COLLABORATION AND CO-TEACHING FOR ELL
Thursday, February 8, 2018
Wednesday, March 21, 2018
9:00 am - 12:00 pm
Cost: $59 per person per session for CASDA members/$118 for non-CASDA member
***Participants will receive 3 hours of CTLE credit per session***
UAlbany Health Sciences Campus, 5 University Place, Rensselaer, NY
Cafe Conference Room
In this three workshop series, participants will connect research-based best practices for collaboration and co-teaching for ELL success to practice, both in mainstream and sheltered classrooms. Through the use of video recordings of local co-teaching classrooms and clips from interviews with these teachers, they will be able to recognize the challenges teachers face in collaborative/co-teaching relationships as well as see their successes.
Collaboration and Co-Teaching for ELL Success - November 16, 2017
Participants will be introduced to the collaborative framework by engaging with research on collaboration and co-teaching for English Language Learners. Attendees will hear from a local co-teaching team about the successes they have experienced as well as the challenges they have faced in their collaborative relationships (videos and/or in person accounts from local teachers). Finally, participants will assess the collaborative nature of their context in terms of integrated co-teaching for ELLs.
Co-Teaching for ELLs: From Theory to Practice - February 8, 2018
Participants will view video recordings of local co-taught classes (mainstream and sheltered) and will see evidence of the seven different co-teaching models in real-life contexts. Additionally, they will engage in a process of structured reflection as they analyze videos so that they may connect what they have seen back to their contexts. This workshop will build upon the ideas presented in the November 16 workshop, but prior participation is not a prerequisite.
ENL Collaboration: From Planning to Assessment - March 21, 2018
Participants will learn how a local co-teaching team incorporated co-assessment into their practice in an effort to increase student learning outcomes in a Living Environment Regents classroom. They will develop a plan to support their co-teaching practice as they use both formative and summative assessments, considering both quantitative and qualitative data. This workshop will build upon the ideas presented in the November 16 and February 8 workshops, but prior participation is not a prerequisite.
Participants will have the opportunity to:
Recognize the challenges teachers face in collaborative/co-teaching relationships and identify the ways they can purposefully establish, systematically support and enhance these professional relationships
Identify the various co-teaching models, analyze them in context, and engage in discussions about them.
Engage in the process of structured reflection (Rodgers, 2002) in an effort to see all there is to see with teaching and student learning.
Develop a plan to support co-teachers as they co-assess ELLs in an effort to increase student learning outcomes in both sheltered and mainstream classrooms.
Create a toolkit that they will be able to bring back to their schools to enhance ENL content , teacher collaboration, co-teaching, and co-assessment.
Gretchen Oliver, Ph.D., CASDA Faculty