Date of Conferral



Doctor of Education (Ed.D.)




Joel B. Goodin


K–8 school administrators are expected to provide professional development (PD) to bilingual teachers that will enhance instructional practices. PD is an important factor that may lead to student academic achievement. However, it was unclear in what ways K–8 administrators provided PD for bilingual teachers to enhance instructional practices for Latino English-language learners (ELL). The purpose of this basic qualitative study was to explore how K–8 administrators used reflective practices to identify ELL-focused PD for bilingual teachers within two Midwestern school districts. The conceptual framework for the current study was Schön’s theory of reflective practice. The guiding questions asked how K–8 school administrators perceived their responsibility in identifying ELL-focused PD and what reflective practices K–8 ELL administrators used to build knowledge concerning PD training needed to enhance ELL instructional strategies for bilingual teachers. Data were collected using semistructured interviews from a purposeful sample of six K–8 school administrators. Open and pattern coding were used to analyze the data to identify patterns and themes. Findings suggest that school leaders must purposefully address PD requirements for bilingual teachers by applying reflecting procedures for (a) best practices, (b) leadership practices, and (c) cultural responsiveness. It is recommended that district administrators encourage principals to use reflective practices when choosing PD for bilingual teachers. Findings from this study may inspire positive social change by providing ways K–8 administrators may improve the PD decision-making processes used to support bilingual teachers who ultimately influence the academic achievement of ELL students.