultural Setting Influence 1: Teaching staff needs enough time from their non-teaching duties
to revise lesson plans that integrate SIOP practices into the classroom.
Cultural Setting Influence 2: Teachers need effective modeling in the school setting to
demonstrate how SIOP can be implemented.

Conceptual Framework: Interaction of Knowledge, Motivation, and Organization
Maxwell (2013) broadly defines a conceptual framework as personal beliefs one hold
regarding the topic they are about to study. The personal knowledge and beliefs brought into the
study shape the contextual lens the researcher brings to the work. These personal beliefs about a
topic, combined with the theoretical and empirical research, help develop the tentative theory the
study is trying to prove. Maxwell (2013) is clear to state conceptual knowledge builds
“something that is constructed, not found” (p. 41).
This constructed theory is unique to the topic as it sits within a specific point in history as
the researcher combines their personal beliefs with the present literature on the topic. The

48
researcher had limited knowledge regarding this topic prior to the current position held in the
WVSD. The researcher previously worked in a district with homogenous classes with little
ethnic diversity. The context of the WVSD has allowed the researcher to focus on identifying
supports (SIOP) that teach to a diverse student population. As a result, the researcher’s
exploration of research on this important topic has helped shape the constructed theory. This
conceptual framework, and focus on the goal, justifies the need for this particular study as it
uncovers a problem that exists in the historical context of the topic (Maxwell, 2013).
Consequently, this conceptual framework presents previous research regarding effective
teacher professional development and school district actions that can lead to a reduced
achievement gap between emergent bilinguals and English dominant speaking students. This
research will be used in context to reduce the aforementioned achievement gap as the stakeholder
goal is realized in the WVSD. Within the conceptual framework, the researcher will responsibly
represent the transparent worldviews to inform and advance the study.
The main worldview frames this study is the social constructivist worldview. Social
constructivist is a worldview with two very distinct components, social interactions impacting
theory and theory being constructed, not tested (Creswell, 2009). Individuals within the social
constructivist worldview develop meaning in a subjective manner as they are making meaning
based on the context of their situation or life setting (Creswell, 2009). Meaning making is
critical in any study, and the social interactions of the subjects, both present and historical,
impact their perspective (Creswell, 2009). This social constructivist worldview perspective is
valued, and it differs from the postpositivist worldview that is heavily focused on testing and
proving a scientific theory (Creswell, 2009). The inductive approach of the social constructivist
worldview allows the researcher to create meaning from the setting of the subjects. Data is

49
collected in a qualitative manner, and the best approach is to ask questions in an open-ended
way. This approach allows the subjects to express their viewpoints in a way that promotes their
historical context and individual social interactions.
The social constructivist worldview is relevant to this particular study because it is the
lens that allows meaning to be made regarding the feedback provided by the stakeholder group,
the teachers of the WVSD. Gathering personal feedback from the stakeholder group will help
the researcher understand why there is an achievement gap in the WVSD, and what professional
development model will best support the stakeholder group as they work to reduce this
achievement gap.
Each of the stakeholder’s knowledge, motivation, and organizational influences impact
the professional development model that will help the stakeholders meet the organizational goal
within the given context of the WVSD. Clark and Estes (2008) identify these influences do not
work independently. The authors further emphasize the need to collectively address these
influences to reach the stakeholder and organizational goals. The conceptual framework present
in this study allows the three influences to work together in the WVSD to achieve the goal of by
May 2020, 100% of licensed teachers will implement SIOP practices into their classrooms.
Figure 1 below illustrates this conceptual framework.

50

Figure 1. Interaction of stakeholder knowledge and motivation within the organizational cultural
models and settings.

This figure illustrates the relationship between the teachers’ knowledge and motivational
influence factors regarding the SIOP professional development, funneling to the stakeholder

51
goal, as it sits within the larger organizational context and is constructed through the social
constructivist worldview. The overarching worldview, represented as the large red circle,
demonstrates the influence of this social constructivist view impacting everything else within the
circles it encompasses. Creswell (2009) values this social constructivist theory, as each situation,
with its own context and historical relationship, is independent from another situation. This
worldview impacts everything else within this conceptual framework model. It is important to
understand the organization influencers within this figure, and how each influencer impacts the
stakeholder group as they work toward the stakeholder goal.
In this figure, the large blue circle represents the WVSD and the specific cultural setting
and model influencers related to the stakeholders. Clark and Estes (2008) define the
organizational influence as the combination of work process and material resources. The cultural
setting is also understood to be the specific hiring practices that take place within an organization
(Clark & Estes, 2008). The cultural setting is viewed as the concrete component to the
organization while the cultural model is viewed as more abstract or invisible within the
organization (Clark & Estes, 2008).
Illustrated as the other components of the blue circle are the cultural models. Rueda
(2011) explains how cultural settings and models can be abstract in educational settings and are
best observed to understand how they impact the context. Rueda’s (2011) thought draws a clear
line of sight from the core concepts of the social constructivist worldview to the organizational
influences, and then down to the influences that reside within the stakeholder group.
In this figure, the orange circles represent the stakeholder group, and corresponding
knowledge and motivation influencers. These knowledge influences work in tandem with the
motivational influences as they impact the teachers when reaching their stakeholder goal. The

52
motivation influences include attributions and self-efficacy. As demonstrated by the arrows,
these influences are interconnected to the knowledge influences.
In the figure, all of the circles come together to support the stakeholder goal. This
stakeholder goal is signified by the yellow rectangle. This conceptual framework demonstrates
the interconnectedness of a worldview impacting an entire ecosystem/bionetwork that includes
organization, knowledge, and motivation influences moving stakeholders forward to reach their
goal.
Conclusion
The purpose of this study is to determine the knowledge, motivation, and organizational
needs and assets influencing the teachers’ (stakeholder group) implementation of Sheltered
Instruction Observation Protocol (SIOP) practices into their classrooms. This chapter presented
the theoretical literature regarding the knowledge, motivation, and organizational influencers
affecting this study. This chapter also presented the teachers’ specific knowledge, motivation,
and organizational influences, and the conceptual framework guiding this study. Chapter Three
will present the study’s methodological approach.

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CHAPTER THREE: METHODOLOGY
Introduction to the Methodology
The purpose of this project was to conduct a gap analysis to examine the knowledge,
motivation, and organizational causes that interfere with the teachers’ (stakeholder group)
implementation of Sheltered Instruction Observation Protocol (SIOP) practices into their
classrooms. The stakeholder goal and research questions that guided this study are as follows:
Stakeholder Goal:
By May 2020, 100% of licensed teachers will implement Sheltered Instruction
Observation Protocol (SIOP) practices into their classrooms.
Research Questions:
1. What is the teachers’ knowledge related to the implementation of SIOP?
2. What is the teachers’ motivation related to the implementation of SIOP?
3. What is the teachers’ perception of the WVSD’s organizational influences related to the
implementation of SIOP?
The Clark and Estes’ (2008) gap analysis framework has been used for this study. This
framework is a systematic, inquiry-based method that illuminates the organizational goals and
potential identified gaps between actual and optimal levels of performance. As shared in
Chapter Two, the literature review has identified the assumed knowledge, motivation and
organizational influences. In this chapter, Chapter Three, the knowledge, motivation, and
organizational influences of the teacher stakeholder group was investigated through the semi-
structured interviews. A qualitative research design, with a social constructivist theory, was an
appropriate pairing for this study. This design helped the researcher seek to understand the
knowledge, motivation, and organizational influences of this stakeholder group. It was critical to

54
learn from and with the stakeholder group as they implement SIOP practices into their
classrooms.
The chapter begins with a description of the participating stakeholders and continues with
an explanation of the methods used for this qualitative study. The approaches to analyzing the
data and securing the study’s credibility and trustworthiness will be expounded. The chapter will
close with a discussion on the ethical considerations associated with this study, in addition to the
study’s limitations and delimitations.
Sampling and Recruitment
Participating Stakeholders
The stakeholder group of focus for this study was the teachers of the West Valley School
District (WVSD). This population comprises of 37 full-time teachers in grades 4-Year Old
Kindergarten through 12. The elementary school has 12 full-time grade-level teachers. The
middle school has four full-time core (math, English, social studies, science) content area
teachers. The high school has nine core content area teachers. The remaining 12 teachers are
considered encore teachers as they teach content outside of the core content areas. The study
acquired a sampling of teachers who provide instruction impacting the state level exam, English
Language Arts, and emergent bilinguals. This specific study focused on the implementation of
professional development to reduce the achievement gap between emergent bilinguals and
English dominant speaking students in English Language Arts (ELA) as measured by the state
level exam.
Merriam and Tisdell (2016) identify purposive sampling as a means to pre-determine
criteria that best fits a qualitative study. Purposive sampling matched the needs of this
qualitative study in the WVSD, a small school district in western Wisconsin. This sampling

55
method was preferred for this study because criteria needed to be established to allow for an
“information-rich” study specific to this school district (Merriam & Tisdell, p. 96, 2016). The
participating stakeholders in this qualitative study included a total of eight teachers in grades 1
through 8. Students in grades 3 through 8 are required to take the state exam. The first and
second grade teachers were selected because the student achievement data measured would
include the impact of their professional development and implementation of Sheltered
Instruction Observation Protocol. Out of the eight teachers who participated in this study, six
work at the elementary level, and one works at the middle school level, and one is considered
school-wide support. These eight teachers are the core teachers at these levels instructing
students in the content area of English Language Arts. In addition, at the time of the interviews,
this teacher stakeholder group was involved in SIOP professional development.
Interview Sampling Criteria and Rationale
Criterion 1: Current teaching level. Although there are 14 different grade levels in the
WVSD, teachers in grades 1 through 8 have the greatest impact on the student performance on
the state Forward exam. All teachers in the district have had SIOP professional development,
but many do not fit this teaching level criterion. Using the Clark and Estes (2008) framework,
teachers were asked about their knowledge, motivation, and organizational influences regarding
the SIOP professional development implementation.
Criterion 2: Teach English language arts. Chapter One of this study highlighted the
importance of the problem as it pertains to the achievement gap between emergent bilinguals and
English dominant speaking students, and the implementation of SIOP professional development
implementation to reduce this gap. Teachers teaching ELA have the greatest impact to help
students increase their achievement in this content area. Additionally, Clark and Estes’ (2008)

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motivational influence heavily impacts this criterion. The teachers closest to the problem of
practice in the WVSD are those that teach ELA; therefore, they have the perceived attributions to
improve the instruction, and self-efficacy to believe they can influence a closing of this
achievement gap when implementing SIOP strategies with fidelity (Pekrun, 2011).
Criterion 3: Teach emergent bilinguals. A focus of this study centered on the
implementation of professional development practices that support the instruction of emergent
bilinguals, and the measurement of data that supports SIOP strategy implementation can close
the aforementioned achievement gap. This criterion was specific to teachers who teach emergent
bilinguals, increased their factual knowledge of the basic SIOP strategies, increased their
procedural knowledge of teaching SIOP, and increased their metacognitive knowledge regarding
reflection on SIOP instruction (Clark & Estes, 2008). Table 5 illustrates a demographic
overview of the participants in this study.
Table 5
Participants Demographics
Current Teaching Position Elementary Middle School Schoolwide
Grade level taught 6 1 1
Teach English Language Arts 6 1 1
Teach Emergent Bilinguals 6 1 1

Qualitative Data Collection and Instrumentation
The primary method of data collection selected for this study was semi-structured
interviews. This method allowed the researcher to gain a better understanding of the subjects’
worldview of an achievement gap between emerging bilinguals and English dominant speaking
students. Semi-structured interviews allowed the third-party interviewer the opportunity to

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adjust the data collection with follow up questions (Merriam & Tisdell, 2016). Specific to this
study, the questions and follow up prompts were asked by a third-party interviewer. The
researcher provided the follow up prompts list to the third-party interviewer. This semi-
structured method gave the stakeholder interviewees the freedom to expand on concepts and
articulate their worldview position in a unique way (Merriam & Tisdell, 2016). Through a third-
party interviewer, this method provided the researcher with a qualitative understanding on how
the knowledge, motivation, and organizational influences of the stakeholder group at the West
Valley School District (WVSD) impacted the implementation of Sheltered Instruction
Observation Protocol (SIOP) practices into their classrooms. This section discusses how the
researcher collected data through the semi-structured interview method.
Interviews
Interview protocol. The researcher identified 23 questions to ask each interviewee, and
each interview took 20-35 minutes to answer. The questions being asked in the semi-structured
interviews directly related to the knowledge, motivation, and organizational influences present in
the literature review and represent the social constructivist conceptual framework. Each
interview question was written to align to a specific research question. Collectively, the
interview questions were equally distributed across the knowledge, motivation, or organizational
influences. The constructive conceptual framework was also represented in the interview
questions. Appendix A represents the interview protocol.
Interview procedures. The one-time interviews took place over a one-day period. This
time frame was critical, as the third-party interviewer needed to interview eight stakeholders, and
had limited availability due to the stakeholders’ time constraints, and the travel arrangements of
the third-party interviewer. Through the direction of the researcher, the third-party interviewer

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conducted each interview at a neutral location on the WVSD campus. This location was selected
to help the interviewees feel more comfortable in their work environment, and allowed for a
minimal loss of transition time to complete the interviews (Merriam & Tisdell, 2016). All
interviews were recorded by the third-party interviewer through the use of an audio recorder, and
transcribed through a web-based transcription service. The original audio recordings were not
shared with the researcher.
Data Analysis
Data analysis is the process of making meaning for the data (Merriam & Tisdell, 2016).
For this qualitative study, data analysis began during the collection of data through semi-
structured interviews. Following each interview, the third-party interviewer reviewed the
recordings to ensure they were captured in its entirety. Upon completion of the interviews, the
third-party interviewer used the web-based transcription service to transcribe each interview.
When all interviews were transcribed, member checking was used to confirm accuracy of the
transcripts. The third-party interviewer made each transcription available to each interviewee to
confirm the transcript was an accurate depiction of the recorded interview. Once this step was
completed, the third-party interviewer deleted the recordings to ensure confidentiality of the
participants. Coding phases followed the above-mentioned process.
Opening coding was the first phase, followed by second phase, priori coding. Opening
coding is the process of reading all transcripts, and looking for emergent codes or themes.
Through open coding, the codes or themes identified can be striking or seem important to the
researcher. Open coding is an inductive process. Priori codes is the second phase along the
continuum. Priori codes relate to the literature, theoretical framework, and conceptual framework
of the research study. Priori coding is a deductive process where the researcher is starting to

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make meaning of the transcripts related to the research study. The next phase is to create a
codebook. In a qualitative study, a codebook helps the researcher code responses into themes,
and organize those themed codes so the data can be efficiently extracted to make greater
meaning related to the conceptual framework and research questions.
In this study, the opening coding phase was used to gather first impression data from the
interviews. Any emerging themes related SIOP practices, or feelings about professional
development were coded in this section. Specific quotes related to these themes were also
captured in the open coding phase. Priori coding was the second phase in this study. During
priori coding phase, the researcher used the KMO framework to group thoughts expressed by the
teachers. This phase allowed the researcher the opportunity to tie any emerging themes to the
KMO framework. Once the coding process was complete, the researcher created a codebook.
This codebook identified the question number, the participant’s response as a need or an asset,
the KMO influence identified, and the overall question score as a need or asset for the collective
teacher group. The researcher was able to affirm an influence as a need or asset if 50% or more
of the stakeholders had a similar response to the question. The influence was identified as a
need if the teachers’ response to two questions pertaining to the same influence was inconclusive
or inconsistent. This codebook helped the researcher clearly identify the needs and assets
discussed in Chapter Four, and how those needs and assets will be addressed in Chapter Five.
Credibility and Trustworthiness
In a qualitative study, the researcher is the instrument, and this comes with a natural bias
toward the study (Merriam & Tisdell, 2016). To eliminate the perception of bias, it was critical
for the researcher to build in specific measures to minimize the bias, and increase credibility and

60
trustworthiness throughout all phases of the study related to the data collection components.
This section describes how the researcher accomplished this task.
In the research design, the researcher carefully considered the appropriate data collection
methods when addressing the research questions and the context of the situation. Multiple
professors from the University of Southern California (USC) vetted the design approach of the
study to confirm it fit the context of the study. The interview questions were reviewed and
critiqued by USC professors who specialize in the field of emergent bilinguals and metacognitive
studies. The interview questions were pilot-tested with working educators and other doctoral
candidates who serve in the field of education. It was critical the research questions and KMO
influences were addressed in the interview questions, and the researcher chronologically mapped
out each question to fit the correct order of the research questions and KMO influences. In
addition, the researcher needed to elicit the help of a third-party interviewer to conduct
interviews. The third-party interviewer serves as an educator in a K-12 school district, has a firm
knowledge of the dissertation themes through theory and practical application, and has
completed the ethical research requirements through the Institutional Review Board (IRB). Due
to this background in education, this third-party interviewer was able to ask the appropriate
follow-up questions using the provided question prompts (Merriam & Tisdell, 2016).
The researcher was the primary evaluator for the teacher stakeholder group needed for
the semi-structured interviews. During the data collection phase of the study, the researcher was
deliberately removed from the direct location of the interviews, and strategized movement
throughout the school district to avoid any situations that put the researcher in close proximity to
the stakeholders, therefore, eliminating a variable of intimidation (Merriam & Tisdell, 2016).
This was another way for the subjects to feel a sense of credibility and trustworthiness with the

