Preparing for Readiness and Academic Improvement
for pre-School ELs (PRAISE)
Grant Overview
At the heart of PRAISE is a commitment to growing the capacity of early childhood educators and leaders through meaningful, collaborative learning. Each cohort begins with a dynamic Summer Institute that brings together teachers, paraprofessionals, and school leaders to explore evidence-based practices and strengthen shared goals for student success. Throughout the year, participants engage in School Readiness Professional Learning Communities (SRPLCs)—spaces for reflection, data analysis, and peer collaboration that translate learning into daily classroom practice. Ongoing instructional coaching further personalizes support, helping educators refine their craft and sustain growth. Together, these experiences create a vibrant professional learning network dedicated to improving instruction and outcomes for Florida’s youngest learners.
Project Objectives
PRAISE is designed to strengthen the instructional capacity of early childhood educators and leaders to improve school readiness outcomes for preschool English learners.
The project’s main objectives are to:
- Enhance instructional practice by deepening teachers’ knowledge and use of evidence-based strategies that promote oral language and literacy.
- Improve School Readiness and student literacy achievement in VPK programs.
- Increase family engagement by equipping educators and families with tools and strategies to support children’s language and literacy growth at home and school.
We aim to do this by:
- Building leadership capacity among principals and instructional coaches to sustain effective early learning and coaching practices.
- Improving alignment between pre-kindergarten and early elementary instruction through collaborative professional learning structures.
- Developing a sustainable professional development framework that can be refined, evaluated, and replicated across districts to promote lasting impact.
Collectively, these objectives guide PRAISE in its mission to advance instructional excellence, strengthen family-school partnerships, and ensure learning opportunities for all young children.
Who We Are
Daniel Reyes-Guerra, Ph.D., is a professor in the Department of Educational Leadership and Research Methodology (ELRM) at Florida Atlantic University and the Executive Director of the Office of Educational Leadership Learning dedicated to providing Florida and national school districts with the professional learning they need and want. He is committed to research, learning, and support for school leaders, addressing complex socioeconomic and contextual issues that hinder the full implementation of quality preK-12 education both locally and globally. Notably, his efforts as Principal Investigator on the University Principal Preparation Initiative (UPPI) grant from The Wallace Foundation have transformed the School Leaders Program in six partnering school districts, earning him the recognition as the 2023 FAU College of Education Researcher of the Year and recently earned the distinction of 2023 Champion of Education from the Florida Association of School Administrators this past June at their annual event (FASA). He continues to foster partnerships with cooperating districts, including the School District of Osceola through PRAISE.
Sabrina F. Sembiante, Ph.D., is an associate professor of TESOL and Bilingual Education in the Department of Curriculum and Instruction and doctoral coordinator of the Ph.D. in Curriculum and Instruction program. She received her Ph.D. from the University of Miami in Teaching and Learning with an area of specialization in Language and Literacy Learning in Multilingual Settings. She also served as a postdoctoral researcher at The Ohio State University’s Crane Center for Early Childhood Research and Policy before coming to FAU. Her research agenda looks to document the varied and complex ways teachers and children use their multiple languages and semiotic resources in pre-K12 contexts and to explore how functional language instruction can provide emergent-to-advanced bi/multilingual students with meaningful access to content area knowledge and discourse. She employs ethnographic, discourse-analytic, and statistical approaches to analyze textual and video data documenting sociocultural influences on participants’ language and literacy development.
Cynthia B. Bauman, Ph.D., currently serves as Program Researcher for PRAISE, engaging in data collection, analysis, and evaluation that provides evidence of the project’s impact on educators and students. She also acts as Associate Director, Learning Programs for FAU’s Office of Educational Leadership Learning and is an instructor at Florida Atlantic University's IDEAL School Leaders Master’s Degree Program, teaching courses in education policy and instructional leadership. Her research agenda focuses on organizational change for sustained student achievement through collaborative professional networks and shared leadership. Dr. Bauman is passionate about recognizing the unique contributions all educators can make to increase collective efficacy and support students' academic growth and well-being.
Ms. Christina Bulter serves as the Professional Development Administrator for PRAISE. She also supports various programs with our central Florida partners. Her role encompasses the development and organization of resources and materials, coordinating logistics, and managing ongoing budget activities. Her comprehensive skills in project management are crucial for streamlining processes and ensuring that PRAISE and OELL’s other multiple projects achieve success. Ms. Bulter is pivotal in supporting the scheduling of research activities, finalizing intervention materials, and facilitating the paperwork requirements for onboarding the project participants and assisting in the meeting the professional needs of key personnel.