English learners (EL) are the fastest growing subpopulation of U.S. public schools. ELs are expected to comprise nearly one-fourth of the school population by 2025. The increase in ELs is not met with enough well-prepared educators. Therefore, ELs continue to underperform. Needs assessment data showed that novice early childhood education (ECE) teachers were less equipped to teach ELs compared to experienced teacher peers. Existing literature indicated limited opportunities for teachers to collaborate and acquire knowledge about EL instruction. Further, the literature showed workshops and coaching as two approaches to EL teacher training. The intervention supported novice ECE teachers in working with ELs by providing training in the form of six professional development (PD) workshops interwoven with four instructional support opportunities facilitated by an expert educator. Based on a small sample (n = 4), quantitative findings indicated a positive change in teacher knowledge, use, and self-efficacy in EL instruction. Qualitative data showed professional learning components that contributed to a positive and useful professional learning experience. Through intentional opportunities to explore PD content in the context of their classrooms, participants deepened their knowledge of EL instructional strategies. More frequent opportunities for collective experiences in sharing the benefits of EL instructional strategies motivated participants to integrate professional learning content into their instruction. Finally, teacher self-efficacy findings showed that an expert’s ability to draw connections between content and curriculum facilitated teacher interest in professional learning content. Expert and peer collaboration as a motivational factor in EL instructional use emerged as a theme for further investigation