61
researcher, and provide the best data during the data collection phase (Merriam & Tisdell, 2016).
The researcher has worked with the subjects for four years in the same district. This time of
continuous employment and communication has allowed the researcher to build a trusting
relationship with the subjects. All of the deliberate efforts mentioned above took place so
subjects would respond openly and honestly when working with the third-party interviewer, and
providing data for the study (Creswell, 2014).
During the data analysis phase of the study, the researcher continued to emphasize the
importance of credibility by engaging in self-reflection. The researcher, as an administrator in
the contextual location of the study, acknowledged the biases held to see the implementation and
delivery of practices SIOP succeed. This perspective, along with social constructivist worldview
held, needed to be acknowledged often as the researcher sorted through interview data, and
identified themes. The researcher reviewed data with members of the dissertation committee,
who held positions outside of the contextual school district. These safeguards were put in place
to allow for an authentic interpretation of the interview data, without the influence of the above-
mentioned bias (Merriam & Tisdell, 2016).
Ethics
In a research study with human subjects, the researcher has an obligation to create an
experience for the subjects where safety is at the forefront of the researcher’s actions. The
teacher stakeholders were the human subjects in this study. This obligation superseded the
study’s focus on acquiring new knowledge (Glesne, 2011). This focus on ethics needed to
consider protocols for informed consent, voluntary participation, confidentiality of the subjects,
recording interviews, and securing all forms of data (Maxwell, 2013).
This qualitative research study included interviews and observations within specific

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sample of teaching staff in a small rural school district. As a part of any research study using
human subjects, this study needed to adhere to the process identified by the IRB. The researcher
informed the human subjects about their participation and protections through the University of
Southern California’s Human Subjects Protection Program (HSPP). The researcher provided the
human subjects with a clear understanding of the study and their voluntary role in the study, with
an option to withdraw at any time (Glesne, 2011).
As a lead administrator, with evaluative duties over the subordinate human subjects, the
researcher used a third-party interviewer to conduct the interviews. This third-party interviewer
was certified to conduct these interviews and created a confidential interview schedule. More
importantly, the researcher obtained permission to record each interview, and confidentiality of
the human subjects was kept as the researcher used a web-based transcription service to
transcribe the interviews using pseudonyms. The third-party interviewer was responsible for
recording the interviews and transcribing them using the web-based transcription service. All
transcribed interviews were shared with the subjects to ensure accuracy of the interviews, and all
raw interview data was destroyed.
The researcher is a lead administrator in the WVSD, and has a vested interest to see
teaching staff embrace the tenants of quality professional development, and successful
implementation of SIOP in all classrooms. The researcher’s intent was to uphold the mission
and vision of the district as it aims toward overall growth in student achievement and a reduction
in the achievement gap identified in this study. The researcher has a teaching license and a
significant amount of professional development related to teaching practices. The researcher
evaluates many of the teaching staff that will be interviewed. All of these facts created a bias the
researcher acknowledged and addressed when developing the protocol (Glesne, 2011). The use

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of the third-party interviewer conducting interviews and processing transcriptions helped protect
the subjects from any negative repercussions as a result of the interview comments (Glesne,
2011). This confidentiality of data provided credibility to the results as the subjects felt more
comfortable to be honest during the interview process, and not feel coerced to respond in a
certain way (Creswell, 2009).
From the onset of this qualitative research study, and through the use of the IRB process,
the subjects understood the researcher did not act as their evaluative administrator, but solely as
the researcher, and protocols were in place to define that relationship. This reduced the
possibility of the subjects feeling any pressure during this study, and results in reliable data
(Glesne, 2011). The researcher needed to be aware of these roles and possible uncomfortable
and unethical situations. Acknowledging these concerns early, and revisiting them throughout
the study resulted in a more valid interpretation of the data (Glesne, 2011). No incentives to
participate in this study were provided to the subjects. At the conclusion of the interview
process, the researcher sent thank you notes and a small monetary gift card as a token of
appreciation to the subjects in the study.
Limitations
There are several limitations and delimitations associated with this study. Limitations
are circumstances within the study where the researcher has no control. In contrast, delimitations
are conscious and controlled choices the researcher made when formulating the study. The size
of the WVSD was a limitation as this research study was conducted in a small rural school
district in western Wisconsin. Future research could be expanded to identify school districts
with similar demographics, in urban, suburban, and rural communities. This would validate the
findings across different contextual settings.

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The researcher’s administrative position in the WVSD, and as a doctoral student in the
Rossier OCL program, presented an additional limitation to this study. The researcher’s position
in the WVSD allowed for an internal and external perspective. Internally, the researcher is a top-
level employee with access to limitless data regarding the many facets of the district. At the time
of this study, the researcher had been an administrator in the WVSD for five years, and helped
promote the SIOP professional development. Consequently, the researcher wanted to see
successful implementation of the SIOP professional development. Externally, the researcher is a
doctoral student in the Rossier OCL program. As a limitation, the Rossier OCL program
requires students to conduct research through the lens of the Clark and Estes (2008) gap analysis,
and conceptual frameworks.
Another limitation is the longitudinal effect of this study. The researcher had a very
specific timeline when completing degree requirements in three years. Therefore, data collection
based on student achievement related to the impact of SIOP could not be measured within the
timeline of this study. The study was dependent upon the truthfulness of the respondents. All of
the limitations discussed for this study are out of the researcher’s control and needed to be
presented to provide transparency for the reader.
Delimitations
Delimitations are the decisions the researcher makes that may have implications for the
study. A delimitation for this study was the time of year the interviews took place. The
researcher identified early fall as the best time to schedule interviews as staff concluded a second
round of SIOP professional development. Another delimitation was the choice to have the
interviews conducted on the WVSD campus. Having the interviews on campus allowed the
third-party interviewer an opportunity to interview all identified teachers within one day. The

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stakeholder group of focus for the semi-structured interviews was also a delimitation for this
study. This study does not have the perspective of administration, students, or the community.
This was a choice made by the researcher when prioritizing the stakeholder group that has the
most influence over the stakeholder goal of implementing SIOP professional development in
classrooms. This small sample size, due to the size of the stakeholder group, limited the broad
generalization about the findings.
The qualitative data approach was another delimitation. Although a qualitative data
approach best served this study, the researcher still viewed this decision as a delimitation when a
mixed-method approach could have been used. A pure quantitative research approach would
lack robust stakeholder data, both in depth and breadth. Successful implementation of
professional development is dependent upon the stakeholder group receiving the professional
development. This includes their knowledge, motivation, and organizational influences that
support or impede their implementation efforts. Therefore, future research may include a larger
research study that spans multiple districts. This would allow the readers of this study the
opportunity to appreciate this wide-scale problem of practice, and the power of the potential
implementation efforts that lead to teachers transferring professional development into classroom
practices.

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CHAPTER FOUR: RESULTS AND FINDINGS
The purpose of this study was to determine the knowledge, motivation, and
organizational needs and assets influencing the teachers’ (stakeholder group) implementation of
Sheltered Instruction Observation Protocol (SIOP) practices into their classrooms. The questions
that guided this study were:
1. What is the teachers’ knowledge related to the implementation of SIOP?
2. What is the teachers’ motivation related to the implementation of SIOP?
3. What is the teachers’ perception of the West Valley School District’s organizational
influences related to the implementation of SIOP?
The assumed declarative, procedural, and metacognitive knowledge influences were
identified by this study’s focus of the West Valley School District (WVSD) and review of
literature related to the aforementioned influences. This study assumed the teacher group needs
to: (a) know the basic elements of SIOP (declarative knowledge); (b) know how to incorporate
SIOP strategies into their instruction (procedural knowledge); (c) know their own strengths and
weaknesses related to implementing SIOP in the classroom (metacognitive knowledge). This
study assumed motivational influences were also identified. The teacher group should feel low
student reading proficiency is due to their own effects at instruction rather than students’ lack of
ability (attributions). In addition, the teachers need to believe they are capable of effectively
delivering SIOP strategies for all students, especially emergent bilinguals (self-efficacy). This
study also assumed two cultural model and two cultural setting influences related to the teacher
groups ability to achieve their stakeholder and district’s organizational goals. The assumed
cultural model influences include a need: (a) for a general acceptance and willingness amongst
teachers to change their teaching approach, and (b) for a culture of trust in the school amongst

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administration, instructional coach, and teachers to achieve the stakeholder goal. The assumed
cultural setting influences include a need for teaching staff to (a) have enough time from their
non-teaching duties to revise lesson plans that integrate SIOP practices into the classroom, and
(b) have effective modeling in the school setting to demonstrate how SIOP can be implemented.
This study used a qualitative data approach where data was collected to substantiate the
above-mentioned assumed influences. Semi-structured interviews were conducted by a third-
party interviewer to clearly identify the teacher group’s knowledge, motivation, and organization
influences impacting their ability to implement SIOP practices into their classrooms. In this
chapter, the results of those interviews are organized by the specific knowledge, motivation, and
organizational influences identified for this study.
Participating Stakeholders
The stakeholders of focus are the teachers of the WVSD, and the interviews were
conducted with a representation of the larger stakeholder group. The eight teachers interviewed
for this study consist of ELA classroom teachers and specialists that teach students prior to
fourth, and through eighth grade. These eight teachers have had SIOP training and are expected
to reach the stakeholder goal that supports the organizational goal. One stakeholder interviewed
serves as the district instructional coach, and is charged with helping support the SIOP
implementation efforts. She was a former classroom teacher in the WVSD. Another stakeholder
interviewed served as the middle school English teacher, and was recently appointed to the role
of district reading specialist. Both of the stakeholders mentioned served as teachers in the
WVSD, and are currently under teacher contracts. Of the eight members interviewed, three have
taught in the district for more than five years, while five teachers have been with the district for
three years or less. This group of eight teachers represents 20% of the total population of

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teachers in the WVSD, and 62% of the teachers that met the ELA and grade level criteria to
participate in this study. Teachers that met the criteria for this study were given an invitation to
participate, but due to the time constraints of the third-party interviewer, only the first eight
teachers who volunteered were selected. An interview schedule was created, and the third-party
interviewer arrived in the WVSD to conduct these semi-structured interviews in the span of one
school day.
Determination of Assets and Needs
The data collection for this study was done through semi-structured interviews. The third-
party interviewer used the interview protocol (see Appendix A) when interviewing the eight
teachers to affirm the knowledge, motivation, and organizational influences impacting this
stakeholders’ ability to implement SIOP practices into their classrooms. The first seven
questions in the protocol were general questions about professional development. The remaining
questions in the protocol directly related to a specific component of each influence. The semi-
structured interview process allowed the researcher to gain an in-depth understanding of each
stakeholder’s perspective related to the assumed influences. The researcher was able to affirm an
influence as a need or asset if 50% or more of the stakeholders had a similar response to the
question. In some situations, the semi-structured interview process allowed the stakeholder to
reinforce a knowledge influence when answering a motivational question. In these instances, it
strongly confirmed the asset or need represented.
Results and Findings for Knowledge Causes
This study assumed declarative, procedural, and metacognitive knowledge influences
affect the teacher group’s ability to implement SIOP practices into their classrooms. Specifically,
this study assumed the teachers need to know the basic elements of SIOP (declarative

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knowledge). Echevarría and Vogt (2008) affirm teachers need this factual knowledge to
understand the basic elements. This study also assumed teachers need to know how to
incorporate SIOP strategies into their instruction (procedural knowledge). Williamson (2012)
concludes it is not sufficient to understand terms and content because classroom teachers need
the procedural knowledge to implement practices that help support emergent bilinguals in the
classroom. Finally, this study assumed teachers need to know their own strengths and
weaknesses regarding SIOP implementation in the classroom (metacognitive knowledge).
Teachers’ knowledge on what SIOP strategies they are implementing well, and poorly, can be
beneficial when moving toward closing the achievement gap (Roy-Campbell, 2013). The
research question aligned to the knowledge influences is: What is the teachers’ knowledge
related to the implementation of SIOP? The results and findings in this section substantiate the
assumed declarative and procedural knowledge influences as needs, while the metacognitive
knowledge is identified as an asset. These results are illustrated in Table 6.
Table 6
Knowledge Assets or Needs as Determined by the Data
Assumed Knowledge Influences Knowledge Type Asset or Need
Teachers need to know the basic elements of
SIOP.
Declarative (Factual) Need
Teachers need to know how to incorporate
SIOP strategies into their instruction.
Procedural Need
Teachers need to know their own strengths
and weaknesses regarding SIOP
implementation in the classroom.

Metacognitive Asset

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Declarative Knowledge
Teachers need to know the basic elements of SIOP.
Interview findings. All eight teachers could not name the eight basic elements of SIOP.
The over-arching theme specific to this declarative knowledge influence is the teacher
stakeholder group did not know the basic elements of SIOP. The teachers did know the goals of
SIOP, but lacked the basic knowledge of each element. The elements teachers identified include:
building background, interaction, and lesson preparation. Two teachers were able to name the
‘building background’ element, and four other teachers were able to talk about specific strategies
related to ‘building background,’ but could not name the specific element. Likewise, only two
teachers were able to name the ‘interaction’ element while two others discussed specific
strategies for this element. The third and final element discussed was ‘lesson preparation.’ No
teacher was able to name it, but did talk about strategies related to this element. The other five
SIOP elements (practice and application, comprehensible input, lesson delivery, strategies, and
review and assessment) were absent from all teacher responses.
The declarative questions during the interview focused on naming the elements, and the
overall goals of SIOP. All participants had a working knowledge of the overall goals of SIOP.
For example, Participant 2, responded, “... anybody in our classroom can be a learner.” In
addition to this asset, Participant 5 stated, “…all students can learn, and self-efficacy…both the
teacher and the student know that.” This theme of an overall knowledge about the larger goals of
SIOP was consistent. It was also consistent that while the goals were identified, teachers did not
know the eight basic elements of SIOP. Participant 3 was blunt when stating, “I don’t know if I
can name all eight off the top of my head.” The teachers were able to identify the specific
strategies they were working on this quarter of school. Participant 7 tried to explain by sharing,

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“We do visuals with pictures. Don’t really know the names…” Teachers sharing specific
examples of ‘interaction’ and ‘building background’ elements was consistent. Some did not
know the exact names of these elements, but gave examples throughout their responses.
Summary. The assumed influence that teachers need to know the basic elements of SIOP
was determined to be a need with each participant through the interview process. While all eight
teachers were able to discuss the overall goals of SIOP, not one teacher could identify all eight
basic elements. As shared above, teachers were able to identify only specific SIOP elements
related to what they are currently implementing in their classrooms. In conclusion, this
declarative knowledge influence, aligned to the research question, ‘what the teachers’ knowledge
related to the implementation of SIOP?’ is identified to be a need.
Procedural Knowledge
Teachers need to know how to incorporate SIOP strategies into their instruction.
Interview findings. Consistency in the responses was also evident with the teachers’
procedural knowledge regarding the implementation SIOP into their instruction. The over-
arching theme specific to this procedural knowledge influence is the teacher stakeholder group
did not know how to incorporate all eight SIOP strategies into their instruction. The strategies
teachers identified include: building background, interaction, and lesson preparation. While
many teachers could discuss the implementation of a few strategies, not one teacher could
discuss how to incorporate all eight strategies into their instruction.
When responding to how they prepare for SIOP in the classroom, five out of the eight
teachers interviewed responded with the element of ‘building background’, while two more
teachers added elements of ‘interaction’. For example, Participant 4 blended the two elements
when responding, “Using visuals and gestures for everything.” Only one teacher, Participant 8,

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focused on elements of ‘lesson preparation.’ This teacher stated, “start with the learning
objectives and make sure it is driving what we are learning.” The participants responded in the
same way when asked the next procedural question about how they implemented SIOP strategies
in their classroom last semester. They all focused on either ‘lesson preparation,’ ‘interaction,’ or
‘building background’. For example, Participant 6 said, “Discussion cards...we also had the lego
activity.” Participant 3 identified several other ways to promote ‘interaction’. She explained, “I
used an anchor chart to help identify factors, then sentence starters or frames, introduce partners,
compose sentences.”
Summary. The assumed influence that teachers need to know how to incorporate SIOP
strategies into their instruction was determined to be a need with each participant through the
interview process. It was clear the teachers were able to discuss how they implemented one or a
few of the eight strategies, but they were not able to discuss the implementation of five or more
of the missing SIOP strategies. Overall, the teachers had a hard time specifically naming the
SIOP element, but did represent strategies from the elements in their responses. The three
elements discussed by name or through generalized strategy usage were ‘interaction,’ ‘building
background,’ and ‘lesson preparation.’ Therefore, this procedural knowledge influence, aligned
to the research question, ‘what the teachers’ knowledge related to the implementation of SIOP?’
is determined to be a need.
Metacognitive Knowledge
Teachers need to know their own strengths and weaknesses regarding SIOP
implementation in the classroom.
Interview findings. Seven of the eight teachers were able to specifically identify their
strengths and weaknesses related to SIOP implementation, while one teacher discussed a

