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Co-Teaching in Reading & Writing Classrooms

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Co-Teaching in Reading & Writing Classrooms

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Integrated Co-Teaching in the English as a New Language Classroom

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Integrated Co-Teaching in the English as a New Language Classroom

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Collaborative Practices. Honigsfeld & Dove 2012

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Articles and Supplementary Materials on Co-Teaching Resources for ELLs

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ReadySetCoteach: Tips for Co-teaching Newcomers

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Whether you are a school or district administrator, a coach or fellow educator, you must have encountered a colleague who felt lost when assigned to teach English learners, overwhelmed by the challenge of addressing these students' needs within the context of the general education classroom. English learners are an ever-growing subgroup of the US student population. There is growing consensus that students who need to develop English language proficiency should no longer be perceived as the sole responsibility of specially trained and certified faculty, often referred to as English as a second language (ESL), English language development (ELD), English learner (EL), or more recently multilingual learner (ML) specialists. Researchers and advocates agree that English learners belong to the entire school community and that all educators are charged with their academic, linguistic, and social-emotional development (Kibler et al., 2015).

Teacher collaboration is an important dimension of teacher effectiveness, as emphasized by Dion Burns and Linda Darling-Hammond (2014) when they claimed that "more than any other policy area, actions that support collaborative learning among teachers appear to hold promise for improving the quality of teaching" (p. v). We recognize that there are many ways to provide professional learning opportunities to all K-12 teachers who regularly encounter ELs in their classrooms and agree that teacher collaboration must be a top choice.

In this article, we shift our focus to present an emerging trend: the much-desired opportunity for two-way teacher capacity building and collaborative coaching through co-teaching in classes that integrate both content and language learning for the sake of ELs (or for all students). While collaborating teachers often share a range of common skills, through the sustained collaboration necessary in preparation for and during the intentional implementation of co-taught classes, the two professionals combine their expertise; thus, co-teaching becomes a job-embedded, ongoing professional learning opportunity in the form of collaborative coaching (see Table 1 for a summary of the partnering teachers' distinct knowledge and skills). When teachers work together in an ongoing fashion, they are afforded a platform for sharing their understanding of the curriculum and the students they jointly teach, while at the same time supporting each other in growing new pedagogical, cross-cultural, and other competencies.

What Is Co-Teaching for ELs?

We define co-teaching for ELs as a collaborative delivery of instruction that involves two teachers (one elementary grade-level or secondary content teacher and one ELD/ESL specialist) who, through intentional planning, integrate content, language, and literacy development goals; who jointly plan learning experiences that are rigorous but carefully scaffolded for all learners in their class; and who engage in collaborative formative and summative assessments. The ultimate goal is student integration (rather than segregation) and, through a comprehensive system of scaffolds, to provide access to grade-appropriate curriculum and instruction for ELs on all language proficiency levels to ensure their success.

For co-teaching to work, teachers must engage in a complete instructional cycle of collaboration, which consists of four interrelated phases: collaborative planning, instruction, assessment, and reflection (a similar cycle has been very well documented by special education colleagues and researchers alike). Co-planning is a nonnegotiable; if co-teaching teams do not engage in authentic and sustained planning together, at best they will just be sharing the physical space with the students segregated as "your kids" and "my kids." In that case, the class may come to have one real teacher and one helper, resulting in limited impact both on student and teacher professional learning. Co-teachers working together must also regularly co-assess their students' progress and reflect on all their students' content, language, and literacy development as well as the effectiveness of the collaborative partnership.

Coaching with a Language Focus

Coaching with a specific focus on second language acquisition and language or literacy development for ELs has received limited attention thus far. Ari Sherries (2010) offers an overview of coaching teachers within "second language, foreign language, and lingua franca settings" (p. 1), reminding us that many K-12 educators may lack the sufficient background knowledge and skills to address the diverse academic, linguistic, cultural, and social-emotional needs of English learners. As such, he suggests that most K-12 classroom and content-area teachers benefit from coaching and mentoring originating either from peers or designated coaches and mentors. When such professional learning opportunities provide regular possibilities for coaches or mentors to engage in the coaching cycle, teacher learning increases and impact on student learning is also enhanced. If coaching is to target enhanced instruction for ELs or academic language learners (ALLs), participating teachers typically focus on language and literacy learning in addition to content instruction.

