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Elementary Push-In/Pull-out Instruction: From Coping to CollaboratingTESOL, March 17, 2011 New Orleans
Angela B. BellThe University of North Dakota
Laura BaecherHunter College, City University of New York
Baecher & Bell Collaboration
What is collaboration?
“Interpersonal collaboration is a style for direct interaction between at least two co-equal parties voluntarily engaged in shared decision making as they work toward a common goal” (2010, p. 7).
Angela’s Research QuestionsWhat does grade level teacher and ELL
teacher collaboration look like? What are the outcomes of collaboration?
If there is a formal systematic approach to collaboration, what is it? How did this collaboration form, and how is it sustained? Can a model be generated to demonstrate collaborative processes?
Collaboration ContinuumInformal FormalPlanning for immediate needs Planning short/long term goals
Discussing quick details Discussing the big picture
Checking in/stopping by Being scheduledMeeting briefly before/after school/in halls
Planning meetings such as PLCs withestablished protocols/norms/agendas
Initiated by teachers Expected and supported by administration
Occurring when needed Occurring consistentlyKeeping sticky notes, sending emails
Maintaining team meeting logs
Maintaining autonomy Creating curriculum maps in teams
Planning objectives independently
Planning language & content objectives together
Laura’s Research Questions
How do ESL teachers implement instruction in a push-in model?
How much contact time do they actually have with their students?
What institutional constraints exist in implementing ESL instruction?
What strategies have these teachers employed to work with the classroom teacher?
Collaboration “Continuum” Model (Baecher & Bell, 2011)
Collaboration is generated by the teachers & may or may not be supported by the school administration. It is characterized by: ad hoc interaction between teachers, and may or may not lead to work products reviewed by school administration. Usually fulfills an immediate need for communication among teachers.
The frequency & consistency of collaborative activities is high, and is characterized by: regular meetings, long-term planning, and daily interaction.
Structures for collaborating are expected, supported and often provided by school administration and are characterized by: consistent/ scheduled time, formal agendas/protocols/norms, & work products reviewed by school administration.
Collaborative activities are infrequent & are generally not initiated equally from both teachers. They occur sporadically and generally only address short-term concerns.
InformalLimited
Why ESL teachers prefer:Pull-Out Push-In Co-TeachingStudents in small groups are more focused on targeted instruction, can be louder, free to express themselves.
Students are included in mainstream curriculum and therefore have language models.
Students are included in mainstream curriculum and therefore have language models.
ESL teacher has more autonomy/control.
Students are more validated.
Content teacher takes more ownership of ELLs.
Best option for having to provide services to so many students in so many classrooms.
ESL teacher understands content curriculum and student expectations.
ESL teacher and content teacher target language and content goals for instruction.
Allows for individual planning since there is no group planning time.
Students aren’t missing valuable content information.
ESL teacher enjoys collaboratively planning for instruction to support ELLs.
What frustrates ESL teachers:Pull-Out Push-In Co-Teaching
Not knowing what is happening in content classrooms or how to teach the content they are missing.
Not knowing what to plan for/ Classroom teachers not giving lesson plans to ESL teacher
Lack of common planning time with content teachers
Students missing content instruction
ESL teacher feels like an aide
Inability of some teachers to release control
Students not feeling validated.
Curriculum in mainstream is taught too quickly for beginner/intermediate ELLs
Some teachers don’t want other teachers in the classroom
Advanced students may not benefit as much as beginners.
Not enough time/ attention to scheduling to get to each class
Lack of administrative support
Informal Formal
Extensive
Limited
Communicate with content teacher when there’s a problem
“Stop by” content teachers classroom to discuss issues
Review ELL assessment data with content teachers
Actively participate in grade level meetings
“In passing”
Plan lessons with content teachersUse curriculum mapping to plan instruction with content teachers
Considerations and necessary conditions for successful collaborationMake ELLs a priority!Must have administrator’s support
Provide resources/ materials/ technologyLimit ESL teacher caseloads/grade levelsConsider teachers’ personalities, understanding of ELLs,
and buy-in when placing ELLs (Seek input from ESL teacher)
Meet with the ESL teacher Provide professional development on ELLs to content
teachersSchedule planning time & expect collaborationMake sure ESL teachers are included in planning meetingsFind a space for ESL teachers
More considerationsCreate and use curriculum maps and ESL/Content
Teacher planned lessons focusing on language and content goals
Match ESL service models to needs of studentsProvide guidance on how to collaborateCluster ELLs versus spreading them out without
consideration of the service delivery modelContent and ESL teachers need mutual planning
and professional development timeAdministrators need professional development on
ELLs, too!
ResourcesBaecher, L., & Bell, A. (2011). A “continuum” model of collaboration
in ESL. Academic Exchange Quarterly, 15(1).Bell, A., & Walker, A. (hopefully forthcoming in 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 (forthcoming). Charlotte, NC: Information Age Publishing Inc.
Honigsfeld, A. & Dove, M. G. (2010). Collaboration and co-teaching: Strategies for English learners. Thousand Oaks, CA: Corwin.
Other books/articles by Honigsfeld & Dove.Any books on Professional Learning Communities.
DuFour DuFour & Eaker
ReferencesFriend, M. & Cook, L. (2010). Interactions:
Collaboration skills for school professionals (6th ed.). Boston: Allyn & Bacon.
