Collaboration and Co-Teaching

1. Auflage 2010
ISBN: 978-1-4129-7650-3
Verlag: Corwin

Buch, Englisch, 248 Seiten, Format (B × H): 215 mm x 277 mm, Gewicht: 692 g

Teacher collaboration and co-teaching are proven strategies for helping students with diverse needs achieve academically. Now this practical resource provides a step-by-step guide to making collaboration and co-teaching work for general education teachers and English as a second language (ESL) specialists to better serve the needs of English language learners (ELLs).

The authors address the fundamental questions of collaboration and co-teaching, examine how a collaborative programme helps ELLs learn content while meeting English language development goals, and offer information on school leaders' roles in facilitating collaboration schoolwide. Featuring six in-depth case studies, this guide helps educators:

- Understand the benefits and challenges of collaborative service delivery

- Choose from a range of strategies and configurations, from informal planning and collaboration to a fully developed co-teaching partnership

- Use templates, planning guides, and other practical tools to put collaboration into practice

- Evaluate the strategies' success using the guidelines, self-assessments, and questionnaires included

Collaboration and Co-Teaching helps ESL, ELL, and general education teachers combine their expertise to provide better support for their ELLs.

Autoren/Hrsg.

Honigsfeld, Andrea M.

Honigsfeld, Andrea

Dove, Maria G.

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)

Inhaltsverzeichnis

Foreword
Preface
Acknowledgments
About the Authors
1. What Is This Book About?
Overview
Voices From the Field
What Guided Us When We Wrote This Book?
The Purpose
Structure and Organization of the Book
The ELL Population
Collaboration
Program Models Serving English Language Learners
What Can We Learn from the History and Research on Collaborative Practices?
Teacher Collaboration in Today's Schools
Summary
Discussion Questions
Key Online Resources
2. Why is Collaboration Needed?
Overview
Voices from the Field
Challenges English Language Learners Face
Challenges Teachers Face
Challenges School Administrators Face
Why Collaboration Is the Answer to the Demands Teachers and Administrators Face
Why Co-Teaching Is a Possible Answer to Challenges Teachers and Administrators Face
Research Support for Enhanced ESL Service Delivery
Administrators' Role: Creating a School Community to Support Effective Instruction for ELLs
Summary
Discussion Questions
Key Online Resources
3. Who Does Teacher Collaboration and ESL Co-Teaching Concern?
Overview
Voices From the Field
All Stakeholders
Administrators' Role: Developing and Sustaining a Collaborative School Culture
Summary
Discussion Questions
Key Online Resources
4. What Are the Essential Components of an Integrated, Collaborative ESL Program?
Overview
Voices From the Field
Informal Collaborative Practices
Formal Collaborative Practices
Administrators' Role: Creating Collaborative Opportunities and Supporting Collaborative Efforts
What Do Administrators Need to Consider
Summary
Discussion Questions
Key Online Resources
5. How Do Teachers Plan, Instruct, and Assess ELLs Collaboratively?
Overview
Voices From the Field
The Need for Collaborative Efforts
Launching the Co-Planning Team: Top Down or Bottom Up?
Collaborative Teams in Action
A Framework for Effective Instruction
Technology and Collaboration
Co-Teaching for Powerful Instruction
Collaborative Student Assessment
Administrators' Role: Effective Management of Resources
Summary
Discussion Questions
Key Online Resources
6. When Do Teachers and ESL Specialists Collaborate and Co-Teach?
Overview
Voices From the Field
Time and Structure for Teamwork
Setting a Purpose for Collaboration
Two Observations of Ongoing Collaboration
A Remedy for Time Limitations: Conversation Protocols
When Do Collaborative Teams Meet?
Expectations for Teacher Collaboration
Time Frames for Co-Teaching
Administrators' Role: Scheduling and Supporting Collaborative and Co-Teaching Practices
Summary
Discussion Questions
Key Online Resources
7. Where Do Teachers and ESL Specialists Collaborate and Co-Teach?
Overview
Voices From the Field
Reexamining the Importance of Positive School Culture
Collaborating Outside the Classroom
Collaboration Inside the Classroom
Classroom Design for Co-Taught Lessons
The Impact of Classroom Design
Administrators' Role: School Organization and Logistics
Summary
Discussion Questions
Key Online Resources
8. What Next? Reviewing and Evaluating Integrated, Collaborative ESL Programs
Overview
Voices From the Field
Reflective Practices
Self-Assessment Tools
Ongoing (Formative) Collaborative Program Assessment
Formal Program Evaluation
Administrators' Role: Leading Effective Assessment Practices
Summary
Discussion Questions
Key Online Resources
9. Portraits of Collaboration
Overview
Elementary School Case Study #1
Elementary School Case Study #2
Middle School Case Study #1
Middle School Case Study #2
High School Case Study #1
High School Case Study #2
Summary
Discussion Questions
Research Appendix: 10 Key Research Areas to Support Teacher Collaboration and Co-Teaching for the Sake of ELLs
1. Second Language Acquisition and English Language Development
2. Acculturation and Culturally Responsive Teaching
3. Bilingualism and Native-Language Use
4. ELLs' Literacy Development
5. Developing ELLs' Academic Language Proficiency
6. Effective Instructional Strategies
7. Curriculum Alignment and Mapping
8. Teacher Teaming and Co-Teaching
9. Teacher Learning
10. Professional-Development and Learning Communities
A Final Note
References
Index