Traditional Coaching Cycle
According to one school of thought on coaching, teachers engage with their coaches in a coaching cycle that may consist of the following steps:

The teacher shares her lesson plan with her coach.

The coach offers pre-observation feedback by email or in person.

The coach observes the lesson.

The teacher receives feedback on the lesson.

Due to the frequently cited limitations of coaching staff, each teacher may only participate in this cycle periodically, once a week or even as rarely as once every six weeks. Therefore, within the traditional framework, coaches face many challenges to producing meaningful change. They not only must tap in to their instructional and content expertise, but they also need to foster respect, confidence, and trust, using appropriate communication skills to negotiate what is sometimes a fine line between what teachers and students need, what administrators want, and what policy often mandates, within a limited frame of time. Other professional learning opportunities often augment coaching, such as workshops, courses, professional learning community meetings, collegial circles, book studies, or even intervisitations. But as Ben Jensen and his colleagues (2016) also remind us, teachers learn "not simply from reading and observing others work, but from combining these passive activities with active collaboration and learning-by-doing" (p. 8).

Peer Coaching Combined with Co-Teaching

The traditional coaching cycle has received a major overhaul within the context of co-taught, integrated K-12 classes (both at the elementary level and in core secondary courses), where English language development and literacy learning are systematically intertwined with core content learning. A unique approach that we have been supporting in the past few years acknowledges that co-teaching for ELs is much more than co-delivering instruction, offering targeted intervention, reducing the teacher-student ratio, or even placing a language and literacy expert in the classroom to support a certain group of kids. Instead, when implemented with fidelity, it is a continual reciprocal coaching opportunity that inherently lends itself to teachers engaging in collaborative (peer) coaching via structured, recurring professional interactions (co-planning, co-assessing, and reflection).

In our observations, high-functioning co-teacher teams examine the curriculum through two lenses and design unit plans and daily lesson plans by purposefully addressing the following: what is academically or cognitively demanding in the grade-appropriate content to be presented, and what is linguistically demanding for all students at all language proficiency levels. At the same time, co-teachers also maximize the naturally presented learning opportunity: ELD/ESL specialists learn about the grade-level content standards and the age-appropriate knowledge and skills all students need to master, whereas the classroom teachers learn to better respond to ELs' and ALLs' linguistic and literacy development needs.

Three Paths to Collaborative Coaching

Collaboration and co-teaching for the sake of ELs vary greatly from state to state, district to district, and even classroom to classroom within the same school. We have found three overarching paths that are emerging as practices in support of combining co-teaching as a delivery model for ELD/ESL services and for reducing student segregation with ongoing professional learning that is relevant, interactive, and sustained over time.

The first path is the most commonly emerging practice, according to which co-teaching becomes an avenue for two-way learning in school districts across the nation. For example, in Haymarket, Virginia, Sara Conant and her colleagues are combining co-teaching with coaching as follows:

At Goshen Post Elementary, we have moved to co-teaching models of instruction to maximize the efforts of our EL teachers. We are utilizing peer coaching in our collaborative planning times to grow our practice schoolwide. We are also having quarterly meetings with the co-teaching teams and will set aside time to learn from each other about what is going well and areas where we feel we need support. For peer coaching to be effective, relationships must be established so both parties feel a sense of trust and respect within the partnership. Peer coaching has the power to be an effective form of professional development in that one's peer knows the strengths and struggles within the classroom. These partnerships are non-evaluative so partners may be more open to giving and receiving feedback.

