bell & baecher's continuum of collaboration across esl program models
DESCRIPTION
This presentation on ESL/content teacher collaboration was presented at the 2012 Annual TESOL International Convention in Philadelphia.TRANSCRIPT
A Continuum of Collaboration across ESL Program ModelsAngela Bell, University of Colorado Colorado Springs
Laura Baecher, Hunter College, City University of New York
Laura’s work Angela’s work How we came together What we’re working on now Future projects
Our Collaboration
Laura’s Work on Collaboration
None Minimal Partial Substantial Full
No response after repeated attempts to co-plan or to simply be appraised of teacher’s plans
Finding out the same day what the classroom teacher expects to do in class, then brining in supplementary visuals.
Planning a unit and identifying target vocabulary
Regularly pushing in to the same classroom on the same days each week and leading whole-class lessons
Co-planning a science-ESL unit and co-teaching it every day.
Angela’s Work on Collaboration
Collaboration “Continuum” Model (Baecher &
Bell, 2011)
Collaboration is generated by the teachers & may or may not be supported by the school administration. It is characterized by: ad hoc interaction between teachers, and may or may not lead to work products reviewed by school administration. Usually fulfills an immediate need for communication among teachers.
The frequency & consistency of collaborative activities is high, and is characterized by: regular meetings, long-term planning, and daily interaction.
Structures for collaborating are expected, supported and often provided by school administration and are characterized by: consistent/ scheduled time, formal agendas/protocols/norms, & work products reviewed by school administration.
Collaborative activities are infrequent & are generally not initiated equally from both teachers. They occur sporadically and generally only address short-term concerns.
Informal
Limited
What are ESL teachers’ beliefs regarding collaborative teaching models?
Based on the ESL program delivery model, to what extent do ESL teachers engage in collaboration for their ELLs (extensive—infrequent), and what is the nature of their collaboration (formal—informal)?
Current Research
Grade Levels Percent of ELL Teachers
Number of ELLs Served per Teacher (Average)
Number of ELLs Served per Teacher (Mode)
Elementary 60% 42 35
Secondary27% 75 30
Both Elementary and Secondary
13% 41 27
Participants (n=72)
Co-Teaching; 6%
Push-In; 35%Pull-Out;
68%
Model used 50% + of the time
Push-In Pull-Out Co-Teach0
10
20
30
40
50
60
70
80
90
InformalFormal
Formality of Collaboration in Models
Push-In Pull-Out Co-Teach0
5
10
15
20
25
30
35
40
45
50
RarelySometimesUsuallyAlmost Always
Frequency ofCollaboration in Models
Looking back at the Collaboration Continuum Model:
Extensive
FormalInformal
Infrequent
No matter the model, ESL teachers need time not only in the short-term, to plan for instruction with content teachers, but they also need time to set common long-term goals and objectives based on the needs of their students. They need more extensive collaboration to develop a shared vision and to plan goals for their ELLs.
Our Response:
ESL teachers must be prepared to and initiate collaboration in any program model.
Administrators must pay attention to the ESL teacher workload and seek input from teachers on scheduling and program models.
ELLs should be carefully placed in order to be served appropriately, depending on the selected model.
Teachers’ personalities must be considered to make sure collaborating teachers can get along and embrace the idea of collaborating.
Teachers must not be forced into collaboration and should have opportunities for critical reflection in order to foster collaboration.
Our Recommendations
Resources are available on implementing and sustaining PLCs (DuFour & Eaker, 1998),
the contextual conditions necessary to support effective collaboration (Bell & Walker, 2011),
and on how to implement effective collaboration and co-teaching for ELLs (Honigsfeld & Dove, 2010).
Resources
Administrative support Enabling teacher leaders Strategic planning (ELL placement,
teacher workload, classroom location, time)
Teacher buy-in & personalities ELL teacher is part of planning teams Common standards, routines, shared
goals A culture of collaboration
Contextual Factors (Bell & Walker, 2011)
In what ways are administrators supporting ESL and content teacher collaboration, and how do teachers respond?
How does instructional time vary across program models?
What can be introduced into teacher preparation to foster candidates’ readiness to collaborate?
Our Future Research
Baecher, L., & Bell, A. (2011). A “continuum” model of collaboration in ESL. Academic Exchange Quarterly, 15(1), 56-61.
Bell, A., & Walker, A. (2011). Mainstream and ELL teacher partnerships: A model of collaboration. In A. Honigsfeld & M. Dove (Eds.), Co-teaching and other collaborative practices in the EFL/ESL classroom: Rationale, research, reflections, and recommendations. Charlotte, NC: Information Age Publishing Inc.
Honigsfeld, A., & Dove, M. G. (2010). Collaboration and co-teaching: Strategies for English learners. Thousand Oaks, CA: Corwin.
DuFour, R., & Eaker, R. (1998). Professional learning communities at work. Bloomington, IN: Solution Tree.
References
