With the achievement gap for students with Limited English Proficiency (LEP) and their non-LEP peers widening rather than closing in Brighton School District 32 (pseudonyms are used throughout this change plan), it became clear that a change of the bilingual program model was necessary. This change plan examines the need for change in the current traditional Transitional Bilingual Education program to an extended Developmental Bilingual Education model with an emphasis on teaching for biliteracy. Because altering the bilingual program model requires a significant change in teaching practices and beliefs, this plan focuses on implementing a targeted professional learning plan to facilitate the change. Wagner’s (2006) 4 C’s model was used to examine the current program and to develop a clear vision for the future. After a thorough analysis of the quantitative and qualitative data, strategies and actions required to fully implement the desired change were developed.
","abstract_html":"<p>With the achievement gap for students with Limited English Proficiency (LEP) and their non-LEP peers widening rather than closing in Brighton School District 32 (pseudonyms are used throughout this change plan), it became clear that a change of the bilingual program model was necessary. This change plan examines the need for change in the current traditional Transitional Bilingual Education program to an extended Developmental Bilingual Education model with an emphasis on teaching for biliteracy. Because altering the bilingual program model requires a significant change in teaching practices and beliefs, this plan focuses on implementing a targeted professional learning plan to facilitate the change. Wagner’s (2006) 4 C’s model was used to examine the current program and to develop a clear vision for the future. After a thorough analysis of the quantitative and qualitative data, strategies and actions required to fully implement the desired change were developed.</p>","abstract_has_math":false,"creators":["Robinson, Nicole M."],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Norman Weston","Dr. Jack Denny","Dr. Jason Stegemoller"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-12-01T08:00:00Z","date_published":"2016-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:32Z","subjects":["bilingual education","professional development for bilingual educators","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/205","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Norman Weston","Dr. Jack Denny","Dr. Jason Stegemoller"]},{"key":"dc:creator","label":"Author","values":["Robinson, Nicole M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-01-07T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["bilingual education","professional development for bilingual educators","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/205"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["With the achievement gap for students with Limited English Proficiency (LEP) and their non-LEP peers widening rather than closing in Brighton School District 32 (pseudonyms are used throughout this change plan), it became clear that a change of the bilingual program model was necessary. This change plan examines the need for change in the current traditional Transitional Bilingual Education program to an extended Developmental Bilingual Education model with an emphasis on teaching for biliteracy. Because altering the bilingual program model requires a significant change in teaching practices and beliefs, this plan focuses on implementing a targeted professional learning plan to facilitate the change. Wagner’s (2006) 4 C’s model was used to examine the current program and to develop a clear vision for the future. After a thorough analysis of the quantitative and qualitative data, strategies and actions required to fully implement the desired change were developed.
"]},{"key":"dc:title","label":"Title","values":["Targeted Professional Learning to Implement a Biliteracy Model: A Change Leadership Plan"]}]}],"canonical_facts":{"dc:contributor":["Dr. Norman Weston","Dr. Jack Denny","Dr. Jason Stegemoller"],"dc:creator":["Robinson, Nicole M."],"dc:date.available":["2017-01-07T08:00:00Z"],"dc:description.abstract":["With the achievement gap for students with Limited English Proficiency (LEP) and their non-LEP peers widening rather than closing in Brighton School District 32 (pseudonyms are used throughout this change plan), it became clear that a change of the bilingual program model was necessary. This change plan examines the need for change in the current traditional Transitional Bilingual Education program to an extended Developmental Bilingual Education model with an emphasis on teaching for biliteracy. Because altering the bilingual program model requires a significant change in teaching practices and beliefs, this plan focuses on implementing a targeted professional learning plan to facilitate the change. Wagner’s (2006) 4 C’s model was used to examine the current program and to develop a clear vision for the future. After a thorough analysis of the quantitative and qualitative data, strategies and actions required to fully implement the desired change were developed.
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