QuIEL Grant

ECEE awarded $1.9 million 5 yr grant from USDOE National Professional Development Program

Quality Instruction for English Learners (QuIEL)
Georgia State University
Department of Early Childhood and Elementary Education

Dr. Diane Truscott, PI
Dr. Nancy Jo Schafer (Project Director, Co-PI)
Dr. Laura A. May (Co-PI)

Funding provided by the U.S. Department of Education through the
National Professional Development Program and the Office of English Language Acquisition,
Language Enhancement, and Academic Achievement for Limited English Proficient Students

2011-2016; 1.9 million total across five years

Project Abstract

The QuIEL project provides school-based professional development targeting instruction for English Learners (EL) in the areas of science, technology, engineering and mathematics (STEM). Four members represent the QuIEL Professional Learning Consortium: the Urban Accelerated Certification and Master’s Program from Georgia State University’s Early Childhood and Elementary Education Department (Institute of Higher Education Partner); DeKalb County School System (Local Education Agency Member); Refugee Resettlement and Immigrations Services of Atlanta (Community Member); and Educational Testing Service (Corporate Member). Activities to prepare and support teachers include the development of a professional learning site which offers site-based certification courses, extensive immersion experiences, demonstration lessons, and mentorship/coaching. To improve instructional practices, policies and student outcomes, data-based decision-making activities target the use of teacher action research, problem-solution projects, school collaboration mini-grants (STEM focused), and portfolios. STEM activities include summer workshops, summer camps (Science, Literacy/Technology), a new math anchoring curriculum, technology for EL instruction (STELLAR, Language Muse), and online professional learning communities. QuIEL builds in mechanisms to sustain learning that feature four professional learning standards: authentic contexts, active learning, prolonged engagement/time, and collaboration.

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