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weakness unrelated to SIOP implementation. The over-arching theme specific to this
metacognitive knowledge influence is a strong majority of teachers were able to explain their
strengths and weaknesses regarding SIOP implementation in the classroom. The strengths
identified by the teacher group include: writing language objectives, and vocabulary instruction.
The weaknesses identified by the teacher group include: building background, and interaction.
Many of the teachers claimed their strengths focused in the area of writing language objectives
or the use of vocabulary instruction. For example, Participant 1 simply stated, “Creating
language objectives tied to CCSS (common core state standards).” Participant 6 provided more
depth in the response that included a focus on language objectives: “Language objectives-
characters and settings using the graphic organizer.” Participant 5 did provide an outlying
comment that was unrelated to any specific SIOP strategy by stating, “it is going to take time to
know expectations of the classroom.” This response focused more on the behavioral
expectations of the classroom. In a similar reflection, seven out of the eight teachers were able
to identify a weakness in their SIOP implementation. Participant 3 was the only teacher who
focused on a weakness unrelated to SIOP implementation: “Behavior management. 6-12th grade
students walk all over me.” Six teachers responded with a focus on the ‘building background’
element while one teacher focused on the ‘interaction’ element. Participant 1 acknowledged
positive movement forward, but room to grow in the area of ‘building background’: “…I can do
that allows them to work with the word and make meaning out of it.” Participant 2 shared,
“strategies of collaboration, and more activities,” as a weakness with the ‘interaction’ strategy.
Summary. The assumed influence that teachers need to know their own strengths and
weaknesses regarding SIOP implementation in the classroom was identified as an asset through
the semi-structured interview process. In both questions, seven of the eight teachers,

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respectively, could identify a strength or weakness related to their SIOP implementation.
Moreover, each response identified as a strength or weakness was related to the specific SIOP
professional development provided by the district within weeks of the interviews. Therefore, the
metacognitive knowledge influence of teachers need to know their own strengths and
weaknesses regarding SIOP implementation in the classroom is identified as an asset. The
research question that guided this knowledge section is: What is the teachers’ knowledge related
to the implementation of SIOP? Through the data analysis, declarative and procedural
knowledge influences were determined to be needs while metacognitive knowledge was an asset
with the teacher stakeholder group.
Results and Findings for Motivation Causes
In addition to knowledge influences, this study has assumed motivation influences
derived from attributions and self-efficacy theory impact the teacher group’s ability to implement
SIOP practices into their classrooms. Specifically, this study presumes the teachers’ attributions,
in combination with their self-efficacy, will be important influences when implementing SIOP
practices into their classrooms. Abedi and Gándara (2006) used survey data to confirm that
teachers do not feel prepared to teach ELLs in the classroom. Teachers’ motivation will serve as
an asset when they determine they can successfully increase the students’ current reading
proficiency with the implementation of SIOP practices. Moreover, teachers’ motivation will also
serve as an asset when they believe they are capable of effectively delivering SIOP strategies for
all students, especially emergent bilinguals. A gap exists if these motivational influences are not
affirmed. The results and findings in this section substantiate or refute these assumed
motivational. The research question aligned to the motivational influences is: What is the
teachers’ motivation related to the implementation of SIOP? The results and findings in this

75
section substantiate the assumed attributions and self-efficacy motivational influences as needs.
These results are illustrated in Table 7.
Table 7
Motivation Assets or Needs as Determined by the Data
Assumed Motivational Influences Asset or Need
Attributions-Teachers should feel low student
reading proficiency is due to their own effects
at instruction rather than students’ lack of
ability.
Need
Self-Efficacy-Teachers need to believe they
are capable of effectively delivering SIOP
strategies for all students, especially emergent
bilinguals.
Need

Attributions
Teachers should feel low student reading proficiency is due to their own effects at
instruction rather than students’ lack of ability.
Interview findings. When asked why the achievement gap exists, seven of the eight
teachers identified items in the first question that are external, or out of their control. In contrast,
when responding to the second question related to this influence, seven out of eight teachers
believed they have some if not all control over the achievement gap. These contradictory
responses promote the researcher to identify the theme specific to this motivational influence is
the teacher stakeholder group did not feel low student reading proficiency or the achievement
gap was completely due to their own effects. The teachers commented emergent bilinguals were
missing as part of their school day. For example, Participant 3 shared the students are missing,
“...academic vocabulary, pictures, diagrams, instructions.” Participant 1 was blunt when sharing,
“less is expected (of emergent bilinguals), and there is a missing universal screener to help

76
understand the language proficiency. This will impact the level of phonemic awareness the
school would have regarding emergent bilinguals.” Throughout that portion of the interviews,
only one teacher, Participant 8, looked at this question through a different lens. Participant 8
focused on eliminating excuses, and praised the work that has been done relative to slowly
increasing state test scores. This participant shared, “It is just trying to figure out what is
better…We have to give grace, but we are on the right track. Our data is going up.”
When specifically asked if the teachers have ‘control over the achievement gap,’ seven
out of the eight teachers interviewed believe they have some if not all of the control over the
achievement gap. Participant 4 commented, “I think I definitely do, it’s getting the kids to
believe they can do it.” Participant 5 provided a resounding, “Absolutely!” Only one teacher,
Participant 6, thought she did not have control over the achievement gap.
Summary. The assumed influence that teachers should feel low student reading
proficiency is due to their own effects at instruction rather than students’ lack of ability was
difficult to clearly determine through the semi-structured interviews, therefore, categorized as a
need. In the first question related to ‘why the achievement gap,’ the majority of teachers
discussed the gap as something permanent (stability) and external, therefore a need. The teachers
answered the second question related to attributions as an asset in the study by identifying their
control over the gap as internal and one that is temporary. Therefore, the researcher found the
responses to both questions as contradictory. The teacher group did not identify the role they
played as the instructor in the low student reading proficiency, but the teacher group did feel they
had control over the student achievement gap and could change it. The conflicting thoughts by
the teacher group confirmed the teachers’ attribution gap. Therefore, this motivational influence,

77
aligned to the research question, ‘What is the teachers’ motivation related to the implementation
of SIOP?’ is identified to be a need.
Self-Efficacy
Teachers need to believe they are capable of effectively delivering SIOP strategies
for all students, especially emergent bilinguals.
Interview findings. The teachers’ responses were split when answering questions related
to self-efficacy. The over-arching theme specific to this self-efficacy motivational influence is
the teacher stakeholder group did not believe they were capable of delivering all SIOP strategies
to all students, especially emergent bilinguals. The strategies identified they could deliver
include: interaction, and building background. This means the strategies they did not identify
include: lesson preparation, practice and application, comprehensible input, lesson delivery,
strategies, and review and assessment. Seven out of the eight teachers answered in the
affirmative regarding the first question about their successful implementation of SIOP strategies.
Teachers primarily focused on the two most recently taught strategies (interaction, building
background). This self-efficacy toward these two strategies is understood to be an asset, but the
lack of knowledge regarding the other SIOP strategies lead to low self-efficacy with the other
strategies. Three teachers admitted to not knowing the eight SIOP strategies with their response
to this line of questioning. Participant 1 even asked, “What are the eight SIOP strategies?” This
response connected self-efficacy to the declarative knowledge need. Like the attributions
discussed above, the teachers were split with their responses to the self-efficacy motivational
influence. Teachers were open to share areas of need regarding their ability to implement all
eight SIOP strategies. Teachers commented on their lack of ability to implement SIOP strategies
specifically in the areas of ‘building background,’ ‘interaction,’ and ‘lesson preparation.’

78
Participant 4 stated, “I don’t know much about building background so I can’t implement it very
well.” Participant 3 commented, “I have to force myself to write them (language objectives) into
my lesson plans.” Once again, five teachers admitted they did not know all eight of the
strategies. Participant 6 stated, “I would have to know the eight. Is it important to know the
whole eight?” Participant 8 responded in a similar fashion, “I don’t know the eight, but I could
give you twenty-eight teaching strategies.”
Summary. The assumed influence that teachers need to believe they are capable of
effectively delivering SIOP strategies for all students, especially emergent bilinguals, was again
difficult to clearly determine through the semi-structured interviews, therefore, categorized as a
need. The teachers recognize some of their abilities related to the eight SIOP strategies as an
asset, but still see they lack in their ability to implement other SIOP strategies, consequently,
determining this motivational influence as another need. Further emphasizing the point, the
teachers simply do not know the eight SIOP strategies, cannot implement all eight of them,
therefore, the teachers do not feel they are capable of delivering all eight SIOP strategies in their
classrooms. This affirms the teachers’ responses related to the self-efficacy motivational
influence coincides with the declarative and procedural knowledge that were also identified as
needs. These needs correlate and compound a greater need to know and work with the eight
different SIOP elements. The research question that guided this motivation section is: What is
the teachers’ motivation related to the implementation of SIOP? Through the data analysis, both
attributions and self-efficacy motivational influences were identified as needs with the teacher
stakeholder group.

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Results and Findings for Organization Causes
In addition to knowledge and motivation influences, this study has assumed that
organizational influences affect the teacher group’s ability to implement SIOP practices into their
classrooms. A cultural model is the shared idea of how an organization should operate and
expressed through practices in a given context (Gallimore & Goldenberg, 2001; Rueda, 2011).
A cultural setting is the concrete version of how culture is impacted (Rueda, 2011). This is done
through the policies, practices, and handbooks created within the organization. These two
influences complement each other through organizational goal setting and performance.
Through a cultural model perspective, this study has assumed there needs to be a general
acceptance and willingness amongst teachers to change their teaching approach, and there needs
to be a culture of trust in the school amongst administration, instructional coach, and teachers to
achieve the stakeholder goal. Through a cultural settings perspective, this study has assumed
teaching staff needs enough time from their non-teaching duties to revise lesson plans that
integrate SIOP practices into the classroom, and teachers need effective modeling in the school
setting to demonstrate how SIOP can be implemented. The research question aligned to the
organizational influences is: ‘What is the teachers’ perception of the WVSD’s organizational
influences related to the implementation of SIOP?’ The results and findings in this section that
substantiate the assumed cultural model influences as assets while the cultural setting influences
are identified as needs. These results are illustrated in Table 8.

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Table 8
Organization Assets or Needs as Determined by the Data
Assumed Organizational Influences Asset or Need
Cultural Model Influence 1-There needs to
be general acceptance and willingness
amongst teachers to change their teaching
approach.
Asset
Cultural Model Influence 2-There needs to
be a culture of trust in the school amongst
administration, instructional coach, and
teachers to achieve the stakeholder goal.

Cultural Setting Influence 1-Teaching staff
needs enough time from their non-teaching
duties to revise lesson plans that integrate
SIOP practices into the classroom.

Cultural Setting Influence 2-Teachers need
effective modeling in the school setting to
demonstrate how SIOP can be
implemented.
Asset

Need

Need

Cultural Models
There needs to be general acceptance and willingness amongst teachers to change
their teaching approach.
Interview findings. Seven out of eight teachers identified the general acceptance and
willingness amongst teachers to change their teaching approach to be an asset in the question
related to the first cultural model influence. The over-arching theme specific to this cultural
model organizational influence is the teacher stakeholder group has a general acceptance and
willingness to change their teaching approach. Participant 8 emphasized the culture of the staff
allow student needs to drive implementation efforts. This teacher acknowledged the
achievement gap with the emergent bilingual and English dominant speaking students, and

81
supported the SIOP implementation work. Participant 8 also discussed this willingness to
change when the district adopted a new way to teach the reading curriculum. Participant 8
commented, “We are receptive here…it is the culture of our staff.”
Furthermore, the majority of the teachers acknowledged there was some resistance by a
few teachers, but that went away after learning about the student data that substantiates the need
for SIOP implementation. For example, Participant 3 responded, “Other teachers being receptive
varied by teacher. Some are ready to do this for students. Some teachers are in their own world
for the 80% proficient goal and don’t want to see anything else.” Participant 6 also felt some
resistance and shared, “There has been some resistance, but even that got better. We are all
trying to improve the resistance by trying together.”
Participant 1’s response affirmed the first cultural model as an asset, but also identified a
growing cultural setting need, more time, that is formulating throughout the interview process.
Participant 1 explained, “I see the benefit, see the need, but struggle with the time...I don’t have
time for this...teaching so many classes, so many units. Mountains of work.” Participant 4
explained, “I think most of them are receiving it well. The video calls (with the trainer), not so
much. Not sure if it is not receptive, or so many other things to do. I need to prioritize.”
Participant 7 commented, “People just struggle with the extra time to put them in place.”
Participant also identified time as an issue, “People are positive toward it, but it is difficult to
implementation because we need time to develop it.” This idea of a lack of time was shared by
four teachers when asked about their willingness to change their practices.
Summary. The assumed influence that there needs to be general acceptance and
willingness amongst teachers to change their teaching approach was determined to be an asset
through the semi-structured interviews. Seven out of eight participants were highly

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complementary of their willingness, and the willingness of their colleagues to change their
practices and implement SIOP strategies into their classrooms. A cultural setting influence
regarding a lack of time was brought to the forefront by four of the eight teachers during this
question focused on a cultural model. Regarding the cultural model, there was a general
recognition that the acceptance to implement SIOP strategies did not come without some
resistance. There is a general acceptance and willingness amongst teachers to change their
teaching approach. Therefore, this cultural model organizational influence, aligned to the
research question, ‘What is the teachers’ perception of the WVSD’s organizational influences
related to the implementation of SIOP?’ is determined to be an asset.
There needs to be a culture of trust in the school amongst administration,
instructional coach, and teachers to achieve the stakeholder goal.
Interview findings. Overall, all eight teachers identified a culture of trust in the school
amongst administration, instructional coach, and teachers to achieve the stakeholder goal. The
over-arching theme specific to this cultural model organizational influence is the teacher
stakeholder group identifies a culture of trust between all stakeholders. Seven out of eight
teachers commented on the strong level of support by the WVSD when adopting SIOP.
Participants suggested this was done through support by administration, and the use of the
trainers and instructional coach. Participant 1 and 5 appreciated the focus on the research that
was presented by the WVSD to show how this can improve student achievement. Participant 1
shared there is great support with the instruction coach. Further stating, “She gives a head’s up
when coming in. Professionals recognize when support is needed, and know when to ask for it.
It. It validates us.” Participant 5 explained a similar thought, “Working with a focus, the
instructional coach will support and not evaluate us. We are working through the ‘interaction’

83
part of SIOP.” Participant 6 explained, “there was no gotcha moments” as support was helpful
and not seen as evaluative. Only one participant shared SIOP was just given to teachers with no
‘how do you feel about it’ discussions. It is worth noting the first question related to trust did
bring up the cultural setting issue of ‘time’ by four of the teacher participants.
This theme of ‘not enough time’ was present during questioning for both knowledge and
motivational influences. It was also present during the cultural model organizational influence
line of questioning. This overarching theme of ‘not enough time’ prohibits other influences, like
declarative and procedural knowledge, the ability to move from needs to assets. From a
knowledge perspective, time is needed to teach and know the basic elements of SIOP. Time is
also needed to implement SIOP elements. From a motivational perspective, the lack of time
prohibits the teachers from feeling they are capable of effectively delivering the SIOP elements
to their students.
The second question regarding the cultural model influence of trust was affirmed by all
eight of the teacher participants as many of the teachers talked specifically about the different
stakeholder groups within the question. Five of the teachers praised the approach of the
instructional coach when building trust. Participant 1 shared, “the instructional coach has a great
rapport with staff. Giving a heads up when coming in.” Participant 5 explained the instructional
coach will support them and not evaluate them. This culture of trust was also felt amongst the
teacher group. Three teachers praised the trust within their own group. Participant 7 praised the
mindset that, “They are all our students. Elementary (teacher group) is very supportive of each
other.” Participant 8 affirmed these thoughts when sharing, “We are all pretty close, there is
trust.” Lastly, five of the teachers commented on the trust they feel with administration.
Participant 2 and 8 strongly believe there is mutual trust there. Many of the teachers commented

