03/05/2025
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Karen Surabian “Enhancing Teacher Self-Efficacy in Universal Design for Learning: A PLC Approach to Supporting English Learners in High School Mathematics”

Candidate: Karen Surabian
Degree: Doctoral- Leadership in Schooling (STEM)
Defense Date: Tuesday, March 18, 2025
Time: 4 p.m.
Location: Remote Zoom link
Thesis/Dissertation Title: "Enhancing Teacher Self-Efficacy in Universal Design for Learning: A PLC Approach to Supporting English Learners in High School Mathematics”

Dissertation Committee
Dissertation Chair: Michelle Scribner, Ed.D., Clinical Professor, Mathematics and Science Education, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: Iman Chahine, Ph.D. Professor, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: James Nehring, Ed.D., Professor, School of Education, University of Massachusetts Lowell
Dissertation Committee Member: Colleen Tapley, Ed.D., Program Coordinator, Assistant Professor, Curriculum and Instruction, University of Massachusetts Lowell


Abstract
English Learners (ELs) at Martorano High School (MHS), a large urban school in southeastern Massachusetts, have not met or exceeded expectations on the state mathematics MCAS exam in over five years, reflecting persistent academic disparities compared to their English-speaking peers. Research indicates that ELs face systemic barriers in mathematics, including inequitable access to grade-level content, inadequate instructional support, and gaps in teacher preparation. A needs assessment at MHS identified similar challenges, including limited professional learning opportunities and minimal focused support for ELs’ instruction. This study implemented a four-week professional learning community (PLC) intervention for five high school math teachers, emphasizing Universal Design for Learning (UDL) and a structured collaboration protocol to strengthen ELs’ instruction. Using a mixed-methods approach during a 90-day PDSA cycle, data were collected through pre- and post-intervention Teacher Self-Efficacy Surveys (TSES), PLC session artifacts, and semi-structured interviews. Results showed a measurable increase in teacher confidence, with overall self-efficacy scores rising by 8.5%, and more consistent use of ELs-focused strategies such as scaffolding and language supports. Teachers also reported increased collaboration and resource-sharing. However, time constraints and the need for sustained professional development remained challenges. Findings informed an action plan to formalize PLC time, expand ELs’ training, centralize instructional resources, and establish equitable assessment practices in math. These steps aim to support long-term improvements in ELs’ success at MHS.