Developing a Theory of Change: How Are Teacher Educators Preparing Pre- and In-Service Teachers of Multilingual Learners?

This research brief describes a collaborative and culturally responsive evaluation process employed in developing an evolving Theory of Change (ToC) for the Department of Education NPD grant, the English Learners' Educational Excellence Capitol Teacher Training Project (Project ELEECT). The brief outlines the framework for understanding how change is anticipated among pre- and in-service English Second Language (ESL) teachers of multilingual learners (MLs) engaged with culturally sustaining ESL pedagogies. We document the various phases involved in developing data collection instruments over the first 3 years of the grant, including the use of mixed method approaches such as pre- and post-surveys and participant interviews. These instruments were carefully aligned with the ToC to provide a basis for evaluating the implementation and impact of the program. The data collection and analysis processes described in this brief were integral to refining the ToC framework, which in turn guided the development of the evaluation instruments. The evolving ToC served as a foundational tool to connect program activities and outputs with intended outcomes, thereby supporting a structured evaluation of the program's implementation and its expected impact on teacher preparation practices.