Promoting Collaboration Amongst ESL Teachers, General Education Teachers and Administrators

Abstract

English Language Learners (ELLs) in the United States is a growing population in schools. The increase in ELLs results in integrated co-teaching in schools between English as Second Language teacher (ESL) and general education teachers. Many mainstream teachers and administrators are unfamiliar with how to effectively cooperate with ESL teachers. This leads to the overarching research question which is how collaboration can be promoted between mainstream teachers, ESL teachers and administrators. The research indicates lack of an effective partnership leads to unsuccessful co-teaching experiences for teachers and students. This ineffectiveness stems from not having strategies or tools, planning time and the absences of division of responsibilities. The professional development (PD) within this capstone aims to help teachers and administrators recognize the importance of their roles in co-teaching. This capstone will allow teachers and administrators to gain knowledge on how to resolve this issue by learning strategies and receiving tools to help guide them to collaborate more effectively. The outcome of this PD is to create a successful and positive co-teaching relationship to benefit teachers, administrators and students.