This presentation on ESL/content teacher collaboration was presented at the 2012 Annual TESOL International Convention in Philadelphia.

1. A Continuum of Collaboration
across ESL Program Models
Angela Bell, University of Colorado Colorado Springs
Laura Baecher, Hunter College, City University of New York

2. Our Collaboration
 Laura’s work
 Angela’s work
 How we came together
 What we’re working on now
 Future projects

3. Laura’s Work on Collaboration
None Minimal Partial Substantial Full
No response Finding out Planning a Regularly pushing Co-planning
after repeated the same day unit and in to the same a science-
attempts to co- what the identifying classroom on the ESL unit
plan or to classroom target same days each and co-
simply be teacher vocabulary week and leading teaching it
appraised of expects to do whole-class every day.
teacher’s plans in class, then lessons
brining in
supplementary
visuals.

4. Angela’s Work on Collaboration

6. Current Research
 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)?

7. Participants (n=72)
Grade Levels Percent of ELL Number of Number of
Teachers ELLs Served ELLs Served
per Teacher per Teacher
(Average) (Mode)
Elementary
60% 42 35
Secondary
27% 75 30
Both
Elementary 13% 41 27
and Secondary

8. Model used 50% + of the time
,0 Co-
Teaching,
6%
Push-
In, 35%
Pull-
Out, 68%

9. Formality of
Collaboration in Models
90
80
70
60
50
Informal
40
Formal
30
20
10
0
Push-In Pull-Out Co-Teach

10. Frequency of
Collaboration in Models
50
45
40
35
30 Rarely
25 Sometimes
20 Usually
15 Almost Always
10
5
0
Push-In Pull-Out Co-Teach

11. Looking back at the Collaboration
Continuum Model:
Extensive
Informal Formal
Infrequent

12. Our Response:
 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.

13. Our Recommendations
 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.

14. Resources
 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).

15. Contextual Factors (Bell & Walker, 2011)
 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

16. Our Future Research
 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?

17. References
 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.

18. Questions?
angelabbell@aol.com
lbaecher@hunter.cuny.edu