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Table shows the number of hours of professional development nationally and by region.

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The findings of this study could
be further advanced through studies of specific issues STEM teachers
face when working with ELLs and
how targeted professional development models could serve to build
appropriate methods for adapting
STEM curriculum to best suit the
needs of this population of learners.
Furthermore, longitudinal studies
could lend insight into how STEM
educators are preparing to meet the needs of this growing
population of ELLs nationally and regionally. Targeted efforts
should also be made in encouraging collaboration between
experts in STEM disciplines and language specialist to make
efficient use of the practices and methodologies that are
best suited to engage ELLs in STEM disciplines in ways that
support their unique learning needs.

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Table 4 shows the number of hours of professional development nationally and by region. Mathematics teachers had the highest rate of participation in ELL specific professional development activities nationally with 24.82% having taken part in some amount of professional development. For Science teachers, 23.38% had taken part in some amount of ELL specific professional development within the last year and 18.97% of Technology teachers had done so. Of all the STEM teachers who had participated in ELL specific professional development activities, the majority of participants indicated that they had spent 8 hours or less on these activities.

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The target population for this investigation was K-12 STEM teachers who were separated into the categories of Science, Technology, and Mathematics
Demographic information regarding the number of teachers, mean age, and mean years of teaching experience for the STEM disciplines is displayed in Table 1

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1. Nationally, what are STEM teachers’ service loads of ELLs?
2. Are there regional variations in service loads?
3. Nationally, what percentage of STEM teachers hold Linguistic related credentials?
4. Are there regional differences in Linguistic related credentials?
5. Nationally, what amount of ELL focused professional development do STEM teachers participate in yearly?

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Many teachers have a fundamental misunderstanding about how long it takes for a student to acquire a new language, how speaking a language other than English at home impacts a student’s learning of English, and the correlation between speaking ability in English and English comprehension. Addressing these issues is fundamental to preparing teachers to meet the needs of ELL students, and the absence of this knowledge is also reflected in teachers’ perceptions of their own abilities. Research on teachers’ perceptions shows that they are not confident in their ability to effectively teach ELLs and that they would like to have more instruction on this topic

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Keywords: STEM education, School and Staffing Survey Teacher Questionnaire, English Language Learners

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Keith Besterman  Thomas O.  Williams,Jr.      Jeremy V. Ernst                  

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Keith Besterman  Thomas O.  Williams,Jr.      Jeremy V. Ernst                  