Preface Acknowledgments About the Authors 1. What Is This Book About? Overview What Guided Us When We Wrote This Book? The Purpose Structure and Organization of the Book The English Learner Population Collaboration Program Models Serving English Learners What Can We Learn From the History and Research on Collaborative Practices? Teacher Collaboration in Today's Schools 17 Summary Discussion Questions Key Online Resources 2. Why Is Collaboration Needed? Overview Understanding English Learners Challenges School Administrators Face Why Collaboration Is the Answer to the Challenges Teachers and Administrators Face Why Co-Teaching Is a Possible Answer to Challenges Teachers and Administrators Face Administrators' Role: Creating a School Community to Support Effective Instruction for ELs Summary Discussion Questions Key Online Resources 3. Who Does Teacher Collaboration and Co-Teaching for ELs Concern? Overview 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 Service Delivery for ELs? Overview Informal Collaborative Practices Formal Collaborative Practices Administrators' Role: Creating Collaborative Opportunities and Supporting Collaborative Efforts What Administrators Need to Consider Summary Discussion Questions Key Online Resources 5. How Do Teachers Plan, Instruct, Assess, and Reflect Collaboratively? Overview Making a Case for Collaborative Efforts Launching the Collaboration Team: Top Down or Bottom Up? Collaborative Teams in Action A Framework for Effective Collaborative 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 Collaborate and Co-Teach? Overview 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 Collaborate and Co-Teach? Overview Reexamining the Importance of Positive School Culture Spaces and Places for Teacher Collaboration 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 Service Delivery for ELs Overview Reflective Practices Self-Assessment Tools Ongoing (Formative) Collaborative Program Assessment Program Evaluation Administrators' Role: Leading Effective Assessment Practices Summary Discussion Questions Key Online Resources 9. Portraits of Collaboration Overview Districtwide Case Study 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 References Name Index Subject Index
When EL-specialists and general educators work in partnership, rather than in separate silos (the traditional approach to educating ELs), the likelihood of promoting both language development and content mastery increases exponentially. Although this premise may seem like common sense, implementing this approach typically requires high-quality professional development, opportunities for sustained practice, and leadership support across schools and districts.
Andrea Honigsfeld, EdD, is Professor in the School of Education at Molloy University, 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 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 twelve years, she has been presenting at conferences across the United States, Great Britain, Denmark, Sweden, the Philippines, and the United Arab Emirates. She coauthored Differentiated Instruction for At-Risk Students (2009) and co-edited the five-volume Breaking the Mold of Education series (2010-2013), published by Rowman and Littlefield. She is also the co-author of Core Instructional Routines: Go-To Structures for Effective Literacy Teaching, K-5 and 6-12 (2014), published by Heinemann. With Maria Dove, she co-edited Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) and co-authored 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), Coteaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018), Collaborating for English Learners: A Foundational Guide to Integrated Practices (2019), 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), and Digital-Age Teaching for English Learners (2022). Nine of her Corwin books are bestsellers. Maria G. Dove, Ed.D, is currently a Professor in the School of Education and Human Services at Molloy College, Rockville Centre, New York. Prior to working in higher education, she spent over thirty years as an English-as-a-second-language teacher in public schools and adult English language programs. She is well-known for her professional development work across the United States, focusing on culturally and linguistically diverse students. Dove's work has led her to publish books, articles, and chapters on collaborative teaching practices and instructional strategies for English learners. In collaboration with Andrea Honigsfeld, she has co-authored four best-selling Corwin Press books including Collaboration for English Learners: A Foundational Guide to Integrated Practices (2019).