The second path recognizes the complex roles and responsibilities ELD/ESL teachers hold, as they frequently serve as in-house experts on second language acquisition, language and literacy development, culturally responsive and sustaining pedagogy, and so on. With such a comprehensive knowledge base and skill set, some districts have started to redefine the ELD/ESL teachers' primary function as language coaches or language development coaches. As such, these educators support student learning as well as offer peer support to their colleagues on an ongoing basis. Jackie Griffin, language development coach in Country Meadows Elementary, Kildeer School District 96, Illinois, describes herself and her experiences as follows:

A language development coach (LDC) shares responsibility with the classroom teacher for helping students achieve high levels of growth in both language and academics. The LDC and the classroom teacher work together to strategically plan for and teach students based on their needs. When planning with the classroom teacher, the LDC moves in and out of three fluid roles: consultant, collaborator, or coach. With the consultant role, the LDC may hold the knowledge and the classroom teacher is the learner, or vice versa. In the collaborator role, both partners hold the knowledge and learn from each other, and in the coaching role, the LDC asks thought-provoking questions to assist the teacher in making decisions that will impact student learning and long-term capacity building.

After joint planning, LDCs and classroom teachers co-teach and then reflect on how their instruction impacted student learning. The LDC also has the opportunity to demonstrate strategies that are best for all students so they are used even when the LDC is not in the room. The LDC, in turn, learns content and strategies from the classroom teacher and can bring that knowledge to others in the building.
A third path signifies professional partnership building across grade levels, classrooms, and school buildings. For example, three elementary teachers-Allyson Caudill (ESL), Ashley Blackley (G1), and John Cox (G2)-in Wake County Public Schools, Raleigh, North Carolina, engage in a unique three-way partnership in which Allyson is co-teaching with both Ashley and John. They have formed the Ready, Set, Co-Teach team (@readysetcoteach on Twitter, and www.readysetcoteach.com). The team recently discussed their experiences with integrated professional learning through co-teaching and sustained collaboration (Caudill et al., 2018) and gave several examples of how they learn from each other. They also open their classrooms, which serve as lab classes, for other co-teaching teams to come for intervisitations. They summarize:

When teachers face obstacles or need more information or advice on how to more effectively do their job, they first turn to their colleagues. We look at schools as communities of diverse experts. The school counselor is an expert on mediation, classroom teachers are experts in their content areas, ESL teachers are language specialists, and technology teachers are computer experts. Co-teaching provides a unique opportunity for two experts to come together, share their expertise, and learn from and support one another.

By being in the same classroom, observing and teaching together, co-teachers inadvertently serve as each other's coaches. There have been plenty of times that John has coached us through using new technology, Ashley has modeled reading best practices for us, and Allyson has opened our eyes to new ways of scaffolding for language learners. One thing we have found is the learning never stops! We are always challenging each other and pushing each other out of our comfort zones. The best part is we get to do it together and we are all better for it.

How Do We Know It Works?

Joellen Killion (2018) suggests "two logical beginning points are assessing the overall quality of professional learning and evaluating the impact of existing programs of professional learning" (p. 205). Collaborative coaching combined with co-teaching has been growing, and successful experiences have been reported across the nation. Brigitte Pittarelli, ESOL teacher in Binghamton City Schools, New York, captured it best when she described both the process and the outcome of her experiences:

While planning with my co-teacher, I guide her on what words to look at within the context of the material, how to shelter and scaffold the learning, and how to structure the lessons from beginning, middle, and end. During our instructional time in front of all students, I offer tidbits of reasons why each support strategy is essential and explain further how it supports a particular EL in the group. I guide her learning by helping her make connections about the essential language objective. I briefly offer reasoning during the co-teaching while students are engaged in turn-and-talk or cooperative pairing tasks, or even when students are thinking about a question we posed and are given the proper wait time. Co-teaching has transformed both of our teaching. It has given me a lens into the general education classroom, and my co-teacher better understands ELD instruction. Our partnership is a true marriage. Our students all excel within this scenario! I am very excited because the general education teachers are starting to see the value of the sheltering techniques (scaffolds and strategies), lesson designs, and alignment of English language development with English language arts standards and curriculum. They are realizing that the techniques we use for ELD instruction and SIOP structure are good for ALL children. It has been an eye-opening experience not only for the general education teacher but for me as well. I never realized that ALL students in essence are academic language learners.

In our field-based research, we have noted that teacher collaboration may be recognized as a vehicle for ongoing, site-based professional development through mentoring (for novice teachers), peer coaching (for midcareer teachers), and establishing teacher leadership roles (for more experienced teachers). Here, we hope to have made a compelling case that co-teaching may also serve as a pathway to collaborative coaching that recognizes each participating teacher's expertise and allows for day-to-day professional learning.

