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After reviewing the "Collaboration, A Menu for Supporting EAL" I find myself wondering about how we can find time to work in our teams to create something similar.  I think using a Padlet is a great idea, having all teachers contribute even one way they want ELL teachers to support them would help us create main dishes and side dishes.  Also, understanding how many teachers agree on what would be a main dish (important) and then side dishes.

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In my school, there is some co-teaching happening in the HS. The ELD Department and the school has been extending this practice for the last 3 years. Next year, I will be joining the co-teaching team, which next year will be formed by 2 ELD teachers and a few mainstream class teachers in Integrated and Social Sciences.

So far, I have never done any co-teaching so the co-planning, co-teaching, co-assessing, and co-reflecting cycle is new to me. It looks to me like these 4  phases are very important to make the cycle top quality. I also think there is another important factor to consider: student feedback. I am not talking about assessment. I am talking about asking students how they feel co-teaching makes the content more accessible to them. What has helped them most? What can be improved and how?

I am also very curious to get the feel of what collaboration feels like once I start planning and teaching with my co-teacher. I am sure it's going to be a fun trip! However, I wonder if we will have enough time to be able to make the best of the cycle.

To me co-teaching looks more active, more flexible, more varied. It sounds like many useful conversations will be happening at the same time, at different levels of difficulty depending on individual student needs.

Finally, I wonder if there is a WIDA Toolkit with all the tools and resources we need to plan co-taught units. It could also include templates for lesson plans and for students to use in class so they can organise the content more efficiently and actively. And a few lesson plan exemplars for different subjects/grades would be very useful.

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I work with students from grade 1 to grade 7. For my elementary classes, I usually do small groups or one on one, and teachers usually don't co-planning with me. However, for middle school classes. The coordinator is a firm believer of co-teaching. Both classes that I support in are push-ins, and we need to make time to co-plan weekly. Both classes I am co-assisting rather than co-teaching. I think the teachers at school still has a hard time sharing the classroom. I can't wait to learn more co-teaching models and practice in the classroom. I definitely think PD for co-teaching is a must.

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While I am not currently in the classroom, I want to point out the items here which I think are common in classrooms where ESOL teachers push-in or work at a base minimum with content teachers. First is “Task Analysis” as part of co-planning. I know a lot of ESOL teachers who will offer this kind of thing to teachers, but it always strikes me as a set up for failure; ESOL teachers know content teachers do not have the time to submit tasks beforehand. Next is “Consultant” from the “Co-teaching/ main dish” section. If an ESOL teacher does push into a content classroom, it is easy for him or her to sit in the back and serve a handful of students. Seeing this in this menu causes me to think about the ways ESOL teachers could (should?) be consulting with ALL students. Finally most of the “side dishes” are things an ESOL teacher can do when pushing in as they improvise on the spot.

I appreciate how this menu draws on the need for all of these actions to be planned if they are to really be successful. The biggest challenge are the “desserts”. Co-assessing really does call ESOL teachers to insert themselves into the dirty work. It is often the person assigning grades who has the real power. We need to do this together.

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The menu is such a great idea! My next steps will be to collate everything we do already, add it to a menu, so as a school, we can visually see all we do already. To ensure greater ownership among teachers and more buy-in for the menu, I will advocate for some staff meeting time where all teachers are able to contribute further ideas.

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Things I already do:
- Basically everything in the co-planning and co-assessing sections. All classes in our school are required to be co-planned and we regularly meet to discuss student writing samples and summative assessments.

Things I want to do in the future:
-Co-teaching isn't something I do in my current position, but I will be doing it this fall. I'm just hoping to come up with a range of activities that my partners and I can feel comfortable with. I've studied the examples in the menu and many others through reading the "Co-Teaching For English Learners" book.

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The school I work in at the moment is not doing collaboration on this sense. We have had some meetings regarding how to plan lessons that match contents, but it was a tentative matter and it didn't last longer than the session on which it was proposed.

But I can say with confidence than on my next position I am very interested in talking to my peers and seeing what they are teaching. The most obvious part of it all at the beginning will be doing the following:

-Task analysis
-Finding materials

I want to make sure that I know what the kids can do and try to adjust the level accordingly.

Co-teaching:

When it comes to doing the "serious stuff", I am partial towards getting kids to work in small groups.
-Impromptu lessons with the lexical or grammar items that I believe will be needed.

Co-assessing:

This is an area I feel somewhat expertise, as I have been trained in conducting language exams through Instituto Cervantes. Understanding the place where my students are at and adapting the materials so they are accessible is an important part of the success when it comes to both planning (backwards planning), teaching the materials (you teach what is needed to meet the needs of the assessment), and having reliable data at the end of the cycle.

-Co-writing assessments
-Co-writing rubrics.

