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The article presents a graduate PD model for preparing in-service teachers as teacher leaders through statewide collaborative cohorts spanning urban and rural contexts.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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recently taken considerable steps to reform English learner (EL) education across the state with teacher development as a primary focus. Educational reform agendas necessitate that teachers not only rethink their practices but teach in novel ways. It has been argued that teacher development through graduate education and other professional development (PD) avenues are ineffective in shifting  \ninstructional practices, highlighting a theory-to-practice gap. Further, it has been postulated that without teachers’ participation and leadership in reform, such efforts will fail. This article details a graduate PD model designed specifically to prepare  \nteachers as teacher leaders and address the theory-to-practice gap. Our university enhanced our graduate educator preparation program in English Language Learning (ELL) to build statewide collaborative cohorts of urban and rural teacher leaders prepared to implement and facilitate educational improvements for ELs within their varied educational contexts.  \nThe status of English learner (EL) education in the state of Nevada resembles national demographic trends and achievement outcomes. ELs make up 9% of K-12 students across the nation and 14% of Nevada’s school children (Nevada Department of Education, 2019. National demographic trends indicate ELs and their families are increasingly drawn to rural areas (Hansen-Thomas et al., 2016) . Educational leaders in Nevada are tasked with meeting the educational needs of ELs living within two geographical extremes. Nevada is described as one of the most urban and rural states in the US due to the large proportion of residents (i.e., 94%) living in urban areas despite the state’s great rural expanse, with approximately 99% of the total acreage categorized as rural; the largest urban counties are separated by 438 miles of desert (Riddel, 2014) .  \nNevada recently took considerable steps to reform EL education across its urban and rural communities. One specific action was to increase teachers’ knowledge of evidence-based practices that support academic language development. Nevada established the English Language Acquisition and Development (ELAD) endorsement, a supplementary license that teachers may add to their standard teaching license (e.g., elementary, secondary, special education). It consists of 12 credits addressing language acquisition theory, methods and curriculum, assessment, and policies and practice. With the aim of increasing teacher knowledge of evidence-based practices to support academic language, Nevada’s future goal would be that every teacher candidate seeking an initial teaching license from a Nevada institution of higher education would complete the 12 ELAD credits in order to be endorsed to teach ELs. Additionally, a professional license in ELAD was established. This professional license is reserved for teachers who hold a master’s degree, complete the ELAD endorsement, as well as six additional credits in leadership and policy surrounding EL education.  \nAlthough this reform issue aims to improve educational outcomes for ELs, researchers argue that new learning through graduate education and professional development (PD) is rarely incorporated into the classroom (Hill, 2007; Sleeter, 2008), highlighting a gap between research theory and practice. Ambiguity of research, coupled with unique variables within individual school contexts, often make the translation of what is learned in the university setting to the K-12 classroom arduous. To provide instructional practices rooted in evidence-based educational reform agendas, teachers are tasked with rethinking their practice and teaching in ways they have never taught before, particularly as it relates to effective practices for ELs (Darling-Hammond & McLaughlin, 2011; Spies, Lyons, Huerta, Garza, & Lyons, 2017) .  \nAlthough improving classroom practices of individual teachers ","cbCaiaa6bwTOL0Pe","https://ap.wps.com/l/cbCaiaa6bwTOL0Pe","pdf",434918,16,"English","# Teacher Leadership in Systemic Reform\n## Nevada EL Education Reform Context\n## Graduate PD Model Purpose and Approach\n## Theory of Change Framework","[{\"question\":\"What theory-to-practice gap does the article address?\",\"answer\":\"The article highlights that learning from graduate education and professional development is rarely incorporated into classroom instruction, creating a gap between research theory and K-12 practice.\"},{\"question\":\"What reform actions has Nevada taken for English learner education?\",\"answer\":\"Nevada increased teachers’ knowledge of evidence-based practices by establishing the English Language Acquisition and Development (ELAD) endorsement and a related professional license with additional leadership and policy credits.\"},{\"question\":\"How does the proposed graduate PD model support teacher leadership?\",\"answer\":\"The model prepares in-service teachers as teacher leaders by building statewide collaborative cohorts and using a theory of change that includes critical reflection, teacher agency, and teacher leadership to influence EL practices at multiple levels.\"}]","Teacher Leadership in Systemic Reform - Opportunities for Graduate Education Programs | PDF",1792086646]