References
Burns, D., and Darling-Hammond, L. (2014). Teaching around the World: What Can TALIS Tell Us? Stanford Center for Opportunity Policy in Education. https://edpolicy.stanford.edu/sites/default/files/publications/teaching-around-world-what-can-talis-tell-us_3.pdf
Caudill, A., Blackley, A., and Cox, J. (2018). "Co-teaching as Integrated Professional Development." Ready, Set, Co-Teach. www.readysetcoteach.com/co-teaching-as-integrated-professional-development
Honigsfeld, A., and Dove, M. G. (2019). Collaborating for English Learners: A Foundational Guide to Integrated Practices. Corwin Press.
Jensen, B., Sonnemann, J., Hull-Roberts, K., and Hunter, A. (2016). Beyond PD: Teacher Professional Learning in High-Performing Systems. National Center on Education and the Economy.
Kibler, A. K., Walqui, A., and Bunch, G. C. (2015). "Transformational Opportunities: Language and literacy instruction for English language learners in the Common Core era in the United States." TESOL Journal, 6, 9-35.
Killion, J. (2018). Assessing Impact: Evaluating Professional Learning (3rd ed.). Corwin Press.
McFarland, J., Hussar, B., Debrey, C., Snyder, T., Wang, X., Wilkinson-Flicker, S., Gebrekristos, S., Zhang, J., Rathbun, A., Barmer, A., Bullock Mann, F., and Hinz, S. (2017). The Condition of Education 2017. National Center for Education Statistics, US Department of Education.
Sherris, A. (2010). "Coaching Language Teachers." CAL Digest. www.cal.org/siop/pdfs/digests/coaching-language-teachers.pdf

Andrea Honigsfeld, EdD, is professor of TESOL at Molloy University, Rockville Centre, New York, and an author-consultant with over 25 books published on topics primarily related to collaboration and co-teaching, language and literacy development, and equity for multilingual learners.
Maria G. Dove, EdD, is a professor in the School of Education and Human Services at Molloy College. Dr. Dove has published several articles and book chapters on collaborative practices, differentiated instruction, instructional leadership, and the education of English language learners.
Their latest book is Co-planning: Five Essential Practices to Integrated Curriculum and Instruction (Corwin, 2022). Follow them on Twitter at @andreahonigsfel and @MariaGDove.

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Co-Teaching for Capacity Building - Language Magazine

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Whether you are a school or district administrator, a coach or fellow educator, you must have encountered a colleague who felt lost when assigned to teach English learners, overwhelmed by the challenge of addressing these students' needs within the context of the general education classroom.

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Co-Teaching for ELLs: 8 Strategies for Success

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Co-Teaching for ELLs: 8 Strategies for Success

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Co-teaching can be an exciting way to support English language learners' (ELL) success! It can also present many kinds of challenges. Here are some tips for ELL educators and classroom educators on how to make the most of their co-teaching partnerships.

These recommendations are based on our in-depth interviews with Katy Padilla, an ESOL Coach for Virginia's Fairfax County Public Schools district. In her prior roles as a classroom teacher and ESOL specialist, she worked in a number of collaborative settings and co-teaching partnerships, including at an elementary school that was designed as a professional learning community, Mason Crest Elementary. You can see Katy in action in the videos at the end of the interview!

Co-teaching ELLs: Strategies for Success

1. Get to know your partner teacher.

Ms. Padilla recommends that teachers start by spending some time visiting their co-teacher's classroom and getting to know their teaching style:

ELL educators can visit their partner teacher's room and watch how the classroom and teacher work. She says, "It's important not to start by jumping into suggestions. It's seeing where that teacher is coming from in order to understand, 'Where is my place in this room? What could be my place in this room?'"

Classroom teachers can observe the ELL educator co-teaching in another classroom or leading a small group lesson. That can give them some ideas about how the teacher is supporting students and working with other teachers.

2. Get to know each other's strengths.

Ms. Padilla notes that both partners bring different strengths to the partnership. The better acquainted each partner is with the other's strength, the more productive the relationship will be.

