Chapter 4: Embedded Professional Development for the Collaborative Work of Content Area Teachers and Teachers of English to Speakers of Other Languages

Despite not having common planning time, this team successfully modified instruction and engaged students in classroom activities. The team consisted of a science teacher, referred to here as Daniel, and his co-teaching partner, referred to as Kelly. Though Daniel possessed the smaller amount of total teaching experience, just 3 years, his pre-teacher training as well as his expertise in grade-level curriculum and content material provided him with invaluable tools for classroom management and for designing meaningful learning opportunities for his students. He was also familiar with action research, and therefore adept at some of the practices employed throughout the planning, action, and reflection cycles that guided professional development activities in this study.