Preface Acknowledgments About the Authors 1. Teacher Collaboration Is Not an Option: It Is a Must 2. Co-Planning 3. Model 1-One Group: One Leads, One "Teaches on Purpose" 4. Model 2-One Group: Two Teach the Same Content 5. Model 3-One Group: One Teaches, One Assesses 6. Model 4-Two Groups: Two Teach Same Content 7. Model 5-Two Groups: One Preteaches, One Teaches Alternative Information 8. Model 6-Two Groups: One Reteaches, One Teaches Alternative Information 9. Model 7-Multiple Groups: Two Monitor/Teach 10. Collaborative Assessment 11. Reflection: Closing the Collaborative Instructional Cycle . . . and Starting a New One References Index
This books offers more explicit approaches to implementing co-teaching at the classroom level. It provides in-depth explanations of the various models of co-teaching, including the advantages and challenges of each configuration and clear accounts of each teacher's role and responsibilities.
Learn more about Maria Dove's PD offerings Maria G. Dove, Ed.D. is Assistant Professor and Coordinator of the MS TESOL Program in the Division of Education at Molloy College, Rockville Centre, New York, where she teaches courses to preservice and inservice teachers on the research and best practices for developing effective programs and school policies for English learners. Before entering the field of higher education, she worked 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 Nassau County, New York. In 2010, she received the Outstanding ESL Educator Award from New York State Teachers of English to Speakers of Other Languages (NYS TESOL). She frequently provides professional development throughout the United States for educators on the teaching of diverse students. She also serves as a mentor for new ESL teachers as well as an instructional coach for general-education teachers and literacy specialists. She has published several articles and book chapters on collaborative teaching practices, instructional leadership, and collaborative coaching. Her best-selling co-authored book, Collaboration and Co-Teaching: Strategies for English Learners (2010) is published by Corwin Press, and her co-edited book, Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) is published by Information Age Publishing. Learn more about Andrea Honigsfeld's PD offerings Andrea Honigsfeld, Ed.D. is a professor in the Division of Education at Molloy College, Rockville Centre, NY. She teaches graduate education courses related to cultural and linguistic diversity, linguistics, ESL methodology, and action research. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5-8 and adult), an English-as-a-second-language teacher in New York City (Grades K-3 and adult), and taught Hungarian at New York University. She was the recipient of a doctoral fellowship at St. John's University, where she conducted research on individualized instruction and learning styles. She has published extensively on working with English language learners and providing individualized instruction based on learning style preferences. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past eight years, she has been presenting at conferences across the United States, Great Britain, Denmark, Sweden, the Philippines, and the United Arab Emirates. She frequently offers staff development primarily focusing on effective differentiated strategies and collaborative practices for English-as-a-second-language and general-education teachers. Her coauthored book Differentiated Instruction for At-Risk Students (2009) and coedited four-volume Breaking the Mold of Education series (2010-2013) were published by Rowman and Littlefield.