The classroom teacher might be managing lots of different student situations, strengths, and needs and extensive experience in classroom management.

ELL educators have deep expertise around supporting students' language development, identifying important language for content lessons, and differentiating instruction. They also have a holistic picture of ELLs' educational and social-emotional backgrounds. ELL teachers bring another lens to what classroom teachers are seeing, Ms. Padilla says, which can stimulate their ideas of how to address an issue.

Ms. Padilla also notes that sharing some positive feedback about some admirable skills or qualities is an effective way to build rapport, especially because establishing this respect and trust is one of the greatest challenges for a co-teaching team. "For example," she recalls, "when I was a classroom teacher, I didn't really understand what the resource teachers did. I thought, 'Oh, it's easy they just come in and help.' I never really had to think through the different dynamics, and because I wasn't going into other teachers' classrooms, I didn't realize that the resource teachers had to work with other teachers differently.

"At the same time, it's also easy for resource teachers to come in and say, 'I know what to do for these kids, and I know how to do it here.' But it's not always the case, and the ELL specialist needs to be looking for ways to provide support that can benefit all students in the room."

3. Develop a shared understanding of the ELL educator's expertise and role.

According to Ms. Padilla, many classroom teachers never have a chance to see what ELL educators do every day. That can lead to some difficult situations in which ELL educators end up in the back of the room or being asked to do menial tasks.

The team can develop that shared understanding by:

Co-planning a lesson together.

Discussing questions related to ELL instruction or support.

Talking about other prior co-teaching experiences.

ELL educators can also hold a professional development session on what the ELL teacher (or team) does and how they can work with colleagues.

Ms. Padilla says that creating a situation where the two teachers work together can help jumpstart the collaboration. "Ultimately, it's important to establish that you are equals in the room," she says, "because then the students start to see the team as equals too. It's not one teacher and an assistant. Both teachers are there to support all students, and everyone is on the same team."

4. Establish clear communication procedures.

Establishing open and clear communication is crucial, according to Ms. Padilla, because it's really hard to make co-teaching work without that consistent, effective communication. It's important to be very intentional and specific, she says, figuring out details such as:

How are we going to communicate?

When are we going to communicate?

When is it OK to make a change?

Are we flexible enough to make a change right before the lesson, or does it need to happen the day before?

For example, she says, with email, "I would send out an email, and not get a reply. Then I wasn't sure if it was not received well, or was it just not received at all. And so it was important to be able to say, 'You know, I really need to have a reply, and it doesn't mean that you have to agree with my idea, but I just need to know that you've gotten it.' That was a huge piece and really helped my teams work together effectively."

Another important piece is follow-through, she says, because it's important to be reliable, which helps establish trust. (This was an area where ELL educators in co-teaching situations have seen a lot of challenges while being pulled so much to cover for other teachers at the last minute during COVID-19.)

5. Be flexible with your co-teaching arrangements.

According to Ms. Padilla, there is a different dynamic in every classroom based on classroom environment, instruction, and personality and her co-teaching situations looked different from room to room.

"In one room," she says, "as the ELL specialist, I didn't lead as much, and I was supporting the students, so that could be me sitting on the carpet with them, making sure that they're following along and that they're getting it, but then I also had the opportunity to speak up and I still had a voice in the room. In another room, I often was in the front; I sometimes took the lead, and the classroom teacher was supporting the students. Other times we broke into small groups, or broke the class in half and we each took a group."

Co-teaching can take on a lot of different forms, she says, but in all of her teams, the teachers worked to establish that they were both there to support all students, which was part of the collaborative culture of this particular school where she worked: "ELLs are everyone's kids, and when we work as a team, I'm supported, she's supported, and we're both supporting the kids."

6. Be ready to try new things - and fail.

Being able to try things and fail is really important, says Ms. Padilla, as is being able to communicate about it afterwards and say, 'I really thought that would work, and it didn't.'" That vulnerability matters, she says, because that starts to open up the trust and both members are ready to take risks and try new things. "We also have to know that we have the safety of, 'I'm not going to judge what you're doing. And we're both here for the kids, and so we're both going to be trying new things. And some will work, and some won't, and that's OK. We'll move forward from that,'" she says. "It's always a work in progress. It's never done. That's kind of the exciting part. It always has the potential to grow and get better over time."

