See here part one of this series
I have been refining this practice over the years, and overall it has been a positive experience. Here are my own reflections on this experience as an MLL Support Teacher:
- Co-planning gives both teachers direction to effectively teach the students. It leads to shared ownership of BOTH the learning and the students.
- Taking the time to co-plan gives both the content and MLL support teacher purpose and thereby lead to better learning conditions
- The co-planning and co-reflect pieces are fantastic opportunities to reflect as pracitioners; they are also the MOST important aspects of the collaborative cycle
- The collaborative cycle is an opportunity to improve both teachers’ instructional and assessment practices
- If the time is taken to co-plan, the lessons generally flow naturally and lead to a positive co-teaching experience.
The impact on ALL students
- High engagement in all aspects of learning in the classroom
- Students felt heard and supported during the learning
- Immediate needs were met, and gaps were closed as a result
- A great opportunity to build-on relationships with all students.
- Students looked forward to opportunities of two teachers in the classroom, and experienced more success
What needs to happen:
- Principals ensured teachers and support staff have what they need to be successful, including shared planning times
- Both teachers need to see the value of the collaborative cycle on student success, and be dedicated to the process, especially when it becomes uncomfortable
How to get started: Focus on one lesson within a unit to engage in the cycle. As both teachers start to feel comfortable, then take on more lessons each time. Keep an open mind, knowing that you can refine and move forward with each collaborative cycle.
Resource:
Supporting Multilingual Language Learners: Collaboration and Co-teaching





