In this series, I will discuss Co-Teaching as a way to support student success. I do recognize that MLL support models look differently across the boards, which means not everyone can access this model. As you read this series, I hope you consider other colleagues you can work with (e.g., grade teaching partner, SERT). I have seen that MLLs thrive when a model of team-teaching is provided. They deserve a model like this as it is a powerful way to ensure equitable learning outcomes.
Collaboration takes place where members of an inclusive learning community work together with the purpose to support student success in the classroom. Through teacher collaboration and co-teaching practices, a variety of studies have reported increased student achievement in content areas and improved sense of belonging in the school community. Key outcomes for teachers include enhanced peer support, authentic job-embedded professional learning, and shared ownership of all students . There are principles of teaching co-teaching to consider while collaborating: time gifting, communication, control surrendering, perspective seeking, relationship investing.
The Collaborative Cycle
While defining collaboration and coteaching, it is important to note that it is a process, not an event. Honigfeld and Dove (2017) describe the collaborative cycle as Co-plan, Co-Act, Co-Assess and Reflect. It is similar to the Plan-Act-Assess-Reflect cycle, but the difference is that it is done in collaboration. Teachers need to engage in all parts of the collaborative cycle in order to ensure successful outcomes for students.
Co-planning: This part of the cycle is considered the most important aspect, and is often overlooked. It is recommended to avoid low-impact co-planning (e.g., today’s lesson, tomorrow’s lesson, one one graphic organizer). To work towards high-impact co-planning, where each partner is seen as an equal, it is recommended to focus more on unit planning, student groups, assessments, extension activities, curriculum mapping and lesson and language sequencing. Developing an ongoing document, such as a unit plan organizer, can help work towards high-impact co-planning.
Some key questions to consider during co-planning
- What are content learning goals? What are the language learning goals?
Both the content teacher (classroom teacher) and resource teacher (MLL Support Teacher) bring a wealth of knowledge and experience to co-planning. Below is a list of some of the skills (not comprehensive)
Content Teachers | MLL Support Teachers |
Set content objectives and learning cycles | Knowledge of the MLL learners, including their STEP levels and background history (with a focus on strengths) |
Curate Resources, and knowledge of curriculum content | Scaffold access to resources, including technology |
Create content specific success criteria and assessments | Differentiate content, process, and product in linguistic and CRRP lens, while advocating for identity affirming interactions |
Co-Teach: There are many models of co-teaching. This is time to identify co-teaching models, considering the learning environment and learning goals. The most common models includes:
- Team Teaching: both teachers providing instruction at the same time
- Lead support teaching: one leads, other supports instruction
- Parallel Teaching: two teachers providing instruction to two different groups at the same time, process might look different although content may be the same
- Station Teaching: students in small groups, multiple stations, and each station has a different task, each teacher manages their own station
Co-Assess: Assessment is usually established during co-planning; therefore both teachers share the responsibility of assessment (e.g., rubric, success criteria, observation log). It is recommended to also create a reflection collaboration log to record reflections during the co-teaching experience.
Co-Reflect: During the co-reflection meeting, teachers should discuss successes and refinements by using the assessment as their guiding tools. This will in part support the next co-teaching cycle to be more successful.
In 2022, I started to build my co-teaching capacities as a means to improve outcomes for all students through my role as an MLL support teacher. In Part Two I will share my reflections, including the benefits, and advice of how to get started !
In the meantime I invite you to review this ETFO resource: Supporting Multilingual Language Learners: Collaboration and Co-teaching