In addition, Ms. Padilla says, be ready to change! Co-teaching changes how teachers work together and sometimes how they work individually as they grow and learn during the year.

7. If co-teaching is new to your team, start small.

For teachers who are just getting started with co-teaching, Ms. Padilla recommends starting small. If your team is trying to figure out how to work together, start with small, short activities and lessons, and check in on what's working.

If you are an ELL educator or classroom teacher who is interested in trying a co-teaching arrangement, she says, "Find one teacher that you already have a relationship with, that you feel comfortable with, and work with that one teacher, and really focus on that is the one collaborative relationship that you're going to build."

She explains, "It can start by the ELL educator saying, 'You know you have these English learners in your room, and I would love to work with them, or see how things are going. Can I come in? I'd like to observe.' Or you can say, 'How do you think your class is going overall? Is there something that you'd like to work on that I can support you with?' That way you can get that feedback from the teacher. And then as you're looking at the data, such as observational data, you can come up with common goal."

For classroom teachers, it can start with a single question about how to address a particular topic or skill, even with a single student. Focusing on a tangible issue to work on together can often help the partnership get going.

8. Share examples of what's working with your colleagues.

Ms. Padilla makes a point to regularly share success stories with groups of colleagues so that people can hear what's working. For example, at the beginning of the school year, her team shares celebrations from the previous year. That could spark some interest from a colleague, she says, who might think, "'Maybe she'd want to try that out in my room. I'd really like for her to come try that because I know I need help in that area.'" And, she notes, that once teachers experience success, they're going to share with other teachers, she says, and a recognition of the benefits of collaboration can spread among the school community organically.

It's also important to share these successes with administrators so that they can provide more official support and resources for collaboration. The more voices that speak up on behalf of the benefits of collaboration, the more compelling the case becomes to make it a structured part of everyone's schedules.

Related Resources

These books offer lots of strategies for collaboration, co-teaching, and planning ELL instruction, assessment, and family outreach. These strategies can be adapted for a wide variety of settings and team structures.

Many of the titles are authored by the foremost experts on this topic, Dr. Andrea Honigsfeld and Dr. Maria Dove.

Co-teaching Best Practices from Drs. Dove and Honigsfeld

These resources on co-teaching were developed for New York State by Dr. Dove and Dr. Honigsfeld.

Dr. Holly Porter shares how her district moved entirely from pull-out to fully co-teaching. This conversation on Tan Huynh's Teaching ELs podcast provides practical advice at the district level and can also be applied to schools that want to move away from pull-out to co-teaching.

ENL Co-Teaching Checklist

For additional ideas, see this ENL Co-Teaching Checklist developed by New York State United Teachers.

Recommended Videos

Video bonus: You can see Katy Padilla in action in these videos, filmed in collaboration with the NEA:

Discussion Questions

What resonates from this article with you?

Can you think of a co-teaching situation you have been in where the dynamics helped or hurt the partnership?

What are some steps you can try to strengthen a co-teaching partnership you have?

What are your big takeaways from this article?

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Co-Teaching ELLs: 8 Strategies for Success

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Co-teaching can be an exciting way to support English language learners' (ELL) success! It can also present many kinds of challenges. Here are some tips for ELL educators and classroom educators on how to make the most of their co-teaching partnerships.

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The Benefits of Coteaching (for both students and teachers) – Ready • Set • Coteach

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Co-Teaching Models. 7. Explained with visuals

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Table 4.1 Seven Co-Teaching Models w visuals

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DOVE_WEB_FIGURE 11.9. Self Assessment. Early

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Collaborative Planning with the 4 Rs. figure_6.3

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Collaboration as Stress Relief – Ready • Set • Coteach

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Checklist for Collaboratively Planning. 9 Dimensions of Scaffolding. figure_6.21

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3-5 Year Implementation Plan Proposal. Final Aug 2023. docx

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Joint leadership in the classroom is more than a model of instruction. It requires mutual respect and a shared vision for students’ success.