Date of Award

Summer 8-13-2015

Document Type


Degree Name

Doctor of Education (EdD)


Organizational Leadership

First Advisor

Dr. Carlos Guzman

Second Advisor

Dr. Myrna Coté

Third Advisor

Dr. Alan Enomoto


The purpose of this mixed-methods study was to ascertain to what degree of application the K-5 elementary teachers in Learning First School District have transferred the 8 components of Sheltered Instruction Observation Protocol into their instructional practices. In addition, it was the purpose of this study to determine which conditions supported and limited the teachers’ successful implementation of the SIOP professional development trainings into daily classroom instruction, as perceived by teachers. Finally, it was the purpose of this study to determine whether Learning First School District’s professional development had an effect on student achievement, as perceived by teachers and archival data. The research methods for this mixed-method study included online surveys with 101 elementary teachers, 3 focus group interviews, and 2 individual interviews with teachers, and review of archival testing data and attendance rate data of students. There were 7 research questions which guided the study. Quantitative analysis revealed that M = 1.86 and SD = .55 when all 8 components were combined together; and the SIOP component most fully transferred into teachers’ classroom instructional practices was comprehensible input, while the least fully transferred was interaction. Significant differences were only found in 2 of the 5 school metrics following SIOP trainings (K-2nd grade DIBELS and K-5th grade attendance rates). Qualitative analysis identified 21 themes related to professional learning conditions and recommendations, in which strategies/techniques/practices/tools/SIOP components were reported to have the most occurrences and found to most likely support implementation of SIOP into instructional practices. The process, content, and structure of teacher trainings was the condition most identified as limiting successful implementation of SIOP; and recommendations for improving the professional development program identified 6 themes. Teachers’ perceptions were mixed regarding whether the SIOP trainings had led to an increase in student achievement; however, teachers attributed SIOP with improving their students’ behaviors and success in their classrooms.