84
that this was not always the case with administrative trust. Through the initial question and
follow up, a few teachers brought up PTSD (post-traumatic stress disorder) with previous
administration. Participant 3 elaborated, “There is more trust than distrust, but some are still
overcoming the fear of past administration. Administration is trying to figure out those fears and
how to help teachers overcome them.” Participant 7 shared similar feedback, “In the past there
wasn’t trust with past administration. There is some PTSD with past experiences.”
Summary. The assumed influence that there needs to be a culture of trust in the school
amongst administration, instructional coach, and teachers to achieve the stakeholder goal was
found to be an asset through the semi-structured interviews. Overwhelming trust exists
throughout the adoption and rollout of SIOP implementation, and between the teacher group and
all other stakeholders (teachers, instructional coach, administration). Accordingly, the cultural
model influence of a culture of trust in the school amongst administration, instructional coach,
and teachers to achieve the stakeholder goal is determined to be an asset. Therefore, this cultural
model organizational influence, aligned to the research question, ‘What is the teachers’
perception of the WVSD’s organizational influences related to the implementation of SIOP?’ is
determined to be an asset.
Cultural Settings
Teaching staff needs enough time from their non-teaching duties to revise lesson
plans that integrate SIOP practices into the classroom.
Interview findings. Seven of the eight teachers identified a lack of time to implement
SIOP practices in their classroom. The over-arching theme specific to this cultural setting
organizational influence is the teacher stakeholder group does not believe they have enough time
to implement SIOP practices into their classroom. Counter to the others, Participant 7, focused

85
on SIOP implementation as a slow process where more and more is being added. The lack of
time was never identified as a need for this teacher. The rest of the teachers interviewed were
unified with a resounding lack of time to plan for the implementation of SIOP practices into their
classrooms. Participant 8 shared a global view, “Time is always our enemy for anything. It is
the number one thing in any district.” Participants 2, 3, 5, 6, and 8 would like to see more time
dedicated with their colleagues to build SIOP into lesson plans. Participant 5 commented, “I
want time with colleagues to break down lesson plans…see how they do each section (reading,
math) of the day.” Participant 1 shared frustrations with this lack of time. She explained, “You
have one person doing the work of thirty...Life outside of these walls gets lost. Frustration
comes from it. The staff is referred to as a family...family moves us forward to work.” Family
was used to symbolize the collective efforts of all stakeholders in the WVSD. Throughout the
interviews there was feedback regarding knowing what is right for students, and doing this work
together. The staff feel their greater purpose in this small district is supported by a strong sense
of all teachers holding each other accountable to make the district work. This communal effort is
referred to as their family.
Summary. The assumed influence that teaching staff needs enough time from their non-
teaching duties to revise lesson plans that integrate SIOP practices into the classroom was
determined to be a need through the semi-structured interview process. Almost all of the
teachers shared strong feelings for this lack of time, and it was a topic that evoked an emotional
response. Moreover, the teachers discussed this cultural setting influence of time while
responding to other questions throughout the interview process. The cultural setting that
teaching staff needs enough time from their non-teaching duties to revise lesson plans that
integrate SIOP practices into the classroom is determined to be a need. Therefore, this cultural

86
setting organizational influence, aligned to the research question, ‘What is the teachers’
perception of the WVSD’s organizational influences related to the implementation of SIOP?’ is
determined to be a need.
Teachers need effective modeling in the school setting to demonstrate how SIOP can
be implemented.
Interview findings. All eight teachers interviewed provided suggestions for the district
on how to better demonstrate how SIOP can be implemented. The over-arching theme specific
to this cultural setting organizational influence is the teacher stakeholder group does not believe
they have enough effective modeling to demonstrate the implementation of SIOP. Participants 4,
5, 6, 7, and 8 would like to see more modeling of lessons in their actual classrooms. Participant
4 explained, “It would be nice to have our ELL team come in and model in our classroom seeing
how the students react to it.” Participant 2 would like more observations and feedback from the
SIOP trainer. Participant 1 wanted training to be restructured with a focus on individual teacher
needs and training structured to meet those needs. Participant 1 would like to see training with
small groups, sharing discussions, and built in feedback sessions. Participant 2 would like more
peer observations with the instructional coach. Participants 3 and 6 wanted administration to
understand everything a teacher has to do, and step in at times to help. Participant 8 thought the
modeling could be done in the classrooms, or during staff meetings.
The biggest concern teachers expressed when asked about modeling was the disconnect
from the large group professional development to the implementation in the classrooms.
Teachers wanted to see multiple modalities of modeling through peer and instructional coach
observations. Other teachers suggested a focus on feedback from the instructional coach, while
some teachers wanted ongoing feedback throughout the implementation process in a gradual

87
release model. Participant 7 specifically suggested new teachers have coaching throughout their
first year of teaching to ensure the implementation was happening. The teachers felt
administration needs to provide a variety of options for staff to continue to learn about SIOP, and
build a plan for the district.
Summary. The assumed influence that teachers need effective modeling in the school
setting to demonstrate how SIOP can be implemented was determined to be a need through the
semi-structured interviews. All teachers provided ways this could improve in the district, thus,
confirming the need. Stated above, the majority of the teachers focused on ways to improve the
modeling process, while a few teachers shared thoughts on how coaching, training, and
administrative support could improve. In two instances the cultural setting influence regarding
time was brought up as an additional need during the responses to this influence. Therefore, the
cultural setting that teachers need effective modeling in the school setting to demonstrate how
SIOP can be implemented is determined to be a need. The research question that guided this
organizational section is: What is the teachers’ perception of the WVSD’s organizational
influences related to the implementation of SIOP? Through the data analysis, both cultural
model influences were identified as assets while the cultural setting influences were identified as
needs with the teacher stakeholder group.
Summary of Validated Influences
Table 9, 10, and 11 show the knowledge, motivation and organization influences for this
study and their determination as an asset or a need.

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Knowledge
Table 9
Knowledge Assets or Needs as Determined by the Data
Assumed Knowledge Influences Knowledge Type Asset or Need
Teachers need to know the basic elements of
SIOP.
Declarative (Factual) Need
Teachers need to know how to incorporate
SIOP strategies into their instruction.
Procedural Need
Teachers need to know their own strengths
and weaknesses regarding SIOP
implementation in the classroom.
Metacognitive Asset

Motivation
Table 10
Motivation Assets or Needs as Determined by the Data
Assumed Motivational Influences Asset or Need
Attributions-Teachers should feel low student
reading proficiency is due to their own effects
at instruction rather than students’ lack of
ability.
Need
Self-Efficacy-Teachers need to believe they
are capable of effectively delivering SIOP
strategies for all students, especially emergent
bilinguals.
Need

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Organization
Table 11
Organization Assets or Needs as Determined by the Data
Assumed Organizational Influences Asset or Need
Cultural Model Influence 1-There needs to
be general acceptance and willingness
amongst teachers to change their teaching
approach.
Asset
Cultural Model Influence 2-There needs to
be a culture of trust in the school amongst
administration, instructional coach, and
teachers to achieve the stakeholder goal.

Cultural Setting Influence 1-Teaching staff
needs enough time from their non-teaching
duties to revise lesson plans that integrate
SIOP practices into the classroom.

Cultural Setting Influence 2-Teachers need
effective modeling in the school setting to
demonstrate how SIOP can be
implemented.
Asset

Need

Need

Chapter Four validated the assumed knowledge, motivation, and organizational
influences related to this study. The declarative and procedural knowledge was identified as a
need while the metacognitive knowledge was identified as an asset. The knowledge gaps align
with the research discussed in the literature review. Teachers do not have the declarative
knowledge to support emergent bilinguals. Nationally, only 12.5% of teachers have more than
eight hours of training or professional development on how to work with emergent bilinguals
(National Center for Education Statistics, 2002). Furthermore, teachers lack the knowledge of
proper instructional methods in the classroom, but also lack the basic knowledge of emergent
bilinguals’ culture (Abedi & Gándara, 2006; De Jong et al., 2013; Niehaus & Adelson, 2014;

90
Roy-Campbell, 2013; Williamson, 2012). SIOP serves as those instructional methods. The
SIOP strategies provide instruction that is deliberate when introducing vocabulary, organizing
class discussions, and making content visible so all students have access to the curriculum
(Echevarría & Vogt, 2008; Newman et al., 2010). This research speaks to both the declarative
and procedural knowledge gaps.
The metacognitive knowledge was identified as an asset, and this aligns with the
research. Teachers need time to reflection on their strengths and weaknesses related to their
newly acquired knowledge. This comes in many forms of coaching. Hill et al. (2013) discussed
multiple forms of coaching. One-on-one, small group, or peer coaching sessions were discussed
as valuable ways to provide feedback to teachers about their professional development
implementation. Peer coaching further promotes an opportunity for a teacher to reflect upon their
work when discussing lessons and observations with a coach (Newman et al., 2010). The
teachers had exposure to one-on-one coaching sessions with feedback from the instructional
coach prior to the semi-structured interviews. The data aligns with this research as teachers new
their strengths and weaknesses regarding the specific SIOP strategies taught prior to the semi-
structured interviews.
Both motivational influences, attributions and self-efficacy, were identified as needs.
These motivational influences tie back to the lack of training that took place with the teachers of
the WVSD. Again, the inconclusion teachers’ responses cause the data to result in a need. This
makes sense due to the nature of the implementation timeline. The SIOP implementation effort
is a relatively new concept in the WVSD. Therefore, teachers do not see student achievement
growing, and cannot attribute success to their practices. This is damaging to the teachers’
mindset on attributions. Hill et al. (2013) acknowledge measuring the impact professional

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development has on student achievement takes time. Teachers have not been afforded years of
SIOP implementation to see positive results in student achievement. Likewise, self-efficacy was
also identified as a need because it was hard to draw a clear conclusion from the interview data.
The teachers answered the questions about self-efficacy differently, which was determined to
mean they did not believe they were completely capable of effectively delivering SIOP strategies
to their students.
Lastly, within the scope of the organizational influences, both cultural model influences
were identified as assets while both cultural setting influences were identified as needs. The
interviews concluded that teachers accepted SIOP as the instructional approach decided by the
school’s leadership team. The leadership team researched the best approach for their current
situation. Baecher et al. (2013) recommend a pathway to administrative knowledge regarding
emergent bilingual strategies so the leadership has a stronger impact on the staff and students
they serve. This pathway was accepted by the teacher group. In addition, the data showed this
approach provided creditability and trust amongst all stakeholders.
The cultural setting influences were determined to be needs. The common theme shared
by the teacher group was the WVSD did not provide enough time, or an effective coaching
model to successfully implement SIOP. These results were supported by research. Multiple
researchers agree professional development implementation models continue to highlight a focus
on content, active learning, collaboration, coaching, feedback and reflection, and sustained
duration (Bates & Morgan, 2018; DuFour, 2006; Hill et al., 2013; Newman et al., 2010). The
WVSD did not have all of these elements in place during the time of the interviews to support
the teachers charged with implementing SIOP.

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Chapter Five of this study will define and promote recommendations that support the
stakeholder goal of 100% of licensed teachers will implement SIOP practices into their
classrooms. These recommendations will be formulated to address the knowledge, motivation,
and organizational influences (needs) that were articulated through the data analysis in this
chapter. This study will use the New World Kirkpatrick Model to create an integrated
implementation and evaluation plan (Kirkpatrick & Kirkpatrick, 2016).

93
CHAPTER FIVE: RECOMMENDATIONS
This study has researched the knowledge, motivation, and organization influences
impacting the teachers of the West Valley School District (WVSD) ability to implement
Sheltered Instruction Observation Protocol (SIOP) practices into their classrooms.
Through data collection and analysis, Chapter Four identified needs and assets of the knowledge,
motivation, and organizational influences. Chapter Five returns to the mission of the WVSD,
organizational performance goal, stakeholder group, and stakeholder goal. This chapter helps the
reader re-acclimate to the purpose of this study, and aligns the purpose to the research questions
and identified needs. Chapter Five takes those needs and uses research to provide evidence-
based recommendations that will support the teachers’ ability to implement Sheltered Instruction
Observation Protocol (SIOP) practices into their classrooms. These recommendations are then
organized into an implementation and evaluation plan using the New World Kirkpatrick Model
(Kirkpatrick & Kirkpatrick, 2016). This implementation and evaluation plan will help the
WVSD reach the organizational performance goal, and help the teachers reach their stakeholder
goal of implementing SIOP practices into their classrooms.
Organizational Context and Mission
The West Valley School District (WVSD; pseudonym) is a four-year-old Kindergarten
(4K)-12
th
grade public school district that resides in West Central Wisconsin. The WVSD serves
420 students in four-year-old Kindergarten through Grade 12. The mission of the WVSD is to
“…maximize learning and empower all students to prepare for tomorrow’s opportunities”
(district website, 2018). The vision statement is “in partnership with the community, our school
will be an innovative leader in education with excellent, focused, collaborative programs and

94
staff” (district website, 2018). The district is comprised of four administrators, 38 teaching
faculty, and 21 support staff.
Data from the Wisconsin Department of Public Instruction (DPI) (2017) show 62% of the
students are White, 36% Latino or Hispanic, one half of one percent Black or African American,
and 2% Two or More Races. Students coming from economically disadvantaged homes make up
50% of the population. Ten percent of the students have disabilities, and 28% of students are
identified emergent bilingual. Of the students identified as emergent bilingual, 15% are
Advanced or Proficient in ELA on the 2016 state Forward exam.
The focus of this dissertation was to determine the knowledge, motivation, and
organizational needs and assets influencing the teachers’ (stakeholder group) implementation of
professional development into their classrooms. This focus supports the WVSD’s organizational
goal of a 50% increase in the number of 4
th
and 8
th
grader emergent bilinguals identified as
proficient or advanced in ELA on the state level exam. Teachers in grades 1 through 8 were
selected for this study because the state exam, Forward, is required for students in 4
th
and 8
th

grade. The administration of the Forward exam allows for objective student data reporting in the
WVSD and across the state. The Forward exam data is valuable as districts can now start
tracking individual, and subgroup, student growth across years of data points. This exam serves
as an objective summative data point for school districts across the state of Wisconsin.
Organizational Performance Goal
The WVSD vision and mission statements strategically align innovative programming to
maximize student learning for future opportunities. The organizational goal for this study
emanates from the district vision and mission statements by focusing on a population of students
underserved in the WVSD. By August 2020, there will be a 50% increase in the number of 4
th

95
and 8
th
grade emergent bilinguals identified as proficient or advanced in ELA on the state level
exam. The WVSD leadership team established this goal after conducting a needs-based
assessment that identified a significant achievement gap on the state level exam between
emergent bilinguals and English dominant speaking students. The leadership team determined
considerable student achievement growth on the state level exam is necessary for the identified
population. This gap closure would identify the WVSD as a leader on this issue because this
achievement gap continues to exist across the state of Wisconsin, and nationally.
Description of Stakeholder Groups
The stakeholder groups in the WVSD include students, teachers, and administrative team.
The stakeholder group of focus is the teacher group. The influence of this group impacts the
performance of the student group, and the vision, planning, and implementation of the
administrative group. The students consist of emergent bilinguals in fourth grade and eighth
grade. These students will contribute to the performance goal by accepting the learning
opportunities presented in the classrooms and translating their knowledge to the state level exam.
The teachers consist of ELA classroom teachers and specialists that teach students in grades prior
to fourth and through eighth grade. The teachers will contribute to the performance goal by
implementing researched based teaching strategies when working with emergent bilinguals. The
administrative team consists of a district administrator/High School Principal, Director of Special
Education/Elementary and Middle School Principal, Curriculum Director, and Technology
Integration Specialist. This team will contribute to the performance goal by providing the district
vision and appropriate coaching to ensure adequate support is provided to the teacher group as
they support emergent bilinguals on a daily basis.

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Goal of the Stakeholder Group for the Study
Alignment across an organization is critical to the health and success of that organization.
The actions of the stakeholder group of focus is important to the success of the mission, vision,
and organizational goals of the WVSD. The teacher stakeholder group, and their actions,
represent the day-to-day operations of the WVSD. The impact on students is best felt by the
actions of the teacher stakeholder group. The teacher stakeholder has a direct line of sight to the
organizational goal, district mission, and vision. By May 2020, 100% of licensed teachers will
implement Sheltered Instruction Observation Protocol (SIOP) practices into their classrooms.
The teacher stakeholder goal focuses on new teaching strategies that have been proven to support
emergent bilinguals, and all students. Roy-Campbell (2013) identifies SIOP as strong
instructional practices that support student knowledge attainment across multiple curricular
areas. The attainment of the teacher stakeholder goal will provide the WVSD with the best
opportunity to achieve the mission, vision and organizational goal. The organizational mission,
global goal and stakeholder performance goal can be found in Table 12.
Table 12
Organizational Mission, Global Goal and Stakeholder Performance Goals
Organizational Mission
The mission of the West Valley School District is to maximize learning and empower all
students to prepare for tomorrow’s opportunities.
Organizational Global Goal
By August 2020, there will be a 50% increase in the number of 4
th
and 8
th
grade emergent
bilinguals identified as proficient or advanced in English Language Arts on the state level
exam.
Stakeholder
Teachers
Performance Goal
By May 2020, 100% of licensed teachers will implement
Sheltered Instruction Observation Protocol (SIOP) practices
into their classrooms.

