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Research Questions:
Research Questions:
Is the co-teaching model for EL instruction truly more effective than the pull-out model? If so, how can elementary schools effectively transition from the pull-out model to the co-teaching model?
Is the co-teaching model for EL instruction truly more effective than the pull-out model? If so, how can elementary schools effectively transition from the pull-out model to the co-teaching model?
Co-teaching partnerships tend to be more effective when they are voluntary (McClure & Cahnmann-Taylor, 2010; Murawski & Bernhardt, 2015).
Co-teaching partnerships tend to be more effective when they are voluntary (McClure & Cahnmann-Taylor, 2010; Murawski & Bernhardt, 2015).
Start by promoting buy-in for inclusion and collaboration (Murawski & Bernhardt, 2015; Silva, 2011)
Start by promoting buy-in for inclusion and collaboration (Murawski & Bernhardt, 2015; Silva, 2011)
- Have teachers who have had successful co-teaching experiences in the past serve as co-teaching ambassadors to encourage others to try out co-teaching (Washut Heck & Bacharach, 2015)
- See if they will allow other interested teachers to informally observe them
- Bring in outside experts and facilitators, if needed (Murawski & Bernhardt, 2015)
Have teachers find their own partners or volunteer (Cook & Friend, 1995; Mandel & Eiserman, 2015; McClure & Cahnmann-Taylor, 2010; Murawski & Bernhardt, 2015)
Have teachers find their own partners or volunteer (Cook & Friend, 1995; Mandel & Eiserman, 2015; McClure & Cahnmann-Taylor, 2010; Murawski & Bernhardt, 2015)
- Consider having teachers complete surveys (personality inventories, communication style inventories, etc.) to determine which co-teachers might work well together (Murawski & Bernhardt, 2015)
- Refrain from requiring specific teachers to co-teach together because not all personalities, teaching styles, cultural backgrounds, etc. will mesh well (Baptiste, 2015; Friend et al., 2010; McClure & Cahnmann-Taylor, 2010; Murawski & Bernhardt, 2015).
Limit the number of co-teachers with whom any particular teacher will need to co-teach (York-Barr, Ghere, & Sommerness, 2007).
Limit the number of co-teachers with whom any particular teacher will need to co-teach (York-Barr, Ghere, & Sommerness, 2007).
- The general educator should only co-teach with one special educator (EL teacher, special education teacher, interventionist) (Murawski & Bernhardt, 2015)
- EL teachers should have a limited number of co-teaching partners as well (Murawski & Bernhardt, 2015).
- According to Murawski & Bernhardt (2015)"Special educators [or EL teachers, in this case] can collaborate with multiple colleagues; but to truly co-teach, which entails co-planning, co-instructing, and co-assessing, they need to start with one or two partners. It's also important to limit the number of content areas and grade levels in which the special educator co-teaches" (p. 32).
- The EL teacher should co-teach with no more than three to four teachers (A. M. Beninghof, district training, June 20-21, 2013).
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