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Index
Cover Page Dedication Title Page Copyright Contents Foreword Preface Acknowledgments About the Authors 1. What Is This Book About?
Overview Voices From the Field What Guided Us When We Wrote This Book? The Purpose Structure and Organization of the Book The ELL Population Collaboration Program Models Serving English Language Learners What Can We Learn From the History and Research on Collaborative Practices? Teacher Collaboration in Today’s Schools Summary Discussion Questions Key Online Resources
2. Why Is Collaboration Needed?
Overview Voices From the Field Challenges English Language Learners Face Challenges Teachers Face Challenges School Administrators Face Why Collaboration Is the Answer to the Demands Teachers and Administrators Face Why Co-Teaching Is a Possible Answer to Challenges Teachers and Administrators Face Research Support for Enhanced ESL Service Delivery Administrators’ Role: Creating a School Community to Support Effective Instruction for ELLs Summary Discussion Questions Key Online Resources
3. Who Does Teacher Collaboration and ESL Co-Teaching Concern?
Overview Voices From the Field 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 ESL Program?
Overview Voices From the Field 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, and Assess ELLs Collaboratively?
Overview Voices From the Field The Need for Collaborative Efforts Launching the Co-Planning 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 and ESL Specialists Collaborate and Co-Teach?
Overview Voices From the Field 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 and ESL Specialists Collaborate and Co-Teach?
Overview Voices From the Field Reexamining the Importance of a Positive School Culture Collaborating Outside the Classroom 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 ESL Programs
Overview Voices From the Field Reflective Practices Self-Assessment Tools Ongoing (Formative) Collaborative Program Assessment Formal Program Evaluation Administrators’ Role: Leading Effective Assessment Practices Summary Discussion Questions Key Online Resources
9. Portraits of Collaboration
Overview 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
Research Appendix: 10 Key Research Areas to Support Teacher Collaboration and Co-Teaching for the Sake of ELLs
1. Second Language Acquisition and English Language Development 2. Acculturation and Culturally Responsive Teaching 3. Bilingualism and Native-Language Use 4. ELLs’ Literacy Development 5. Developing ELLs’ Academic Language Proficiency 6. Effective Instructional Strategies 7. Curriculum Alignment and Mapping 8. Teacher Teaming and Co-Teaching 9. Teacher Learning 10. Professional-Development and Learning Communities A Final Note
References Index
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