Coaching Teachers of Multilingual Learners Using the REAMS Framework

Abstract

This article presents a framework for coaching teachers of multilingual learners, focusing on a three-year professional development project in a linguistically diverse high school. The author introduces the REAMS (Recognition, Engagement, Action, Means, Support) framework, adapted from the ProSci ADKAR� change management model, to guide individualized teacher coaching. The study employs practitioner action research methodology, involving collaboration between a university researcher, classroom teachers, and the school principal. The project aims to prepare teachers to understand and address the needs of immigrant students learning English as an additional language. The article discusses emergent findings from the first year, highlighting the experiences of two teachers with contrasting backgrounds and approaches. Key outcomes include increased teacher awareness of multilingual students' needs, improved instructional strategies, and enhanced self-reflection. The author emphasizes the importance of sustained, context-specific professional development in supporting teachers of multilingual learners. The REAMS framework is presented as a systematic approach to fostering change and empowerment in educational settings, with potential implications for improving academic outcomes and cultural integration for immigrant students.