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Stakeholder Group for the Study
The teacher group was the stakeholder group of focus for this study. This stakeholder
group was selected because it provides the instructional practices that impact the student-
achievement organizational performance goal. The performance goal for the teachers was
determined when the district professional learning community leadership team met in April
2018, and analyzed state level student data. This goal served to support the largest subgroup of
students in need. The teacher group is critical to achieving this goal because they have received
professional development and ongoing coaching to implement SIOP practices as the most
appropriate program for the student population. If the stakeholder goal of implementing SIOP
practices in classrooms is not achieved there will be a lack of clarity and focus towards achieving
the organization’s goal.
Purpose of the Project and Questions
The purpose of this project was to conduct a gap analysis to determine the knowledge,
motivation, and organizational needs and assets influencing the teachers’ (stakeholder group)
implementation of professional development into their classrooms. The analysis began by
generating a list of possible or assumed interfering causes, and then examined these causes
systematically to focus on actual or validated interfering causes specific to the teacher
stakeholder group.
The following questions guided the gap analysis that addressed knowledge and skills,
motivation, and organizational causes and solutions for the teacher group.
1. What is the teachers’ knowledge related to the implementation of SIOP?
2. What is the teachers’ motivation related to the implementation of SIOP?

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2. What is the teachers’ perception of the WVSD’s organizational influences related to the
implementation of SIOP?
Recommendations for Practice to Address KMO Influences
Knowledge Recommendations
Introduction. Chapter Two explained the Bloom’s, and later revised Krathwohl
framework, which allows the researcher to identify and appraise the knowledge gaps (Krathwohl,
2002). Krathwohl’s framework includes the elements of declarative (factual), conceptual,
procedural and metacognitive knowledge. This study uses the Krathwohl framework to assume
the declarative, procedural, and metacognitive knowledge influences that limit the teachers’
ability to implement SIOP practices into their classrooms. The data collection and analysis
assert that declarative and procedural knowledge influences impact the WVSD’s ability to have
teachers implement SIOP practices into their classrooms. The data confirms teachers do not
know the eight SIOP elements. Consequently, the data also corroborates the teacher group has
limited procedural knowledge when implementing all SIOP practices. The data analysis did
show a strong majority of the teacher group understands their strengths and weaknesses
regarding their implementation SIOP practices. The researcher used the data analysis to identify
each influence as an asset or gap. Each gap was understood to be a priority. Furthermore, the
researcher used principles and theory to identify the content specific recommendations. Table 13
presents the confirmed knowledge influences, validated as an asset or gap, and recommendations
rooted to theoretical principles.

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Table 13
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence
D=Declarative
P=Procedural
M=Metacognitive
Validated
as an Asset
or Gap?

Priority
Yes, No
(Y, N)
Principle and Citation Context-Specific
Recommendation
Teachers need to know
the basic elements of
SIOP. (D)
Gap Y Information learned
meaningfully and
connected with
prior knowledge is stored
more quickly and
remembered more
accurately because it is
elaborated
with prior learning.
(Schraw & McCrudden,
2006)
Provide education through
professional development to
help teachers understand the
new and important elements
of SIOP instructional
strategies

Provide opportunities for
teachers to discuss their prior
experiences of SIOP to help
teachers make sense of the
material.
Teachers need to know
how to incorporate
SIOP strategies into
their instruction. (P)
Gap Y To develop mastery,
individuals must acquire
component skills, practice
integrating them, and
know when to apply what
they have learned. (Schraw
& McCrudden, 2006)

Providing scaffolding and
assisted performance in a
person’s ZPD promotes
developmentally
appropriate instruction
(Scott & Palincsar, 2006).
Provide training in SIOP to
teachers so they are able to
receive guidance modeling,
coaching, and other scaffolds
during practice.

Increasing declarative teacher knowledge about the basic elements of SIOP. The
results and findings of this study indicated that all of teachers surveyed need more declarative
knowledge pertaining to the basic elements of SIOP. A recommendation immersed in the
information processing theory has been selected to close this declarative knowledge gap. Schraw
and McCrudden (2006) found that information learned meaningfully and connected with prior
knowledge is stored more quickly and remembered more accurately because it is amplified with
prior learning. This would suggest providing learners with education through ongoing

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professional development. Specifically, this professional development will be in the form of
ongoing SIOP education. This ongoing professional development would provide teachers with
the opportunity to connect the information with the SIOP knowledge from prior years. Providing
education in this manner allows the teachers to understand the new and important elements of
SIOP instructional practices in a way that does not promote cognitive overload (Clark & Estes,
2008).
Hill et al. (2013) suggests that measuring the impact professional development has on
student achievement takes time. Hill et al. (2013) also identified a three-phase approach when
studying professional development. The focus of the research was to determine the success of the
implementation. These themes include “generous time in professional development, a content
focus, active learning opportunities, collaboration among teachers, and collective participation
within schools” (Hill et al., 2013, p. 478). These conditions mirror the same conditions
supported by Rick DuFour, and his professional learning community (PLC) model (DuFour,
2006). The DuFour PLC model (DuFour, 2006) focuses on collaborative teams gaining
declarative knowledge through professional development, and using that knowledge to monitor
student success through assessments.
Increasing procedural teacher knowledge to incorporate SIOP strategies. The
results and findings of this study indicated that all of teachers surveyed need more procedural
knowledge on how to incorporate SIOP strategies into their instruction. The recommendation is
embedded in the information processing system theory to close this procedural knowledge gap.
To develop mastery, individuals must acquire component skills, practice integrating them, and
know when to apply what they have learned. (Schraw & McCrudden, 2006). This theory would
recommend providing learners with training. Provide training in SIOP allows teachers to receive

101
guidance modeling, coaching, and other scaffolds during performance (Mayer, 2011). This
training would include the support of peers and instructional coaches.
A sustained coaching model allows staff to grow as the professional development is
being implemented in the context of the situation. Ongoing feedback is provided throughout the
delivery of the professional development, and suggestions for improvement are made in a timely
manner. Williamson’s (2012) research supports teachers by focusing on strategies they can
deploy to better meet the needs of the emergent bilinguals in classrooms. Williamson (2012)
found seven different strategies to support emergent bilinguals in the classroom. These seven
strategies (show you care, build cultural understanding, create teams, adapt your lessons, watch
and learn, be patient, do your homework) focus on teachers moving beyond knowing facts and
emphasizing the movement toward a procedural action. Williamson (2012) concludes that it is
not sufficient to understand terms and content because classroom teachers need the procedural
knowledge to implement practices that help support emergent bilinguals in the classroom. In a
school setting, this sustained coaching model would take place throughout the academic school
year. Christ and Sharma (2018) conducted a study on text selection to help emergent bilinguals.
The researchers found five themes (value of culture, cultural engagement dimensions of culture,
construction conversations, social action) regarding text selection that need to be addressed in
order to provide text that supports emergent bilinguals. In order to address the five themes,
Christ and Sharma (2018) findings reveal training should include ongoing support over time, and
a strong emphasis on applied knowledge within the context of the classroom. If the professional
development has multiple components, this sustained coaching would take a number of school
years before full implementation. Hill et al. (2013) discussed multiple forms of coaching. One-
on-one, small group, or peer coaching sessions were discussed as valuable ways to provide

102
feedback to teachers about their professional development implementation. Peer coaching further
promotes an opportunity for teachers to reflect upon their work when discussing lessons and
observations with a coach (Newman et al., 2010).
Motivation Recommendations
Introduction. In Chapter Two, motivation is identified as having three indicators: active
choice, persistence, and mental effort (Schunk et al., 2009). There are a number of theories
related to motivation, and this study specifically focused on the theories of attribution and self-
efficacy. Attribution theory includes the degree in which a person believes they can impact the
outcome of a goal or task (Schunk et al., 2009). Self-efficacy theory is defined as “people’s
judgments of their capabilities to organize and execute the course of action required to attain
designated levels of performances” (Bandura, p. 391). The data collection and analysis assert
that attributions and self-efficacy motivational influences impact the WVSD’s ability to have
teachers implement SIOP practices into their classrooms. Specifically, the teachers did not
believe they were the reason for the achievement gap, but they do believe they have control over
it. The teachers identified SIOP strategies they could and could not successfully implement in
their classrooms. Like the knowledge influences, the researcher used the data analysis to identify
each influence as an asset or gap. Each gap was understood to be a priority. The researcher used
motivational principles and to identify the content specific recommendations. Table 14 presents
the confirmed motivational influences, validated as gaps, and recommendations rooted to
theoretical principles.

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Table 14
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence

Validated
as an Asset
or Gap?

Priority
Yes, No
(Y, N)
Principle and Citation Context-Specific
Recommendation
Attributions-Teachers
should feel low student
reading proficiency is
due to their own effort
at instruction rather
than students’ lack of
ability.
Gap Y Learning and
motivation are
enhanced when
individuals attribute
success or failures to
effort rather than ability
(Anderman &
Anderman, 2009).
Provide education to
teachers about the strength
of effort over ability, and
how that fits within the
culture of their classrooms.

Self-Efficacy-Teachers
need to believe they are
capable of effectively
delivering SIOP
strategies for all
students, especially
emergent bilinguals.
Gap
Y Feedback and modeling
increases self-efficacy
(Pajares, 2006).

Modeling to-be-learned
strategies or behaviors
improves self- efficacy,
learning, and
performance (Denler,
Wolters, & Benzon,
2009).
Through the work of the
instructional coach, model
lessons and provide critical
feedback on teacher
delivery of SIOP strategies.

Attributions influence teacher motivation. The results and findings of this study
indicated that seven out of eight teachers surveyed do not feel low student reading proficiency is
due to their own effort at instruction rather than students’ lack of ability. A principle rooted in
attribution theory has been selected to close this motivation gap. Learning and motivation are
enhanced when individuals attribute success or failure to effort rather than ability (Anderman &
Anderman, 2009). This would suggest the more a learner focuses on effort the more motivated
they will be to increase their learning through effort. The recommendation then is to have the
teachers learn skill development through research on the effects of effort towards a task. As an
example, at staff meetings the teachers could jigsaw articles about effort written by researchers
in the field, and reflect on their efforts toward the success of the SIOP implementation.

104
Wiener (2005) identifies the three dimensions of attributions as stability, locus, and
control. According to Wiener, stability is the degree in which the attribution is temporary or
permanent. Locus is understanding of an attribution to be internal or external. Internal
attributions can be reshaped by the individual while external attributions cannot. Finally, control
is the degree in which an attribution is viewed as controlled or uncontrollable. Therefore,
teachers need to approach the low student reading proficiency as unstable, allowing changes to
be made so student reading proficiency can increase. Teachers also need to view the low
proficiency as an internal factor, and one that can be modified. Lastly, teachers need to have the
confidence that their efforts can control the low student reading proficiency levels and change
them. The degree to which a person can impact the outcome of a goal is a powerful tool (Schunk
et al., 2009). This education for teachers will help them understand their role in impacting the
low student proficiency scores.
Increase self-efficacy of teachers. The results and findings of this study indicated that
seven out of eight teachers surveyed need to believe they are capable of effectively delivering
SIOP strategies for all students, especially emergent bilinguals. A principle rooted in self-
efficacy theory and a principle rooted in social cognitive theory have been selected to close this
motivation gap. Pajares (2006) identifies feedback and modeling as means to increase self-
efficacy. Likewise, in social cognitive theory, modeling to-be-learned strategies, or behaviors,
improve self- efficacy, learning, and performance (Denler, Wolters, & Benzon, 2009). This
would suggest the teacher being supported by the instructional coach would believe in their
abilities toward the goal attainment of implementing SIOP strategies. The recommendation is to
have the instructional coach provide feedback of delivered SIOP strategies, and also model these
strategies for the teacher.

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Bandura (1986) explains self-efficacy as one’s capabilities to attain a desired level of
performance. Teacher efficacy is the belief that teachers can influence the academic and
behavioral achievement of students when students lack motivation (Kim & Seo, 2018). In a
study on teacher motivation, Abedi and Gándara (2006) found through survey data that teachers
did not feel prepared to teach emergent bilinguals in the classroom. Abedi and Gándara (2006)
suggested that increasing teacher self-efficacy would help them build confidence and understand
their role in teaching emergent bilinguals. Moreover, through their meta-analysis, Kim and
Seo’s (2018) study used Bandura’s scale to measure efficacy and found teacher efficacy is linked
to positive student academic achievement. These researchers found a cyclical approach,
identifying when teachers believed they had this influence, those teachers brought more
enthusiasm to their position, therefore, increasing student performance. From an empirical
perspective, this research suggests the stronger teacher self-efficacy, through specific feedback
and modeling of SIOP strategies, the stronger probability student achievement proficiencies in
reading will increase.
Organization Recommendations
Introduction. In Chapter Two, Clark and Estes (2008) identify organizational barriers as
“a lack of necessary equipment and missing or inadequate work processes” (p. 43). Rueda
(2011) identifies the culture of the organization has two influences: cultural model, and cultural
setting. Schein (2017) explains cultural model as the way members perceive, think, and feel
when solving problems as an organization. A cultural setting is the concrete version of how
culture is impacted (Rueda, 2011). The data collection and analysis confirm the cultural model
influences serve as assets to the teachers’ implementation of SIOP practices into their
classrooms. The teachers were receptive to the adaption of SIOP, and felt supported by the

106
district introduction of SIOP. The data analysis also showed a strong element of trust across all
stakeholder groups. Conversely, the data collection and analysis also suggest the cultural setting
influences are identified needs or barriers to the teachers’ implementation of SIOP practices into
their classrooms. Overwhelmingly, the teachers shared a lack of time was provided for them to
successfully integrate SIOP practices into their classrooms. The teachers also felt a need for
more effective modeling to support the SIOP implementation. The researcher used the data
analysis to identify each organizational influence as an asset or gap. Each gap was recognized to
be a priority. The researcher used organizational principles and theories to identify the content
specific recommendations. Table 15 presents the confirmed organizational influences, validated
as needs or gaps, and recommendations rooted to theoretical principles.
Table 15
Summary of Organization Influences and Recommendations
Assumed Organization
Influence

Validated
as an
Asset or
Gap?
Priority
Yes, No
(Y, N)
Principle and Citation

Context-Specific
Recommendation
Cultural Setting
Influence 1:
Teaching staff needs
enough time from
their non-teaching
duties to revise
lesson plans that
integrate SIOP
practices into the
classroom.
Gap Y Effective change efforts ensure
that everyone has the
resources (equipment,
personnel, time, etc) needed to
do their job, and that if there
are resource shortages, then
resources are aligned with
organizational priorities (Clark
& Estes, 2008).
Organizational Change Toolkit

Utilize the professional
learning community
(PLC) steering team to
identify district priorities
and ensure alignment to
the district mission,
vision and goals.
Question and evaluate
removal of items that are
outside of these priority
areas, and recognize
SIOP needs to be
implemented in phases.
Cultural Setting
Influence 2:
Teachers need
effective modeling
in the school setting
to demonstrate how
SIOP can be
implemented.
Gap Y Organizational effectiveness
increases when leaders ensure
that employees have the
resources needed to achieve
the organization’s goals.
Insuring staff’s resource needs
are being met is correlated
with increased student learning
outcomes (Waters, Marzano &
McNulty, 2003).
The district will use
research on professional
development
implementation and hire
an instructional coach to
model effective teaching
strategies (SIOP) that
support emergent
bilinguals and all
students.

