TREE OF LIFE: GROWING TEACHER AGENCY IN WORKING WITH MULTILINGUAL LEARNERS THROUGH NON-TRADITIONAL PROFESSIONAL LEARNING

Abstract

This Dissertation in Practice examined the impact of a non-traditional, narrative-based professional learning (PL) model on teacher agency in working with multilingual learners (MLs). As the ML population continues to grow across the United States, many educators report feeling underprepared to meet students’ linguistic and academic needs. Traditional skills-based PL often emphasizes instructional strategies but overlooks teachers’ beliefs, identities, and sense of professional agency. This inquiry addressed that gap by adapting the Tree of Life (ToL), a narrative approach rooted in strength-based reflection, into a PL framework for elementary dual language/immersion teachers. Grounded in improvement science and guided by Plan–Do–Study Act (PDSA) cycles, this convergent mixed-methods study engaged two third-grade teachers in four ToL PL sessions. Data sources included initial- and final-questionnaires, session transcripts, reflective journals, and participant-generated graphical ToL. Quantitative analysis examined shifts in self-perceived agency, while qualitative narrative analysis identified themes related to identity, beliefs, and instructional decision-making. Findings indicate that participation in the ToL PL increased teachers’ awareness of their strengths, contextual influences, and capacity to advocate for MLs. Participants reported shifts from deficit-oriented thinking toward asset-based i perspectives and demonstrated greater confidence in supporting MLs academically and socio emotionally. The narrative structure fostered reflection on personal and professional identities, strengthening teachers’ sense of agency. This study contributes to the field by integrating narrative inquiry with professional learning design, offering a replicable model for fostering educator agency and advancing equity for multilingual learners.