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From Data to Action: Designing a Professional Learning Plan for Teachers of Multilingual Learners

Writer: Regina JamesRegina James
5 days ago3 min read

As instructional coaches, we know that effective professional learning isn’t just about delivering training, it’s about building on teacher input to refine instructional techniques that directly address student needs.



Honor Teacher Voice. Empower Multilingual Learners
Honor Teacher Voice. Empower Multilingual Learners

Recently, I worked through a process that combined walkthrough data, student performance trends, and teacher feedback to create a targeted professional learning plan for educators working with multilingual learners. (MLLs). I'll share the key the steps of the process:


Steps to Designing Impactful Professional Learning
Steps to Designing Impactful Professional Learning

Step 1: Identify Key Areas to Observe in Walkthroughs

To ensure our professional learning plan directly addressed MLLs’ needs, I first established key categories of effective instruction, drawing from research-based best practices, prior teacher training sessions, and direct feedback from teachers themselves. Before beginning walkthroughs, I interviewed a sample of teachers about their experiences with MLLs and asked what additional support they needed. Their responses shaped the instructional focus areas I prioritized during observations. This systematic approach ensured that our plan was aligned with real classroom needs rather than assumptions.


Step 2: Analyze Walkthrough Trends

I reviewed instructional walkthrough data, to look for patterns in teacher strengths and areas of support (NextGen Learning, 2025) 

Here's what I found:

Strengths: Teachers demonstrated strong practices in visual scaffolds and structured supports; for example, using color-coded notes, sentence stems, and graphic organizers to make content accessible.

Areas of support: There were opportunities to strengthen student interaction, academic discussions, and vocabulary instruction to further support MLLs’ language development.

By identifying high-leverage instructional strategies, I ensured our professional learning plan built upon teachers’ existing strengths while addressing key areas of support.


Step 3: Connect Student Performance Data and Trends

Next, I analyzed The Texas English Language Proficiency Assessment System (TELPAS) scores and district-identified problem statements. In addition to analyzing formal data, I validated trends by conducting follow-up interviews and a second round of random walkthroughs. Teachers consistently shared the need for specific strategies in content areas and comprehension strategies that supported MLLs in advanced courses. Their input aligned with the data, confirming the need to move beyond basic strategies and focus on content-specific supports.


 Step 4: Define Clear Professional Learning Goals & Essential Teacher Skills

With the insights gained from teacher feedback and data trends, I revisited the professional learning goals and the teacher skills to support the goals. Any further focus ensured that PL sessions would support teachers in:

  • Differentiating instruction through structured discussions and diversified support.

  • Strengthening MLLs’ academic vocabulary, writing, and reading comprehension.

  • Implementing content area discourse strategies to deepen understanding.


Step 5: Design a Targeted Action Plan

A one-time PD session wouldn’t be enough. To ensure sustained instructional change, I structured the professional learning plan into phases, each focusing on a specific high-impact strategy with ongoing coaching support.

Each phase included training sessions, implementation cycles, classroom coaching, and peer collaboration to encourage instructional shifts.


The Bottom Line: Key Takeaways for Instructional Coaches

By integrating teacher feedback and validating trends through walkthroughs, we ensured the professional learning plan was relevant, targeted, and actionable.

Here are the key takeaways for instructional coaches:

  • Let the data (and teacher voice) drive the plan. Use walkthrough trends, student achievement data, and direct teacher input to determine priorities.

  • Align PL to teacher needs. Professional learning should build on existing strengths while addressing instructional gaps identified by teachers themselves.

  • Ensure structured, actionable strategies. Provide teachers with practical, high-impact strategies they can implement immediately, especially in content areas.

  • Think beyond one-time PL. A phased approach that includes coaching, modeling, and peer collaboration leads to sustained instructional change.

This approach ensures professional learning is purposeful, relevant, and directly connected to student outcomes, while honoring the voices of the teachers we support.




Let’s Keep the Conversation Going!

What are your go-to strategies for designing professional learning that meets the needs of multilingual learners and the teachers that support them? Drop your thoughts in the comments.


 

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