Theory in Practice with Amy Correia

March 6, 2026

The Research

Healy, A., Correia, A., & Stoudt, J. (2026). Teacher-led professional development: Changing perception, practice, and outcomes for long-term English learners. International Journal of Professional Development, Learners and Learning, 8(1), e2605.

Alyx Healy graduated from URI’s M.A. in TESOL/BDL program in 2022; this paper showcases the research she conducted in the MA program. She is an experienced Secondary English educator in Rhode Island.

Jennifer Stoudt is a current student in URI’s Ph.D. in Education program and Senior Data Manager at Rhode Island KIDS COUNT.

Alyx Healy and Jennifer Stoudt
Alyx Healy and Jennifer Stoudt

Abstract

This case study explores how teacher-designed and facilitated professional development (PD) that emphasized long-term English learners’ (LTELs) needs impacted perception, practice, and outcomes in an urban high school. As part of the multiphase design, the PD sessions were informed by data from teacher interviews, surveys, and LTEL performance outcomes. Thirty teachers and 147 English learners (ELs), 58 of whom were LTELs, then reflected on post-PD changes in practice and perception. Findings indicated that teacher-led PD with emphasis on LTELs impacted teachers’ sense of responsibility for LTEL performance on the state’s English language proficiency assessment (ELPA) and that ELs took the test more seriously than in previous years. Additionally, LTELs’ performance on the ELPA yielded an increase of LTEL reclassification rates post-PD. These findings suggest the critical role teacher-led PD can have on enhancing LTELs’ outcomes and the importance of educators perceiving and enacting a shared obligation for the education of ELs.

Application in Process

Educators can use this research to understand the importance of leveraging local school data to inform professional development topics and activities.
When educators resolve school-based problems of practice, it can have a positive impact on building teacher agency and improving student outcomes.

Teachers are educational leaders whose funds of knowledge and professional expertise can drive school improvement through locally-informed, targeted professional development to address specific student needs.
Amy Correia