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My co-teachers and I have tried most of the items on the 'menu', but what I really like about this menu is it's a one-page tool that can be shared digitally or printed out in paper and it's something that we can always use in our co-planning meetings as we identify which items/services are available to support our ELLs.

I think this will be very useful when I co-plan with a new teacher, or even with a returning teacher in the school. This will help facilitate a structured discussion or conversation in the co-planning meeting.

I will definitely try to design a similar layout providing available ELL support in one page.

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I believe that co-teaching comes down to what each teacher will do for any struggling student regardless of English proficiency. If one already accommodates, modifies, or any other strategy for success, then, co-teaching will be a breeze. A breath of fresh air with a dash of an extra set of hands, body, and mind.

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Reading through the starter courses of Co-Planning makes me excited for next year as our school has already committed to giving teachers more planning and collaboration time. Looking through the menu of starters I can see how each of these "dishes" would help students before we even get into the classroom. We have tried co-planning language objectives, pre-reading, assessments, and task-analysis. Each of these were started at the beginning of the school year and periodically through the year. Unfortunately, due to a lack of dedicated co-planning time, we were unable to find success in any of these. We have 15 minutes every other week dedicated to co-planning...

We currently have all of the "main dishes" of co-teaching practices in place and they are working well for teachers and students. Students are more successful when they are able to get immediate feedback and support during the class period.

We don't practice co-assessing yet, but are looking forward to implementing some of these practices next year.

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Co-planning
This is taking place, though at times, due to time constraints, it is done informally. For example, I meet the HRT and obtain future plans and then may suggest something impromptu (thinking on my feet is as asset) that we both will agree on or suggest alterations to the HRT's plans or will share an idea later.

Co-teaching
We have a pull-out and push-in set up. Pull-out will focus on homeroom content though at the student's level.  Push-in involves co-teaching.

Co-assessing and co-reflecting
This is the area that requires the most changes. It needs to be worked on in a more effective/formal manner. At the moment, it is sharing and comparing the EAL student's progress only.

Overall, this webinar is providing affirmation to what we are doing in the school. However, we need to work on this to a higher and consistent level to ensure overall success.

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I love that the collaborative cycle menu highlights co-assessment. Assessment should always inform instruction. Co-teaching can be more effective if the co-teaching partners are using data to inform their co-planning and their co-teaching. It can inform how the partnership uses instructional minutes with the students they serve.

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I love that the collaborative cycle menu highlights co-assessment. Assessment should always inform instruction. Co-teaching can be more effective if the co-teaching partners are using data to inform their co-planning and their co-teaching. It can inform how the partnership uses instructional minutes with the students they serve.

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I really like how the menu is organised and split up into parts. It also gives me some confirmation (and encouragement!) that we have been doing some things really well and that we are on the right track. As a homeroom teacher, I have had positive experiences with my co-teacher in the areas of co-planning and co-teaching, as well as the spot-on colloboration examples. As I will be taking on a new position, my role will shift but I hope my experience co-teaching as a homeroom teacher...and this menu as a resource can guide me and help me to be supportive and collaborative as I work with others.

A main focus for our school in general would be more effective co-assessing and the menu provides some great ideas for how we can work and further develop our collaboration.

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I am very exciting to try out more ideas from the collaboration menu with my co-teachers.

For what's happening in the classroom:
-Small group work
-Consultant
-Vocabulary expert

To tried out:

-Co-assessing
-Writing Process Check-in
-Pre-reading

I can't wait to see the improvements happen in the classrooms!!

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The Collaboration Menu is very appealing to me because it’s a visually engaging way to organize scaffolding strategies, tools and ideas we’ve collectively brainstormed to support language and content instruction.  I was super excited to see that with one of the homeroom teachers I co-teach with, we have tried all of the "main dishes" and the "side dishes" from the Sample Collaboration Menu.  What I’d like to try more of or in greater depth is Task Analysis from the “starters” menu. It would be great to have a Collaboration Menu for the different units we teach. Perhaps this is something to work towards for the coming year.

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I really appreciate how the menu breaks down the co-teaching cycle in manageable chunks.  Here are some additional items that I might add to the menu:
1. Co-planning
a. identifying translanguaging opportunities
b. creating padlets with resources
2. Co-teaching
a. While preparing for group work, both teachers can model using sentence starters and/or discussion protocols together.
3. Co-assessing
a. both teachers can monitor exit tickets while dismissing students

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I am so excited about the menu; it gives me a lot of great ideas to try out.

What is in place:

Co-planning

Finding materials

Co-Teaching:

Small group work

We are currently doing good because I do On spot collaboration with some of the homeroom teachers. It is an excellent way to see we are collaborating.

