Teacher Co-teaching models present challenges for Achinstein, 2002; Collaboration teachers including: sharing ideas, classroom Dove & Honigsfeld, resources, skills, physical space; identification of 2010; Gándara & teacher roles and responsibilities, Rumberger, 2007; processes, creating a common view of Gates & Robinson, executing co-teaching model(s); limited time and 2009; Roache et al., resources. Teacher describes micro-political 2003 processes including conflict stances, border politics, ideology, and organizational change and learning. Teacher is working with other teachers through distributed leadership model or with bilingual teachers able to teach in more than one language who may be full teachers, aides, or other support personnel. Assessments Teacher to help student attain and maintain Banks et al., 2001; basic proficiency in English language arts for Gándara & reclassification to FLEP or general education Rumberger, 2007; status. Teacher prepares for new assessments Linquanti, 2011 measuring academic content and not solely command of English are being developed in alignment with the Common Core Learning Standards. Teacher attempts to adopt or create a range of formative and summative assessment strategies for demonstrating task mastery. Student Teacher tries to make changes that must be made Banks et al., 2001; Characteristics depending on student characteristics such as: Gándara & family background, number of years in the U.S., Rumberger, 2007 student age and grade level, native language proficiency, initial English proficiency. Teacher describes difficulties in the social and/or cultural contexts of teaching and learning and/or use of culturally responsive activities, resources, and strategies for instruction. Programming Teacher needs more or different resources to Gándara & support instruction including longer day and/or Rumberger, 2007 school year, computers, libraries spanning multiple grades and languages, communication strategies for reaching families. Teachers need flexible programming and appropriate staffing based on student characteristics. SOURCE: Adapted from Benis Scheier-Dolberg (2011)
Teacher Collaboration Co-teaching models present challenges for teachers including: sharing ideas, classroom resources, skills, physical space; identification of teacher roles and responsibilities, processes, creating a common view of executing co-teaching model(s); limited time and resources. Teacher describes micro-political processes including conflict stances, border politics, ideology, and organizational change and learning. Teacher is working with other teachers through distributed leadership model or with bilingual teachers able to teach in more than one language who may be full teachers, aides, or other support personnel. Achinstein, 2002; Dove & Honigsfeld, 2010; Gándara & Rumberger, 2007; Gates & Robinson, 2009; Roache et al., 2003 Assessments Teacher to help student attain and maintain basic proficiency in English language arts for reclassification to FLEP or general education status. Teacher prepares for new assessments measuring academic content and not solely command of English are being developed in alignment with the Common Core Learning Standards. Teacher attempts to adopt or create a range of formative and summative assessment strategies for demonstrating task mastery. Banks et al., 2001; Gándara & Rumberger, 2007; Linquanti, 2011 Student Characteristics Teacher tries to make changes that must be made depending on student characteristics such as: family background, number of years in the U.S., student age and grade level, native language proficiency, initial English proficiency. Teacher describes difficulties in the social and/or cultural contexts of teaching and learning and/or use of culturally responsive activities, resources, and strategies for instruction. Banks et al., 2001; Gándara & Rumberger, 2007 Programming Teacher needs more or different resources to support instruction including longer day and/or school year, computers, libraries spanning multiple grades and languages, communication strategies for reaching families. Teachers need flexible programming and appropriate staffing based on student characteristics. Gándara & Rumberger, 2007 SOURCE: Adapted from Benis Scheier-Dolberg (2011)