Bell&Baecher's Push-In/Pull-Out Collaboration ppt


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This presentation focused on the continuum of collaboration between teachers who serve ELLs in push-in, pull-out, and co-teaching models.

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  • LB: Introductions:How we met here at TESOL. Similar research led to collaboration on collaboration.AB: Goals of Session: Briefly describe the research that brought this collaboration togetherDescribe the wide range of teaching and planning conditions present for elementary ESL teachersIdentify ways in which push-in and pull-out teachers have found to deliver ESL instructionDiscuss considerations and necessary conditions for successful push-in and pull-out models of instruction
  • LB: In 2002, only 12.5% of public school teachers who reported teaching ELLs had professional development related to ELLs (Echevarria et al, 2008, p. 9).Teachers need opportunities for professional learning and sharing expertise to meet the needs of their learners.No Child Left Behind Act (NCLB)AccountabilityAdequate Yearly Progress (AYP)World-Class Instructional Design and Assessment (WIDA)*– Teachers to Speakers of Other Languages (TESOL) standards**ESOL/ESL Program Models (Pull-out, Push-in, Co-teaching, Sheltered Instruction)
  • AB: Qualitative study in 3 urban elementary schools in 1 district in the Eastern USALasted 6 months during 2009-2010 school yearBrainstorming sessionObservationsInterviewsParticipants:3 administrators3 ELL teachers5 classroom teachers
  • AB: Teachers collaborated due to expectations of accountability to meet ELLs’ needs.Teachers shared a common understanding of what it meant to collaborate.There were contextual conditions and barriers to collaboration that affected teachers practices.Teachers practices occurred on a continuum from informal to formal.Teachers noted positive outcomes resulting from collaboration with colleagues.
  • LB: focus group, questionnaire, 2 week activity log across NYC schools
  • LB: During a “regular” week without coverages, standardized testing duties, Professional Development, or holidays to interrupt ESL services the students receive an average of 54 minutes fewerthan the mandated number of minutes.During a week with just one interrupted day of ESL services, the number of missed minutes practically doubles: the students receive an average of 106 minutes fewerthan the mandated number of minutes.While the beginner and intermediate students receive less contact time with the ESL teacher than is mandated, the advanced students often receive more time in ESL than is necessary.
  • AB: 23 survey questions sent to various ESL teacher listservs around the country. Demographic questionsLikert scaleOpen-ended questionsN=50 as of 3/12/11
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  • AB This figure demonstrates initial findings from our research together that informal collaboration is typically happening extensively…while formal collaboration practices are more infrequent. In order for effective systematic collaboration to occur, we must find ways to move formal collaboration from the infrequent quadrant to the more extensive quadrant. How do we do this? (Next slide, LB describes considerations.)
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  • Bell&Baecher's Push-In/Pull-Out Collaboration ppt

    1. 1. Elementary Push-In/Pull-out Instruction: From Coping to CollaboratingTESOL, March 17, 2011 New Orleans<br />Angela B. Bell<br />The University of North<br />& <br />Laura Baecher<br />Hunter College, City University of New York<br /><br />
    2. 2. Baecher & Bell Collaboration<br />
    3. 3. What is collaboration?<br />“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).<br />
    4. 4. Angela’s Research Questions<br />What does grade level teacher and ELL teacher collaboration look like? What are the outcomes of collaboration?<br />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? <br />
    5. 5. Collaboration Continuum<br />
    6. 6. Laura’s Research Questions<br />How do ESL teachers implement instruction in a push-in model? <br />How much contact time do they actually have with their students? <br />What institutional constraints exist in implementing ESL instruction?<br />What strategies have these teachers employed to work with the classroom teacher? <br />  <br />
    7. 7.
    8. 8. Collaboration “Continuum” Model (Baecher & Bell, 2011)<br />The frequency & consistency of collaborative activities is high, and is characterized by: regular meetings, long-term planning, and daily interaction.<br />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.<br />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.<br />Informal<br />Limited<br />Collaborative activities are infrequent & are generally not initiated equally from both teachers. They occur sporadically and generally only address short-term concerns.<br />
    9. 9. Why ESL teachers prefer:<br />
    10. 10. What frustrates ESL teachers:<br />
    11. 11. Extensive<br />Email<br />Communicate with content teacher when there’s a problem<br />Review ELL assessment data with content teachers<br />“Stop by” content teachers classroom to discuss issues<br />“In passing”<br />Informal<br />Formal<br />Actively participate in grade level meetings<br />Plan lessons with content teachers<br />Use curriculum mapping to plan instruction with content teachers<br />Limited<br />
    12. 12. Considerations and necessary conditions for successful collaboration<br />Make ELLs a priority!<br />Must have administrator’s support<br />Provide resources/ materials/ technology<br />Limit ESL teacher caseloads/grade levels<br />Consider teachers’ personalities, understanding of ELLs, and buy-in when placing ELLs (Seek input from ESL teacher)<br />Meet with the ESL teacher <br />Provide professional development on ELLs to content teachers<br />Schedule planning time & expect collaboration<br />Make sure ESL teachers are included in planning meetings<br />Find a space for ESL teachers<br />
    13. 13. More considerations<br />Create and use curriculum maps and ESL/Content Teacher planned lessons focusing on language and content goals<br />Match ESL service models to needs of students<br />Provide guidance on how to collaborate<br />Cluster ELLs versus spreading them out without consideration of the service delivery model<br />Content and ESL teachers need mutual planning and professional development time<br />Administrators need professional development on ELLs, too!<br />
    14. 14. Resources<br />Baecher, L., & Bell, A. (2011). A “continuum” model of collaboration in ESL. Academic Exchange Quarterly, 15(1).<br />Bell, A., & Walker, A. (hopefully forthcoming in 2011). Mainstream and ELL Teacher Partnerships: A Model of Collaboration. InA. 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.<br />Honigsfeld, A. & Dove, M. G. (2010). Collaboration and co-teaching: Strategies for English learners. Thousand Oaks, CA: Corwin.<br />Other books/articles by Honigsfeld & Dove.<br />Any books on Professional Learning Communities. <br />DuFour<br />DuFour & Eaker<br />
    15. 15. References<br />Friend, M. & Cook, L. (2010). Interactions: Collaboration skills for school professionals (6th ed.).Boston: Allyn & Bacon. <br />