To try out:

Language objectives

Assessments

Vocabulary expert

Co-creating assessment

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My current school does not do co-teaching. When I signed up for this course under a new school that I will be joining in the summer, I thought that I would be new to co-teaching. Now, looking at the collaboration menu, I’m glad to say that, unconsiously, I’ve done this is my previous school, and some of it in my current school. I’m so happy!

What my colleagues and I have tried :-
Starters : task analysis
Main dishes : small group work, consultant
Side dishes : all of it!

What I would like to further work on, and try in the near future will be  more of the co-planning and co-assessing.

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I am happy to see that my team and I have already tried most of the starters and main dishes from the menu. I can see we have a need to improve on the Just Desserts section. Co-assessing is an area I am especially interested in learning more about. Currently, my areas of strength as an EAL teacher supporting the homeroom classroom are:
Finding materials
Creating materials
Language objectives
Pre-reading
Small group work
Consultant
Vocabulary expert

I am interested in focusing on and expanding these areas
Co-assessing presentations
Co-assessing writing
Co-creating assessments

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We have indeed used some of the items on the menu, some worked well and others could be improved on, yes.

What's in place:
Co-planning
-Finding materials
-Task Analysis
Co-teaching
-Small-Group work
Co-assessing
-Writing Process check-in

I would like to try:
-Pre-reading
- Language objectives
- Vocabulary expert-

I am excited to use this example menu and modify it to fit into our classroom. I am glad to see we are on track with some things and looking forward to building on them.

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As we are starting to pilot an integrated model of ELD and literacy content, we have worked with teachers to pull targeted language out of content using the WIDA 2020 standards. The schools involved in co-teaching have been working with co-teaching partners to highlight the different models of co-teaching and identifying the model that works best for the co-teaching pair. As a district, we are focusing on formative assessment and thinking through how effective formative assessments drive the instruction model in co-teaching classrooms to move students forward in their content and language acquisition.

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We have several things in place in my district, but I believe there are many ways to improve. I only support students during the writing block

In place:
-Finding/providing Spanish resources when possible to help our newcomers when writing about content (historical fiction, or informational).
-short term planning (a few lessons at a time)
-small group work
-instant/impromptu vocabulary/grammar lessons in writing
-Writing process check-in

Things to try:
-long term planning
-language objectives for classroom teachers
-co-assessing for language and content in writing areas

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My co-teacher and I have done some of the things on the menu (to varying degrees of success)
What's in place:
Co-planning
-Finding materials
-Task Analysis
We've done these a little bit.

Co-teaching
-Small Group work

Co-assessing
-Writing Process check-in

I would like to try:
-Pre-reading
-Assessments

-Consultant
-Vocab expert

-Co-writing assessments
-Co-Writing rubrics

This menu gives us some confirmation that we are doing some things well. It also gives us some great ideas to expand our collaboration and student support.

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In place but with lots of room for improvement:

Co-Planning, I’ve only done Pre-reading.

Co-Teaching, Small group work, vocabulary expert

Co-Assessing, co-assessing writing

What I would like to try:

Co-planning

Finding materials

Creating materials

Language objectives

Co-teaching

Consultant

Co-assessing

Writing process check-in

Co-creating rubrics

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What we are currently doing:
Rolling out K-12 English/Spanish objectives (22-23 or 23-24)
Small group work (across all grade levels)
Finding and creating materials (Primary teachers who give content as well as ELA/SLA classes)
Pre-reading (Primary teachers who give content as well as ELA/SLA classes)

Where we need to go:
Finding and creating material (for Junior High and High School ELA/SLA and content area teachers)
Pre-reading, assessments, and task analysis (for Junior High and High School ELA/SLA and content area teachers)
Consultant and vocabulary expert (all grade levels)
Co-assessing (all grade levels)

Although we still have a long way to go, I am excited about the opportunity to change teacher and student mindsets as well as the chance to develop and implement amazing and enduring learning experiences.

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In the co-planning section, my co-teacher and I need to work more on assessments. It can be difficult because grade-level teams plan the student evaluations together, and then my co-teacher and I modify, but unfortunately, time for this part is minimal. However, I feel that we are doing great at the other aspects mentioned in the starters section. In the co-assessing, I would like to try co-assessing writing. It never occurred to me that we both assess and look for different aspects. I love this idea.

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I was very pleased to see that my EAL co-teacher and I have tried almost all the items on the "Just Desserts" section of the menu: co-assessing presentations, co-assessing writing, co-creating assessments, and co-writing rubrics.

We are starting do more of the "Starters" as we plan a new unit together. This is new for us and the menu gives us more ideas to try out.

When co-teaching, we usually take turns leading the lesson while the other supports. When the students work on their tasks, she helps the EAL students while I focus on working with the others. This is working well so far, but I think we can also think of other ways of teaching together that would benefit our students. The "Consultant" idea would work well for a learning engagement we are planning right now.