This presentation focused on the continuum of collaboration between teachers who serve ELLs in push-in, pull-out, and co-teaching models.

1. Elementary Push-In/Pull-out Instruction: From Coping to CollaboratingTESOL, March 17, 2011 New Orleans Angela B. Bell The University of North Dakotaabell6@uccs.edu & Laura Baecher Hunter College, City University of New York lbaecher@hunter.cuny.edu

2. Baecher & Bell Collaboration

3. What is collaboration? “Interpersonal collaboration is a style for direct interaction between at least two co-equal parties voluntarily engaged in shared decision making as they work toward a common goal” (2010, p. 7).

4. Angela’s Research Questions What does grade level teacher and ELL teacher collaboration look like? What are the outcomes of collaboration? If there is a formal systematic approach to collaboration, what is it? How did this collaboration form, and how is it sustained? Can a model be generated to demonstrate collaborative processes?

5. Collaboration Continuum

6. Laura’s Research Questions How do ESL teachers implement instruction in a push-in model? How much contact time do they actually have with their students? What institutional constraints exist in implementing ESL instruction? What strategies have these teachers employed to work with the classroom teacher?

8. Collaboration “Continuum” Model (Baecher & Bell, 2011) The frequency & consistency of collaborative activities is high, and is characterized by: regular meetings, long-term planning, and daily interaction. 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. 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. Informal Limited Collaborative activities are infrequent & are generally not initiated equally from both teachers. They occur sporadically and generally only address short-term concerns.

9. Why ESL teachers prefer:

10. What frustrates ESL teachers:

11. Extensive Email Communicate with content teacher when there’s a problem Review ELL assessment data with content teachers “Stop by” content teachers classroom to discuss issues “In passing” Informal Formal Actively participate in grade level meetings Plan lessons with content teachers Use curriculum mapping to plan instruction with content teachers Limited

12. Considerations and necessary conditions for successful collaboration Make ELLs a priority! Must have administrator’s support Provide resources/ materials/ technology Limit ESL teacher caseloads/grade levels Consider teachers’ personalities, understanding of ELLs, and buy-in when placing ELLs (Seek input from ESL teacher) Meet with the ESL teacher Provide professional development on ELLs to content teachers Schedule planning time & expect collaboration Make sure ESL teachers are included in planning meetings Find a space for ESL teachers

13. More considerations Create and use curriculum maps and ESL/Content Teacher planned lessons focusing on language and content goals Match ESL service models to needs of students Provide guidance on how to collaborate Cluster ELLs versus spreading them out without consideration of the service delivery model Content and ESL teachers need mutual planning and professional development time Administrators need professional development on ELLs, too!

14. Resources Baecher, L., & Bell, A. (2011). A “continuum” model of collaboration in ESL. Academic Exchange Quarterly, 15(1). Bell, A., & Walker, A. (hopefully forthcoming in 2011). Mainstream and ELL Teacher Partnerships: A Model of Collaboration. InA. Honigsfeld, & M. Dove (Eds.), Co-teaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (forthcoming). Charlotte, NC: Information Age Publishing Inc. Honigsfeld, A. & Dove, M. G. (2010). Collaboration and co-teaching: Strategies for English learners. Thousand Oaks, CA: Corwin. Other books/articles by Honigsfeld & Dove. Any books on Professional Learning Communities. DuFour DuFour & Eaker

15. References Friend, M. & Cook, L. (2010). Interactions: Collaboration skills for school professionals (6th ed.).Boston: Allyn & Bacon.