107
Cultural setting to increase implementation time. Approximately seven out of eight of
the teacher stakeholder group identified they do not have enough time in their non-teaching
duties to revise lesson plans that integrate SIOP practices into the classroom. This lack of time
leads to frustration and gaps in the application of SIOP practices in the classroom. A
recommendation rooted in Clark and Estes (2008) stipulates effective change efforts ensure that
everyone has the resources (equipment, personnel, time, etc.) needed to do their job, and if there
are resource shortages, then resources must be aligned with organizational priorities. This
suggests the WVSD needs to prioritize initiatives and the implementation processes of SIOP.
The recommendation is to utilize the professional learning community (PLC) steering team to
identify district priorities and ensure alignment to the district mission, vision, and goals. For
example, this steering team can conduct an internal audit of all initiatives taking place in the
district, and prioritize them against the district mission, vision and goals. SIOP will be included
in this audit, and concrete phases of implementation will be developed. Initiatives identified as
non-priorities within the audit process will be phased out to provide more time for teachers to
focus on the high priority initiatives.
Teacher’s development grows when given time for practice and reflection on skills
(Christ & Sharma, 2018). Organizations benefit when teachers have a stronger sense of purpose
from the time provided to implement professional development (Cheung & Slavin, 2012). The
benefit can be two-fold for organizations. First, the professional development will most likely
address an organizational gap related to the organizations mission and goals. Time to implement
the professional development, if done with fidelity, will reduce the gap. Second, stakeholders
will see the implementation of the professional development as a good use of organizational
funds. This would be in contrast to a “sit and get” model that provided no time for practice and

108
implementation, therefore, reducing the ability of systematic implementation. Similarly, Young
(2010) reports teachers feel frustration when balancing the implementation of new practices in
their lesson plans with the stress of adhering to teaching the traditional curriculum. The research
supports recognizing this cultural setting gap to benefit the teachers of the West Valley School
District by providing a stronger systematic response to professional development
implementation, and work towards attainment of the global student goal of increasing student
achievement in the area of reading.
Cultural setting to support teachers through professional development. Precisely all
of the interviewed teacher stakeholders explained they need effective modeling in the school
setting to demonstrate how SIOP can be implemented. This lack of effective modeling leads to a
lack of successful SIOP implementation in classrooms. A Recommendation rooted in the
Leadership Toolkit has been selected to close this organizational gap. Waters, Marzano, and
McNulty (2003) recognize organizational effectiveness increases when leaders ensure that
employees have the resources needed to achieve the organization’s goals. This suggests the
organization needs to provide teachers with the necessary resources to maximize the
implementation of professional development. For the WVSD, this resource can be defined as an
instructional coach. The recommendation is for the WVSD to hire an instructional coach with the
specific intent to model effective teaching strategies (SIOP) that support emergent bilinguals,
and all students.
Intentional modeling and support through the coaching format help teachers retain the
professional development taught (Cheung & Slavin, 2012). This means a stronger movement
toward systematic implementation. This type of model allows for sustained implementation
because those supported by an instructional coach have the opportunity to implement

109
professional development and, in turn, watch the coach model the same professional
development within the context of the classroom. The entire organization benefits when
modeling is done with a teaching peer who is trained in delivering specific teaching techniques
that will help address contextual problems (Newman et al., 2010). The research would support
recognizing this cultural setting gap, and the WVSD understanding professional development
implementation can be sustained across multiple classrooms by hiring an instructional coach to
model and support teachers as they reach their stakeholder and organizational global goals.
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
School districts across the country are vastly different. These districts have dissimilar
demographic backgrounds such as overall student population, race, ethnicity, special education
and economically disadvantaged populations, and, specific to this study, the number of emergent
bilinguals in the school. Demographics is just one measure of difference among districts. There
are many more that will not be discussed in this chapter. On the contrary, educational standards
play a similar role in school districts. Educational standards are the “end product” teachers want
all students to master. Teachers and building leaders continue to look for ways to help students
reach mastery level on each standard. This idea of starting with the end in mind coincides with
the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016). This new model, a
progression from the original Kirkpatrick Four Level Model of Evaluation, will be used for the
implementation and evaluation plan for this study. The New World Kirkpatrick Model (2016)
identifies four levels of implementation, but like school districts, plans with the end in mind as
the steps are in reverse order. This model starts with Level Four, which identifies internal and
external outcomes, as well as leading indicators that come at the end of a training (Kirkpatrick &

110
Kirkpatrick, 2016). Level Three pinpoints the critical behaviors, displayed by the stakeholder
group, and the required drivers to support those critical behaviors. Level Two discerns the
degree of learning through the lens of knowledge and skill, attitude, confidence, and
commitment. Finally, Level One gauges the stakeholders’ feedback on their participation
through the process by using the criteria of engagement, relevance, and customer satisfaction.
Following this New World Kirkpatrick Model will help an organization, specifically the WVSD
in this study, achieve the identified stakeholder and organizational goals.
Organizational Purpose, Need and Expectations
The mission of the West Valley School District is to maximize learning and empower all
students to prepare for tomorrow’s opportunities. In this “empower all students” mentality, this
district is not making the grade. The West Valley School District has an achievement gap
between emergent bilinguals and English dominant speaking students. Therefore, the
organizational goal is by August 2020, to have a 50% increase in the number of 4th and 8th
grade emergent bilinguals identified as proficient or advanced in English Language Arts (ELA)
on the state level exam. Teacher instruction has an impact on student achievement, and this goal
cannot be realized without the systematic focus of the teacher stakeholder group. Through
extensive research, and understanding the economic and geographic reality of the school district,
the administrative leadership team identified SIOP as the response to the district’s achievement
gap. Thus, the stakeholder goal is to have 100% of the licensed teachers implementing Sheltered
Instruction Observation Protocol (SIOP) practices into their classrooms by May 2020.
To achieve the outcomes, the WVSD needed to understand the gaps that exist within the
knowledge, motivation and organizational influences that would prohibit teachers from reaching
their stakeholder goal, and the organizational goal. The WVSD hired an external SIOP coach to

111
come and deliver the SIOP professional development. This external SIOP coach worked with all
staff in a lecture format of large group professional development. The district then hired a part-
time internal instructional coach to work with the teacher stakeholder group throughout the
school year on the implementation of the SIOP strategies in their classrooms. It was expected
that the teachers would meet and work with the internal instructional coach to implement these
SIOP strategies into their lesson plans and instructional delivery. All of these efforts supported
the emphasis of increasing emergent bilingual student achievement in ELA to meet the
organizational goal.
Level 4: Results and Leading Indicators
As the West Valley School District implements the SIOP professional development with
the teacher stakeholder group, it is critical to monitor progress, both internal and external, toward
the organizational goal. Kirkpatrick and Kirkpatrick (2016) support this work with Level Four:
Results and Leading Indicators. The leading internal and external indicators act as short-term
outcomes that allow the organization to determine if the global goal will be achieved, and if there
is any adjusting that needs to happen along the way.
The external outcomes include increasing the number of emergent bilinguals advanced
and proficient in ELA on the state level exam, increasing school satisfaction rates, and award
recognition at the state level for academically growing special populations. As the West Valley
School District reaches external outcomes, internal outcomes will also be achieved. Internal
outcomes include a common knowledge about the eight SIOP strategies across the district,
teachers incorporating SIOP strategies into their lesson plans, and teachers having models and
instructional coaching to support the SIOP implementation.

112
External and internal metrics are used to determine the implementation of the SIOP
professional development. An external metric related to student achievement includes the
number of emergent bilingual students who score advanced and proficient on the state level
exam. The method for gathering this data will include the WVSD leadership team gathering
student performance data and disseminating it according to sub-populations, specifically
emergent bilingual students. Another external metric is linked to the school satisfaction outcome.
The WVSD will track students, parents, and teachers who report satisfaction on a district-wide
climate survey. The method of the survey will be quantitative data that can be gathered and
compared over time to measure district growth in this area. The final external metric supports
the Title I Beating the Odds Award Recognition outcome. The metric is the number of emergent
bilingual students in the WVSD that exceed expected growth on the state exam. The method to
measure this external outcome is done by the Wisconsin Department of Public Instruction (DPI)
and their own internal data analysis.
An internal metric used to determine the implementation of the SIOP professional
development is number of teachers who know how to talk about the eight SIOP strategies around
the school. The method used to track this metric is data from interviews with teachers regarding
their knowledge and usage about SIOP instructional strategies. Another internal metric used to
gauge common knowledge about the eight SIOP strategies is the number of teachers who have
incorporated SIOP strategies into their lesson plans. The method used to track this metric
includes administrative review of SIOP strategies incorporated into teacher lesson plans. The last
internal metric supports the understanding that teachers have models and instructional coaches to
support SIOP implementation. This metric includes the number of teachers engaged in modeling
for peers and working with the instructional coach. The method used to measure this metric is

113
teacher data from interviews regarding peer modeling, and data from the instructional coach’s
daily schedule. Table 16 outlines the external and internal outcomes, linked metrics, and
methods for measuring these outcomes.
Table 16
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Increase number of emergent
bilinguals advanced and
proficient in ELA on the state
level exam.
Number of advanced and proficient
emergent bilingual students on the
state level exam.
Data regarding the number of
advanced and proficient emergent
bilingual students on the ELA portion
of the state level exam.
Increased school satisfaction
rates.
Number of students who report
satisfaction with the West Valley
School District.
Number of parents who report
satisfaction with the West Valley
School District.
Number of teachers who report
satisfaction with the West Valley
School District.
Student, parent, and teacher climate
surveys.

Title I Beating the Odds Award
Recognition
Number of emergent bilingual
students in the West Valley School
District that exceeded expected
growth on the state exam.
Department of Public Instruction
(DPI) metric to assess schools who
are beating the odds in specific
categories.
Internal Outcomes
Common knowledge about the
eight SIOP strategies across the
district.
Number of teachers who know how
to talk about the eight SIOP
strategies around school.
Data from interviews with teachers
regarding their knowledge and usage
of SIOP instructional strategies.
Teachers have incorporated
SIOP strategies into their lesson
plans.
Number of teachers who have
incorporated SIOP strategies into
their lesson plans.
Administrative review of teacher
lesson plans to determine the
incorporation of SIOP strategies.
Teachers have models and
instructional coaching for SIOP
implementation.
Number of teachers engaged in
modeling for peers and working
with the instructional coach.
Data from interviews about peer
modeling.
Data from the instructional coach’s
daily schedule.

Level 3: Behavior
Critical behaviors. Kirkpatrick and Kirkpatrick (2016) emphasize the important of
Level Three: Behavior as the linchpin toward achieving Level Four: Results success. The authors
state this can be the most difficult part of the process because the organization needs to support

114
and hold the stakeholders accountable for the implementation of their new learning. In this
study, Level Three: Behaviors can be achieved through the monitoring of teacher critical
behaviors. The critical behaviors include learning the components of SIOP strategies,
documenting SIOP learning outcomes related to the state standard expectations, identifying
through self-reflection the strengths and weaknesses related to SIOP implementation, and
participation in a professional learning community (PLC) where teachers can engage in
discourse, examine SIOP strategies, and reflect on their practices with peers. Table 17 indicates
the critical behaviors and the corresponding metrics, methods and timing.
Table 17
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
Teachers will learn the
components of SIOP
strategies.
The number of SIOP
strategies
implemented.
Administration will
provide SIOP training
to teachers.
Data collected during
classroom observations.
During summer in-service
and through in-year
professional development
days. Overview shared
during summer in-service,
and follow up throughout
the year.
Teachers will document SIOP
learning outcomes related to
state standard expectations.
The creation of
learning outcomes
related to state
standards.
Teacher lesson plan
submission.
Submitted template to
administration at the
beginning of the year, and
updated weekly.
Teachers will identify
strengths and areas of
weakness related to SIOP
implementation.
The number of self-
identified strengths
and weaknesses
related to SIOP
implementation.
Teachers will report
identified strengths and
weaknesses to the
instructional coach.
Done on a 3-week unit of
study process.
Teachers will participate in a
professional learning
community (PLC) where they
can engage in discourse,
examine SIOP strategies, and
reflect on their practices with
peers.
The number of PLC
meetings participated.
Team facilitators will
take attendance, and
Instructional Leadership
Team will discuss and
review notes for
engagement.
Weekly

Required drivers. The critical behaviors that lead the organization toward the internal
and external outcomes are assumed when attention is paid to the required drivers that support the
critical behaviors. Kirkpatrick and Kirkpatrick (2016) categorize these required drivers into four

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categories: reinforcing, encouraging, rewarding, and monitoring. Reinforcing drivers support the
stakeholder when transitioning the new knowledge from learning to daily implementation
(Kirkpatrick & Kirkpatrick, 2016). These reinforcing drivers include refreshers by means of
professional development on the important elements of SIOP instruction, opportunities for
teachers to discuss their experiences regarding SIOP with their peers, on-the-job training with an
internal SIOP instructional coach, executive modeling and training about self-talk, and follow up
opportunities for teachers to apply self-regulation strategies related to SIOP implementation.
The encouraging drivers equip the teacher stakeholder group with the motivational support
needed to continue implementing the newly learned knowledge (Kirkpatrick & Kirkpatrick,
2016). In this study, these encouraging drivers include coaching and feedback by the
instructional coach on teacher lesson plans, peer modeling during the units of study, and
feedback by the instructional coach on classroom SIOP implementation. Rewarding drivers
serve as means to acknowledge the teacher when the learning has been implemented in its
intended manner (Kirkpatrick & Kirkpatrick, 2016). Rewarding is done through “shout outs” by
teachers about teachers at staff meetings, and with permission, sharing exemplar teacher lesson
plans that resulted in the successful implementation of SIOP. The monitoring drivers aid the
organization in tracking successful and consistent implementation of the critical behaviors.
These monitoring drivers include the instructional coach discussing SIOP implementation
progress with the teachers through interviews, the instructional coach observing SIOP in the
classroom, and instructional coach reviewing lesson plans. Table 18 outlines the reinforcing,
encouraging, rewarding, and monitoring drivers pertinent to the teacher stakeholder group when
implementing SIOP instruction in the classroom, and the critical behaviors these drivers support.

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Table 18
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical
Behaviors
Supported
1, 2, 3 Etc.
Reinforcing

Refreshers: professional development on the
important elements of SIOP instruction.
Quarterly at professional
development days
1, 2
Communities of practice: opportunities for
teachers to discuss their experiences
regarding SIOP.
Monthly at staff meetings 4
On-the-Job Training: ongoing training with
an internal SIOP instructional coach.
Ongoing according to instructional
coach’s schedule
1, 2
Executive Modeling: provide training and
modeling about self-talk.
Monthly at staff meetings 3
Follow-Up Modules: opportunities for
teachers to apply self-regulation strategies
related to SIOP implementation.
Ongoing at monthly staff meetings
and on own
3
Encouraging

Coaching: teacher and instructional coach
feedback on lesson plans.
Ongoing according to specific unit
of study and instructional coach’s
schedule.
1
Modeling: Peer modeling during units of
study.
Ongoing according to peer
communication and progress on
particular unit of study.
4
Coaching: teacher and instructional coach
SIOP instruction feedback.
Ongoing according to specific unit
of study and instructional coach’s
schedule.
2
Rewarding

Recognition: “Shout Outs” of teachers
observing peers utilize SIOP strategies.
Monthly at staff meetings 2
Recognition: with permission share lesson
plans with successful SIOP implementation.
Monthly at staff meetings 1
Monitoring

Interviews: instructional coach discussing
SIOP implementation progress with teacher.
Ongoing according to instructional
coach’s schedule
3, 4
Observation: instructional coach observations
of SIOP in teacher instruction.
Ongoing according to instructional
coach’s schedule
2
Work Review: instructional coach lesson plan
review.
Ongoing according to instructional
coach’s schedule
1

Organizational support. The critical behaviors of the teacher stakeholder group cannot
be realized without the support of the organization. Through an understanding of the
organizational influences, and a gap within the cultural setting, the organization can benefit from

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addressing these gaps through focused support. One of the organizational recommendations
includes utilizing the professional learning community steering team to identify district priorities
and ensure alignment to the district mission, vision, and goals. This will allow for the
organization to question and evaluate the removal of items outside of the priority areas and
provide more time for the implementation of SIOP. The other organizational recommendation
promotes the district’s use of research on professional development implementation to hire an
instructional coach to model effective teaching strategies (SIOP) that support emergent
bilinguals and all students.
Level 2: Learning
Learning goals. The following list includes learning goals that are critical for the
teacher stakeholder group to demonstrate proficiency so they can implement the critical
behaviors described in Table 18. The following goals are identified to address the needs that
were confirmed through this study’s data collection and analysis. Following the completion of
the program described below, the teacher stakeholder group will be able to:
1. Accurately identify the eight SIOP strategies (Declarative Knowledge).
2. Explain the importance of each SIOP strategy (Declarative Knowledge).
3. Executing the eight SIOP strategies in the classrooms to support emergent bilinguals and
all learners (Procedural Knowledge).
4. Implement the SIOP learning goals for each state standard (Procedural Knowledge).
5. Reflect on their strengths and weaknesses when implementing SIOP strategies
(Metacognitive Knowledge).
6. Attribute the success or failure of SIOP implementation to their efforts (Attribution).
7. Maintain belief in abilities to implement SIOP strategies.

