Co-Teaching Science for English Language Learners

A history of co-teaching research in English as a Second Language and Special Education has identified prerequisite conditions necessary for successful co-teaching, such as administrative supports and parity, however the field has failed to move much beyond this initial level of support. With the current demand to use evidence-based practices, practitioners utilizing a co-teaching methodology need evidence supported by student outcome data and measurable accountability. To begin this study, prerequisite conditions were used to identify three co-teaching dyads in one urban fringe middle school, each consisting of one science teacher and one ESL educator at the sixth, seventh, and eighth grade level. Each dyad possessed a unique set of prerequisite conditions. They participated in a six-month Participatory Action Research (PAR) project focused on improving implementation of co-teaching models, as well as developing outcomes for instructional practice. Success was measured by tracking efforts to reach self-identified goals. Participants' contributions were recorded with digital audio and written notes by the researcher, who served as a professional development facilitator. Coding of classroom observations and co-planning meetings revealed the potential for intensive professional development with embedded support, indicators of necessary prerequisite conditions, as well as attainable goals for teachers' instructional design and student performance.