Fostering Critical Dialogue and Advocacy Through Online School-Based Teams: A Model for Multilingual Education Professional Development

Andrea B. Hellman, Ximena Uribe-Zarain, Angela B. Bell and Heather M. LeCureux

Journal of Education and Training Studies, 2026, vol. 14, issue 1, 23-34

Abstract: This case report examines TEAMS USA (Teaching English and Academics to Multilingual Students Using Strengths-based Approaches), a school-based professional development model designed to foster institutional change in multilingual education. Grounded in critical language teacher education, dialogic pedagogy, and collaborative advocacy, the program engaged cross-role school teams (which included administrators, classroom teachers, and ELD specialists) in a ten-month online learning experience structured around the Equity for Educating English Learners (3E) Inventory. Data sources included exit interviews, team-generated action plans, and program artifacts. Findings revealed two major areas of transformation- (1) the development of critical awareness through structured, evidence-based self-assessment, and (2) the cultivation of advocacy as a professional skill embedded in team-based planning and schoolwide initiatives. Three case narratives, from rural, suburban, and urban schools, illustrate the model’s adaptability and impact, with outcomes ranging from new professional development resources to systemic changes in multilingual programming. The discussion highlights the importance of operationalizing equity through structured dialogue, cross-role collaboration, and sustained inquiry. Implications for scaling include the need for contextual flexibility, administrative participation, and infrastructure that supports long-term implementation. TEAMS USA offers a replicable framework for professional development that moves beyond compliance to institutional transformation.

Date: 2026
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