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Program. The K-12 professional development program is a multifaceted plan that
ensures the implementation of SIOP strategies in every classroom. The teacher stakeholder group
attends intensive summer professional development dedicated to a topic that incorporates the
needs of the entire district. Specifically addressed in this study is the SIOP professional
development. The training provides an overall understanding of SIOP, and how it impacts the
academic growth of all students, especially the emergent bilingual population. Teacher
knowledge begins through the identification and definition of terminology, and expands by
understanding the implementation efforts for each SIOP strategy. Teachers gain a greater sense
of their own strengths and weaknesses regarding SIOP implementation and learn more about the
collective efforts of their colleagues through reflective exercises. All of these knowledge and
motivational efforts are supported by the chronological order of the New World Kirkpatrick
Model (Kirkpatrick & Kirkpatrick, 2016). Additionally, the professional development continues
beyond the summer opportunity and expands throughout the school year with the support of a
SIOP instructional coach.
The program focuses on the declarative, procedural, and metacognitive knowledge,
attribution, self-efficacy, and cultural setting for overall understanding, implementation, and
reflection of the SIOP professional development. Teachers will feel the support of this plan by
intentionally planned learning opportunities and discussions at staff meetings, and the systematic
intentional use of an instructional coach. This professional development program will be
ongoing throughout a three-year cycle of implementation, with each year refining more and more
from the year prior. The instructional coach will provide continued support throughout this
process. This program starts with content knowledge-based delivery and discussions, followed
by implementation efforts based on the teacher’s comfort level with the new content. It will then

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evolve in year two with a specific focus on the four (of eight) SIOP strategies that provide the
most immediate impact for student growth. Year three will continue with a focus on the
remaining four SIOP strategies. Ongoing teacher learning will be supported through collegial
discussions, instructional coaching sessions, and administrative observations. By the end of this
three-year cycle, each teacher will have the knowledge skill set and implementation foundation
to provide sustained implementation of the program.
The crux of success within this program will rely heavily on the coaching opportunities
with the instructional coach. It is during those sessions that teachers will be able to create lesson
plans with language goals with the support of the instructional coach. The coach will then
observe, model, or co-teach the lesson with the teacher and provide feedback during post-
observation meetings. Teachers will then be able to reflect and grow upon their experiences.
This systematic effort will build teacher metacognition, self-efficacy, and collective efficacy
across the district toward the teachers’ ability to implement SIOP and academically grow
students.
Evaluation of the components of learning. The desired goal of school-wide SIOP
implementation will not be achieved without teachers expanding their declarative and procedural
knowledge. Moreover, teachers must have confidence in their abilities to effectively implement
SIOP strategies, and humility to ask for help when needed. The knowledge and motivational
components identified will lead to full implementation. Table 19 lists the means of evaluative
and timing of those means to gauge the success of the professional development implementation
program.

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Table 19
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”

Knowledge checks through exit
tickets
Monthly at staff meetings, quarterly at training
opportunities
Think, Pair, Share activity Monthly at staff meetings
Procedural Skills “I can do it right
now.”

Present an activity with instructional
coach
Rotates monthly at staff meetings
Checklist during observation During instructional coaching
Quality of lesson plans connected to
SIOP learning outcomes
Weekly submission
Quality of feedback discussions with
instructional coach
During instructional coaching
Attitude “I believe this is
worthwhile.”

Pre and post training surveys Quarterly at training opportunities
Level of engagement during
instructional coaching
During instructional coaching
Level of engagement during quarterly
training opportunities
Quarterly at training opportunities
Discussions about the value and need
for SIOP training
Monthly at staff meetings, quarterly at training
opportunities, during instructional coaching
Confidence “I think I can do it on
the job.”

Strategy specific scaled survey Following quarterly training opportunities, following
instructional coaching
Discussions following coaching During instructional coaching
Discussions in small groups Monthly at staff meetings
Commitment “I will do it on the
job.”

Conversations with peers Monthly at staff meetings
Conversations with instructional
coach (issues/praise)
During instructional coaching
Conversations with administration Quarterly during planning meetings

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Level 1: Reaction
Kirkpatrick and Kirkpatrick (2016) define Level One: Reaction, as a step to measure the
engagement, relevance, and satisfaction of participants. In this study, Level One will measure
these components related to the teacher stakeholder group. The success of the program hinges
on the specific focus and attention to these components. Furthermore, attention to these
components support the learning and development of the stakeholder group within the other
three Kirkpatrick and Kirkpatrick (2016) levels. Table 20 outlines the methods (or tools), and
timing of reactions for the teacher stakeholder group related to the implementation of the
program.
Table 20
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement

Attendance During quarterly professional development, and
instructional coaching sessions
Observations of peer discussions Monthly at staff meetings
Review of SIOP learning goals in
lesson plans
Weekly submission
Relevance

Status check with teachers via exit
surveys (online)
Following quarterly professional development
Annual SIOP evaluation During the conclusion of the school year
Customer Satisfaction

Status check with teachers via exit
surveys (online)
Following quarterly professional development
Annual SIOP evaluation During the conclusion of the school year

Evaluation Tools
Immediately following the program implementation. Feedback from participants
immediately following the professional development can help the learner transfer knowledge
from declarative to procedural, and promote systematic results. Immediate reflection allows the

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organization to champion the value of the professional development (Kirkpatrick & Kirkpatrick,
2016). Level One: Reactions will be measured using a variety of measures to gauge the teacher
stakeholder group’s engagement, feeling of relevance, and customer satisfaction related to the
SIOP professional development. These reactions will be obtained using attendance, observations
of discussions, satisfaction surveys, and program evaluations. The means to measure Level Two:
Learning will include many of the same Level One instruments, and additional elements that
focus on the quality of lesson plans and discussions with peers, the instructional coach and
administration. These diverse instruments will help the organization appraise the declarative
knowledge, procedural skills, attitude, confidence, and commitment of the SIOP professional
Development. Appendix B includes an example of the exit survey statements.
Delayed for a period after the program implementation. A blended evaluation
approach serves a few purposes in a singular manner. This type of instrument can tightly address
all four levels of the New Kirkpatrick Model without causing survey overload for the participants
(Kirkpatrick & Kirkpatrick, 2016). An annual survey at the end of the school year is the most
efficient method to capture the teachers’ impressions that include Level One: Reaction using
engagement, relevance, and satisfaction; Level Two: Learning by means of declarative
knowledge, procedural skills, attitude, confidence, and commitment; Level Three: Behaviors;
and Level Four: Results. The instrument, an exit ticket (Appendix C), used online annually
during the final days of the teacher contract will be reflective of the SIOP professional
development from the current school year. Appendix C showcases this online exit ticket.
Data Analysis and Reporting
The Level Four goals for the implementation of the SIOP professional development
program consist, externally, of increasing the number of emergent bilinguals that are advanced

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and/or proficient in ELA on the state level exam, increasing school satisfaction rates, and award
recognition at the state level for academically growing special populations. Internally, the goals
include fluency in the knowledge of the eight SIOP strategies, how to successfully implement
them in the classroom, and a system of coaching support to help in this systematic
implementation. For greatest impact it is important to visibly share quantifiable data with
internal and external stakeholders. Following the program evaluation, the administrative team
should use a dashboard to report the findings of this program, and showcase it on the district
website and through forms of internal and external communication. Figure 2 below
demonstrates this dashboard with example data regarding the expected goals. Internally, the
administrative team could create similar time-sensitive dashboards to monitor the progress of
Levels Three, Two, and One.

Figure 2. Sample dashboard to show progress towards external outcomes
Summary
The integrated implementation and evaluation plan was supported by using the New
World Kirkpatrick Model (2016). This model takes the original Kirkpatrick Model and adjusts it
with a backward design approach. The goal of this new model focuses first on the internal and
external outcomes, and aligns support to those goals through the identification of required drivers

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that support critical behaviors, and the learning goals and reactions of the participants regarding
the implementation plan. This approach allows the outcomes to be at the forefront of the
development plan, and every decision funnel up to ensure successful outcomes are obtained
(Kirkpatrick & Kirkpatrick, 2016). It is through this New World Kirkpatrick Model the
organization can confront the knowledge, motivation, and organizational influences that have
been validated within this study. This integrated implementation and evaluation plan will
systematically help the West Valley School District attain both the stakeholder and
organizational goals that are directly aligned to the mission and vision of the organization.
Strengths and Weaknesses of the Approach
This study is firmly rooted in the Clark and Estes (2008) gap analysis framework. The
pillars of this framework can span across multiple organizational settings, making it ideal for the
researchers of the OCL program, and the diverse settings of their individualized problems of
practice. Organizations, both public and private, nonprofit and for profit, would benefit from
using this framework to uncover existing stakeholder gaps that limit the organization from
achieving its global and stakeholder goals. This framework can prescriptively identify
knowledge, motivation and organizational gaps, and build solutions around those gaps. All of
the above-mentioned processes help define the strengths of this approach. Conversely, the
strengths of this complete framework can also be considered a weakness.
This study, and the framework, primarily focused on one stakeholder group.
Organizations seldom employ one employee group, or have only one stakeholder group
responsible for the implementation of an initiative. Specific to this study, the teacher stakeholder
group was the focus point of the dissertation, but data regarding the knowledge, motivation, and
organizational (KMO) influences of other stakeholders was never gathered. For example, this

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study could have benefitted from a gap analysis framework that include KMO data specific to
the administrative group. What gaps within this group exist when implementing change and
implementing professional development? Realistically, approaching each stakeholder group
with as much depth as needed under the Clark and Estes (2008) framework may prove to be too
time consuming and fiscally unrealistic. There is much to appreciate within the Clark and Estes
(2008) framework, but also limiting as the framework does not provide a holistic view of an
organization, and the influential gaps negating the achievement of global goals. The same
discussion regarding strengths and weaknesses can be had as the study moves from identifying
gaps to planning for desired outcome through the use of the New World Kirkpatrick Model
(Kirkpatrick & Kirkpatrick, 2016).
Like the Clark and Estes (2008) gap analysis framework, the New World Kirkpatrick
Model (2016) uses the lens of a specific stakeholder group. Unlike the Clark and Estes (2008)
framework, this model focused on the implementation of desired organizational outcomes
(Kirkpatrick & Kirkpatrick, 2016). The strength of this model lies within the backward design
approach. This model focused on the desired results, behaviors, learning, and reactions of a
stakeholder group. Both the Clark and Estes (2008) gap analysis framework and the New World
Kirkpatrick Model work in harmony as the researcher identifies influential gaps and desired
outcomes with the stakeholder group and organization.
The New World Kirkpatrick Model’s strength of focusing solely on one stakeholder
group also serves as its weakness. A comprehensive action plan was created as a result of this
study. The desired results are rooted in research-based recommendations that, if followed, allow
the teacher stakeholder group to follow a road map toward goal attainment. The weakness lies
within the detail of the plan, and the depth of the four levels that must be followed in order to

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respectfully use this model. The specific depth to one district initiative would be unrealistic as
districts are often implementing multiple initiatives at the same time; there are always multiple
initiatives pulling the resources of a district, provided by both internal and external pressures. As
we saw in this study, time was the biggest cultural setting gap. It would be irresponsible to think
a K-12 school district could dedicate an abundance of time to one stakeholder gap. Many other
district needs would suffer as time, effort, and fiscal resources would wane.
The attrition of staff is another weakness that exists within the gap analysis framework
and the desired outcomes model. The WVSD, like many districts, continuously experiences
transiency within the teacher group. It is hard to conduct a study on one stakeholder group that
may change from year to year. This reality is compounded in this study because of the small size
of the teacher group, and transience of the student group. This makes any control group obsolete
in this study, and it is difficult to solely tie student academic success (global goal) to the SIOP
implementation efforts. As mentioned above, there are multiple points and counterpoints of
consideration when applying the Clark and Estes (2008) gap analysis framework and the New
World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016).
Future Research
Future research would address some of the limitations specific to this study. As this
study inserts itself into the discussion regarding professional development implementation
practices in schools, and supporting the academic success of emergent bilingual. Addressing the
limitations would help current and future practitioners as they move from learning to
implementation.
Including multiple school sites, and a more diverse school district population, would help
bolster the generalizability of this study. This study focused on a small rural school district in

127
the Midwest, specifically Wisconsin. Future work could be done with rural school districts in
other parts of the country. Working with different districts across the country could also expand
to the type of districts participating in the study. Future research would benefit by including all
three district size categories: rural, suburban, urban. Including more districts would increase the
overall stakeholder participation and strengthen the validity of the data. Broadening the district
participation would appeal to a larger population of readers that could identify this study with
their unique current setting. This approach would support the generalizability and validate the
results of the study across every school setting in the country. Integrating this follow up study
with other districts who also have a gap would be important to the empirical footprint this study
could leave for future researchers and practitioners.
Future research would also benefit from expanding the stakeholder population. The
robustness of a future study could expand to the other stakeholder groups mentioned in this
study. Gaining the perspective from other stakeholder groups would help future researchers
understand how the professional development model impacts their work and KMO influences. It
would be beneficial to understand the perspectives of administrators, hourly support staff, and
other staff serving districts. Multiple stakeholder groups could benefit by the multiple
implementation plans created. This would increase the overall efficacy and usability of the study
for a stronger plan that supports all stakeholders in the district.
Future research on family engagement would also benefit this this topic. Chapter Two
identifies some specific strategies schools can deploy to engage the families of emergent
bilinguals. Family engagement is not part of the SIOP model, but research from the literature
review identifies this as a topic that deserves attention.

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As discussed in the limitations, future research should include the expansion of time to
conduct the study. This expanded use of time would allow for the inclusion of other methods of
collecting data. Additional time would allow for focus groups and observations of the teacher
group. The data collected would allow for stronger claims connected to the KMO influences and
potentially impacting different pathways when formulating the implementation plan.
Future research on successful school cultures would benefit practitioners working on
similar problems of practice. The data gathered in this study emphasized a high level of trust
amongst all stakeholders in this organization. An organization has strong leverage when there is
a high level of trust. Identifying indicators that support this positive culture would benefit other
districts as they develop professional development implementation plans.
Increasing the time to conduct the study, coupled with increasing the number of
participating districts, would allow the inclusion of robust student data. A future study with
more time would allow for control and experimental student groups. Including student data in
this study could affirm the impact of the SIOP implementation in the classroom, and move
beyond the KMO influences of the teacher stakeholder group when implementing SIOP practices
in classrooms.
Lastly, a future study would benefit from a researcher who is not employed by the district
of study. This could be achieved by integrating many of the suggestions listed above. The
current researchers could expand the participating districts, increase the depth and breadth of the
stakeholder groups, and plan for additional time. All of this could be done without including the
current district, therefore, eliminating bias.
The theoretical and empirical research in this study will guide districts across the country
as they look to implement professional development into teacher classrooms. The specific SIOP

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practices directly align to reducing the emergent bilingual achievement gap that spans across the
country (Roy-Campbell, 2013). It is appropriate that future research include school districts,
stakeholders, and students that represent the nation’s diverse districts. The inclusivity of this
broad approach, coupled with additional data mechanisms would serve a wider audience looking
to leave their footprint on this work. The educational community of researchers and practitioners
will benefit from the format of this current study, but there is room to increase the depth and
breadth of this study to benefit a wider audience by including the all-inclusive recommendations
provided in this section.
Conclusion
School districts across the country are met with the challenge of implementing
professional development, and increasing student achievement. Professional development takes
many forms, but largely can include a focus on training teachers how to become better
instructional leaders in the classroom for the students they serve. SIOP is the specific
professional development, and the WVSD is the contextual setting for this study.
The mission of the WVSD is to “…maximize learning and empower all students to
prepare for tomorrow’s opportunities” (district website, 2018). There has been a steep increase
in the number of emergent bilingual students attending the WVSD over the past five years. This
increase in emergent bilinguals has caused all of the stakeholders of the WVSD to reflect upon
their practices when educating this diverse student population. This change in student
demographics has been compounded with an increase in state expectations through the newly
adopted Common Core State Standards (CCSS), and the application of knowledge related to
those standards on the newly implemented state Forward exam. The WVSD student data has
become flat, or declining in some instances, and the district was not reaching its mission

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statement by providing an educational environment where all students can learn and thrive.
Conversations about the reality of the mission statement are had daily by many stakeholders.
These conversations have also been part of School Board discussions.
The School Board wanted to see a change in student results and charged administration
with finding a solution to reduce the achievement gap between emergent bilinguals and English
dominant speaking students. This charge was coupled with an understanding that the
achievement of all students needed to increase. In addition, the district needed a plan that would
address the lack of professional development implementation in the classrooms. Not unlike many
districts across the country, the WVSD had been spending countless dollars on professional
development, student achievement was flat or declining, and the professional development was
not being implemented in the classrooms.
With shrinking or strained budgets, this study could support a streamlined approach to
professional development, thus, make each dollar spent stretch farther and become more useful.
This would not only benefit the WVSD, but districts across the country. The knowledge,
motivation, and organizational influences affecting the teachers’ implementation of SIOP
practices in their classrooms was the focus of this study.
The following questions guided the gap analysis that addressed knowledge and skills,
motivation, and organization causes and solutions for the teaching staff.
1. What is the teachers’ knowledge related to the implementation of SIOP?
2. What is the teachers’ motivation related to the implementation of SIOP?
2. What is the teachers’ perception of the WVSD’s organizational influences related to the
implementation of SIOP?

