In their own words, participants share key lessons, insights, and instructional shifts resulting from their involvement in the Utah ELEVATE project.

Weber State University's English Learner Empowerment Via Advanced Teacher Education (Utah ELEVATE) project is a 2022 National Professional Development (NPD) Program grant designed to strengthen educators' ability to support English learners (ELs) in mainstream classrooms. Through professional development leading to a TESOL endorsement, the project equips teachers and administrators with research-based strategies to support language development, literacy, and academic achievement for ELs.

According to Project Director David R. Byrd, Ph.D., participant feedback over the past 3 years demonstrates meaningful growth in educators' knowledge, instructional practices, and understanding of multilingual learners.

One of the most common themes participants highlight is learning new and effective ways to teach ELs. As one participant shared, "These courses have taught me many theories, and more importantly, concrete ways to use those theories." Similarly, many teachers report gaining a deeper understanding of how students can leverage their primary language as a resource for learning.

One educator reflected, "I provide students with a variety of ways to demonstrate their understanding and learning; this includes opportunities for my ELLs to use either their primary language or English. Providing my students with flexible options to work toward the goal, and show understanding, empowers them to take ownership of their learning."

Participants also describe feeling better prepared to support ELs in meeting rigorous academic expectations. One teacher commented, "I have learned that I can challenge ELLs and they can come up to high standards." 

Another participant noted, "It's about creating space for their voices, adjusting expectations based on their growth—not their limitations. I came to understand that high expectations and scaffolding can coexist."

Another key takeaway has been the importance of understanding students' identities, cultures, and lived experiences. A middle school teacher completing the program wrote:

"I have learned that the identities, cultures, and beliefs of each of my students not only impact them as a person but also impact how they learn. By recognizing, celebrating, and affirming these identities, I will be able to create a more inclusive classroom and, in turn, help my students succeed in their education."

An upper elementary teacher echoed this perspective:

"Throughout the semester, I returned frequently to the guiding principle of 'Do what your students need.' This phrase, introduced early in our coursework, took on deeper meaning as I realized that honoring student needs involves more than academic support. It's about creating space for their voices, tailoring instruction to their experiences, and adjusting expectations based on their growth—not their limitations."

One early elementary teacher summarized the program's impact in a way that closely reflects the goals of Utah ELEVATE:

"During the ESL Teaching course, we learned techniques and procedures not only for teaching students who are learning English as a second language, but also for developing plans to provide the support they need to achieve grade-level learning goals. We learned techniques that help us get to know our students better and help them feel more confident in expressing themselves, demonstrating their knowledge, and sharing their culture with us. It is not only about helping them navigate an English-speaking world, but also about valuing the experiences, environments, and cultures they bring and integrating those strengths into the process of learning a new language."

These reflections illustrate how Utah ELEVATE is helping educators build the knowledge, skills, and confidence needed to create inclusive learning environments where ELs can thrive academically while maintaining and valuing their linguistic and cultural assets.