Über Autor(innen)

Honigsfeld, Andrea
Andrea Honigsfeld, EdD, is a professor in the School of Education at Molloy College, Rockville Centre, New York. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5–8 and adult) and an English-as-a-second-language teacher in New York City (Grades K–3 and adult). She also taught Hungarian at New York University. She was the recipient of a doctoral fellowship at St. John’s University, New York, where she conducted research on individualized instruction. She has published extensively on working with multilingual learners and teacher collaboration. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past 22 years, she has been presenting at conferences across the United States, China, Denmark, Japan, the Philippines, Sweden, Thailand, the United Kingdom, and the United Arab Emirates.
She coauthored Differentiated Instruction for At-Risk Students (2009) and coedited the five-volume Breaking the Mold of Education series (2010–2013), published by Rowman and Littlefield. She is also the coauthor of Core Instructional Routines: Go-To Structures for Effective Literacy Teaching, K–5 and 6–12 (2014), Growing Language and Literacy (K-8 and 6-12, 2019, 2024 respectively) published by Heinemann. With Maria G. Dove, she coedited Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012), Co-teaching for English Learners: Evidence-based Practices and Research-informed Outcomes (2020), Portraits of collaboration: Educators working together to support multilingual learners (2022), and coauthored Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K–5: English Language Arts Strategies (2013), Common Core for the Not-So-Common Learner, Grades 6–12: English Language Arts Strategies (2013), Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), Collaboration and Co-Teaching: A Leader’s Guide (2015), Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018), Collaborating for English Learners: A Foundational Guide to Integrated Practices (2019), and Co-Planning: 5 Essential Practices to Integrate Curriculum and Instruction for English Learners (2022). She is a contributing author of Breaking Down the Wall: Essential Shifts for English Learner Success (2020), From Equity Insights to Action (2021), Digital-Age Teaching for English Learners (2022), Collaboration and Co-teaching for Dual Language Learners: Transforming Programs for Multilingualism and Equity (2023), Breaking Down the Monolingual Wall: Essential Shifts for Multilingual Learners’ Success (2024). Collaboration for Multilingual Learners with Exceptionalities: We Share the Students (2024), Collaborative Assessment for Multilingual Learners and Teachers: Pathways to Partnerships (2025), 9 Dimensions of Scaffolding for Multilingual Learners. Ten of her Corwin books are bestsellers.

Dove, Maria G.
Maria G. Dove, Ed.D., is a Professor in the School of Education and Human Services at Molloy University, Rockville Centre, New York. She teaches preservice and inservice teachers about the research and best practices for implementing effective instruction for English learners, and she supports doctoral students in the Ed.D. program in Educational Leadership for Diverse Learning Communities. Before entering the field of higher education, she worked for over thirty years as an English-as-a-second-language teacher in public school settings (Grades K–12) and in adult English language programs in the greater New York City area. She frequently provides professional development for educators throughout the United States on the teaching of multilingual learners. She also serves as a mentor for new ESOL teachers as well as an instructional coach for general-education teachers and literacy specialists.
With Andrea Honigsfeld, she has coauthored multiple best-selling Corwin books, including Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K–5: English Language Arts Strategies (2013), and Common Core for the Not-So-Common Learner, Grades 6–12: English Language Arts Strategies (2013), Collaboration and Co-Teaching: A Leader’s Guide (2015), Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018). Along with other Corwin top-named authors, she co-authored Breaking Down the Wall: Essential shifts for English learner success (2020). In addition, she co-edited, Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) and Co-Teaching for English Learners: Evidence-based practices and research-informed outcomes (2020) published by Information Age. With Audrey Cohan and Andrea Honigsfeld, she coauthored Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014) published by Corwin and Team up, speak up, fire up: Educators, students, and the community working together to support English learners (2020) published by ASCD.