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A literature review tied to the problem of practice supported this study as it outlined
issues related to supporting emergent bilinguals in K-12 settings, and the implementation
practices of teacher professional development. The research was later framed using the Clark
and Estes’ (2008) gap analysis framework, and delineated needs into three categories:
knowledge, motivation, and organizational influences (KMO). The KMO influences were then
validated through semi-structured interviews with the teacher stakeholder group, and processed
through data analysis.
The data analysis identified six influences as needs as the WVSD strives to have 100% of
licensed teachers implement SIOP practices into their classrooms. First, teachers need the
declarative and procedural knowledge by knowing the basic elements of SIOP and how to
incorporate them into their instruction. Second, teachers need to feel low reading proficiency is
due to their own efforts in instruction rather than student’s lack of ability. Teachers also need to
believe they are capable of effectively delivering SIOP strategies for all students, especially
emergent bilinguals. Lastly, two organizational setting influences emerged: (a) teaching staff
need enough time from their non-teaching duties to revise lesson plans that integrate SIOP
practices into the classroom; (b) and teachers need effective modeling in the school setting to
demonstrate how SIOP can be implemented. These needs were then addressed through empirical
research and the evaluation plan using the New World Kirkpatrick Model (Kirkpatrick &
Kirkpatrick, 2016).
Recommendations anchored in empirical research were suggested to address these needs,
and sustain the influences that were determined to be assets. In turn, the New World Kirkpatrick
Model (Kirkpatrick & Kirkpatrick, 2016) was used as the framework to translate these
recommendations into an implementation and evaluation program. The New World Kirkpatrick

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Model (Kirkpatrick & Kirkpatrick, 2016) works backwards from the Kirkpatrick Four Level
Model of Evaluation, and starts with Level 4, the internal and external indicators of common
knowledge of the eight SIOP strategies (internal) and student proficiency in English Language
Arts on the state exam. Level 3 continues with critical behaviors of the teacher stakeholder
group. Level 2 is expressed by the learning teacher goals that scaffold up to the critical
behaviors. Lastly, Level 1 outlines the tools and timing of the teachers’ reactions to the
implementation of the program. The combination of the Clark and Estes (2008) gap analysis
framework coupled with the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016)
provide the WVSD with the opportunity to achieve its mission, global goal of increasing the
number of emergent bilinguals identified as proficient or advanced in ELA on the state level
exam, and the stakeholder goal of 100% of licensed teachers implementing SIOP practices into
their classrooms.
The achievement gap in English Language Arts (ELA) between emergent bilinguals and
English dominant speaking students continues to exist (Polat et al., 2016). Compounding this
concern, emergent bilinguals are the fastest growing population of students across the United
States of America (Polat, et al., 2016). Newman et al.’s (2010) work also explains an
implementation gap when teachers did not practice the professional development in the context
of their classrooms. This study suggests teachers need the declarative and procedural knowledge
related to SIOP. This study suggests teachers need the motivation through attributions and self-
efficacy to implement SIOP practices into classrooms. Lastly, this study suggests school districts
(organization) need to provide the organizational support of time to implement SIOP, and
effective modeling of SIOP, to achieve organizational performance goals. This study uses

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research of the past and serves as a blueprint for future educators and districts to change the life
trajectory of emergent bilinguals across the country.

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APPENDIX A
Interview Protocol
I want to thank you for agreeing to participate in the data collection component of Rob
Vanderloop’s dissertation. The findings from this dissertation can be used to improve ELA
instruction in this district and other districts as well. I appreciate the time you have set aside to
answer these questions. The interview should take 30-45 minutes.
I want to provide you with an overview of what we will be talking about today, and
answer any questions you might have about participating: Rob is currently enrolled as a doctoral
student at the University of Southern California in Los Angeles, California. He is studying
Organizational Change and Leadership. As part of his requirements for fulfilling a doctoral
degree offered through the Rossier School of Education, he is conducting a study exploring
teachers’ knowledge, motivation, and organizational influences regarding the professional
development of Sheltered Instruction Observation Protocol (SIOP) to reduce the achievement
gap between emergent bilinguals and English dominant speaking students. He is conducting
what is called an Improvement study, which means he is exploring a certain topic in hopes to
improve a current situation.
I will be having conversations with almost all of the core members of the elementary
teaching team, and some middle level teachers that are responsible for implementing ELA
instruction to the students of your district. I am hoping to understand the perspective of the
teacher group, and their knowledge, motivation, and organization influences. I am the Principle
Investigator (PI) for this study. Do you have any questions about the study or purpose of today’s
conversation?

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Before we begin, I want to assure you that everything said here today is strictly
confidential. My role as the third-party interviewer is to provide that confidentiality. A
pseudonym, West Valley School District, is used to protect the identity of the district. All of the
findings for this study will be reported in the aggregate. Rob will not see my notes regarding this
interview. He will be provided a transcript of the recording, and will not be able to associate a
teacher comment with a specific teacher. When an actual quote from an interview is used, it will
indicate that it is from “an employee from the West Valley School District.” No names will be
associated with the findings. I also want to assure you that none of the data I collect will be
share with other teachers, principals, or other members of the district. Do you have any
questions for me?
If you have questions about your rights while taking part in this study, or you have
concerns or suggestions and want to talk to someone other than me about the study, please call
XXXX at (XXX) XXX-XXX or email XXXXXX. You can reference IRB# XXXXX.
The last couple of things I would like to cover include the logistics of the interview
process. I have brought a recorder with me today so that I can accurately capture what you
share. The recorder helps me focus on our conversation and not on taking notes. Your
participation in all aspects of data collection is completely voluntary. May I have your
permission to record and get started?
Begin recording… mention time and date, interview number, and the number of each
question when asking.

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Interview – Professional Development
I’d like to start the interview by capturing your thoughts and feelings regarding what makes a
successful professional development process.

1. Tell me about the typical professional development in this district.
1. Probe for more. (Can you explain further?)
2. How effective do you think professional development is in your district?
1. Probe for specific follow up related to past history
3. What would you change if you could format the professional development in this district?
1. Probe for specific examples of what to change related to instances
4. Would you describe what you think the ideal SIOP professional development
implementation would be like?
1. Probe for examples (What else is included? Can you tell me more?)
5. What are indications that someone (or you) were in need of professional development?
1. Probe for depth (Can you tell me more? Can you provide a situation?)
6. Please describe a time when you have been a part of an effective professional
development implementation.
1. Probe for examples (Why was it effective? What led to that success?)
7. What could the school district do to encourage the implementation of professional
development?
1. Probe for detail (Can you tell me more about this?)

Next I’d like to understand your knowledge and motivation related attaining the stakeholder
goal: By May 2020, 100% of licensed teachers will implement Sheltered Instruction Observation
Protocol (SIOP) practices in their classrooms. Before we dive in with what you do related to
SIOP, let's start with the basic elements so we're on the same page.

Knowledge
8. Please explain to me the basic elements of SIOP (factual)
1. Probe for detail (Is there anything else?)
9. What are the goals of SIOP? (factual)
1. Probe for detail (Is there anything else?)
10. How do you prepare for SIOP into your classroom? (procedural)
11. Let's think of a lesson last semester. What does it mean to be implementing SIOP
strategies in your classroom? (procedural)
12. Describe the strengths you have regarding SIOP strategy implementation?
(metacognitive)
13. Describe the weaknesses of knowledge you have regarding SIOP strategy
implementation? (metacognitive)
1. What ideas do you have to improve these weaknesses in knowledge?
Motivation
Before we begin this section, we need to come to an understanding this paper is built under
the improvement model format because a gap in student achievement exists. This next
section will ask you questions about your motivations related to this achievement gap.
14. From your perspective, why does the WVSD have this achievement gap? (attribution)
1. Probe for examples (What else can you tell me about this?)

147
15. Do you believe you have control over the achievement gap? (attribution)
1. Probe for examples (Please explain what you mean.)
16. Which one of the eight SIOP strategies are you able to successfully implement in your
classroom? (self-efficacy)
17. Which one of the eight SIOP strategies are you hesitant to implement in your classroom?
(self-efficacy)
The last part of the interview will cover elements of organizational culture that may influence
your work. Culture is often defined simply as the way things are done here.
Organization
18. How receptive were your fellow teachers to adopt SIOP? (Cultural Model 1)
1. Probe for more. (Can you explain further?)
19. How supportive was the WVSD to the adoption and rollout of SIOP? (Cultural Model 1)
1. Probe for more. (Can you tell me more?)
20. How has the WVSD built a culture of trust amongst all stakeholders (admin, instructional
coach, teachers) toward the implementation of SIOP in all classrooms? (Cultural Model
2)
1. Probe for more. (Please tell me why or why not.)
21. Do you believe the WVSD provided enough time for teachers to integrate SIOP practices
into their classrooms? (Cultural Setting 1)
1. Probe for more. (Please share examples of why or why not.)
22. What does effective modeling look like in the district to support SIOP implementation?
(Cultural Setting 2)
1. Probe for examples (Can you share specific examples you’ve seen?)
23. Is there anything else you’d like to share about successful professional development?
implementation or SIOP that we haven’t covered today?

Closing & Follow-up

Thank you so much for sharing your thoughts with me today! I really appreciate your time and
willingness to share. Everything we have discussed is very relevant to Rob’s dissertation. Again,
thank you for participating!

Research Questions:
1. What is the teachers’ knowledge related to the implementation of SIOP?
2. What is the teachers’ motivation related to the implementation of SIOP?
3. What is the teachers’ perception of the WVSD’s organizational influences related to the
implementation of SIOP?

148
KMO Influence Interview Question
Knowledge Influences
Teachers need to know the basic
elements of SIOP.
(Factual)
1. Please explain to me the basic elements of
SIOP (factual)
2. What are the goals of SIOP? (factual)
Teachers need to know how to
incorporate SIOP strategies into their
instruction. (Procedural)
1. How do you prepare for SIOP into your
classroom? (procedural)
2. What does it mean to be implementing SIOP
strategies in your classroom? (procedural)
Teachers need to know their own
strengths and weaknesses regarding
SIOP implementation in the
classroom. (Metacognitive)
1. Describe the strengths of knowledge you
have regarding SIOP strategy
implementation? (metacognitive)
2. Describe the weaknesses of knowledge you
have regarding SIOP strategy
implementation? (metacognitive)
Motivation Influences
Teachers should feel low student
reading proficiency is due to their own
effects at instruction rather than
students’ lack of ability. (Attributions)
1. Why does the WVSD have this achievement
gap? (attribution)
2. Do you believe you have control over the
achievement gap? (attribution)
Teachers need to believe they are
capable of effectively delivering SIOP
strategies for all students, especially
emergent bilinguals. (Self-efficacy)
1. Which one (or more) of the eight SIOP
strategies are you able to successfully
implement in your classroom? (self-efficacy)
2. Which one (or more) of the eight SIOP
strategies are you hesitant to implement in
your classroom? (self-efficacy)
Organization Influences
Cultural Model Influence 1:
There needs to be general acceptance
and willingness amongst teachers to
change their teaching approach.
1. How receptive were the teachers to adopt
SIOP? (Cultural Model 1)
2. How supportive was the organization to the
adoption and rollout of SIOP? (Cultural
Model 1)
Cultural Model Influence 2:
There needs to be a culture of trust in
the school amongst administration,
instructional coach, and teachers to
achieve the stakeholder goal.
1. How has the WVSD built a culture of trust
amongst all stakeholders (admin,
instructional coach, teachers) toward the
implementation of SIOP in all classrooms?
(Cultural Model 2)
Cultural Setting Influence 1:
Teaching staff needs enough time from
their non-teaching duties to revise
lesson plans that integrate SIOP
practices into the classroom.
1. Did the WVSD provide enough time for
teachers to integrate SIOP practices into their
classrooms? (Cultural Setting 1)
Cultural Setting Influence 2:
Teachers need effective modeling in
the school setting to demonstrate how
SIOP can be implemented.
1. What does effective modeling look like in the
district to support SIOP implementation?
(Cultural Setting 2)

149
APPENDIX B
Immediate Evaluation Instrument
The following scale will be used for the statements below to gauge the participant’s initial
reactions to the SIOP professional development.

Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
I actively participated in the SIOP
professional development.

SIOP is relevant to the students I serve.

The SIOP professional development
benefited me in my profession.

I can accurately identify examples of
the specific SIOP strategy I learned
about today.

I can execute the specific SIOP strategy
in my classroom to support emergent
bilinguals and all learners.

I believe in my abilities to implement
the specific SIOP strategy.

I feel confident implementing the
specific SIOP strategy in my classroom.

I am committed to implementing the
specific SIOP strategy into my lesson
planning and content delivery.

150
Immediate Evaluation Tool with Kirkpatrick Alignment
The following outlines how each survey item aligns to the Kirkpatrick (2016) model.

Strongly Agree Agree Neutral Disagree Strongly Disagree
5 4 3 2 1
Level 1:
Engagement
1. I actively participated in the SIOP professional development.
Relevance
2. SIOP is relevant to the students I serve.
Customer Satisfaction
3. The SIOP professional development benefited me in my profession.
Level 2:
Declarative
4. I can accurately identify examples of the specific SIOP strategy I learned about today.
Procedural
5. I can execute the specific SIOP strategy in my classroom to support emergent bilinguals
and all learners.
Attitude
6. I believe in my abilities to implement the specific SIOP strategy.
Confidence
7. I feel confident implementing the specific SIOP strategy in my classroom.
Commitment
8. I am committed to implementing the specific SIOP strategy into my lesson planning and
content delivery.

151
APPENDIX C
Blended Evaluation Instrument
The following scale will be used for the statements below to gauge the participant’s annual
reaction to the SIOP professional development.

Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
I actively participated in each of the SIOP
professional development opportunities.

SIOP is relevant to the students I serve.

The SIOP professional development
benefited me in my profession this year.

I can accurately identify examples of the
specific SIOP strategies I learned about
this year.

I can execute the specific SIOP strategies
I learned this year in my classroom to
support emergent bilinguals and all
learners.

I believe in my abilities to implement the
specific SIOP strategies.

I feel confident implementing the specific
SIOP strategies in my classroom.

I am committed to implementing the
specific SIOP strategies into my lesson
planning and content delivery throughout
the next school year.

152
My ability to learn the SIOP components
has increased due to the SIOP
professional development.

My ability to incorporate SIOP learning
goals into my lesson plans has increased
due to the SIOP professional
development.

My ability to identify strengths and areas
of weakness related to my SIOP
implementation has increased due to the
SIOP professional development.

I will use what I have learned in the SIOP
professional development to participate in
PLC where I can engage in discourse,
examine SIOP strategies, and reflect upon
my practices with peers.

My ability to incorporate SIOP strategies
into instruction has increased as a result
of the SIOP professional development.

The number of emergent bilingual
students advanced and proficient in ELA
on the state exam has increased.

My ability to increase school satisfaction
rates has increased as a result of the SIOP
professional development.

153
Blended Evaluation Tool with Kirkpatrick Alignment
The following outlines how each survey item aligns to the Kirkpatrick (2016) model.
Strongly Agree Agree Neutral Disagree Strongly Disagree
5 4 3 2 1
Level 1:
Engagement
1. I actively participated in each of the SIOP professional development opportunities.
Relevance
2. SIOP is relevant to the students I serve.
Customer Satisfaction
3. The SIOP professional development benefited me in my profession this year.
Level 2
Declarative
4. I can accurately identify examples of the specific SIOP strategies I learned about this
year.
Procedural
5. I can execute the specific SIOP strategies I learned this year in my classroom to support
emergent bilinguals and all learners.
Attitude
6. I believe in my abilities to implement the specific SIOP strategies.
Confidence
7. I feel confident implementing the specific SIOP strategies in my classroom.
Commitment
8. I am committed to implementing the specific SIOP strategies into my lesson planning and
content delivery throughout the next school year.

Level 3: Behaviors

154
9. My ability to learn the SIOP components has increased due to the SIOP professional
development.

10. My ability to incorporate SIOP learning goals into my lesson plans has increased due to
the SIOP professional development.

11. My ability to identify strengths and areas of weakness related to my SIOP
implementation has increased due to the SIOP professional development.

12. I will use what I have learned in the SIOP professional development to participate in PLC
where I can engage in discourse, examine SIOP strategies, and reflect upon my practices
with peers.
Level 4: Results
13. My ability to incorporate SIOP strategies into instruction has increased as a result of the
SIOP professional development.

14. The number of emergent bilingual students advanced and proficient in ELA on the state
exam has increased.

15. My ability to increase school satisfaction rates has increased as a result of the SIOP
professional development.

Abstract (if available)

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University of Southern California Dissertations and Theses

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Asset Metadata

Creator Vanderloop, Robert (author)

Core Title Supporting emergent bilinguals: implementation of SIOP and professional development practices

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 04/21/2020

Defense Date 03/18/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag achievement gap,ELL,emergent bilinguals,K-12 education,OAI-PMH Harvest,professional development,SIOP

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Moore, Ekaterina (committee chair), Brady, Melanie (committee member), Ott, Maria (committee member)

Creator Email robsbug@hotmail.com,vanderlo@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-284554

Unique identifier UC11673864

Identifier etd-Vanderloop-8289.pdf (filename),usctheses-c89-284554 (legacy record id)

Legacy Identifier etd-Vanderloop-8289.pdf

Dmrecord 284554

Document Type Dissertation

Rights Vanderloop, Robert

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA