{"id":{"repo_id":"brockport","oai_identifier":"oai:soar.suny.edu:20.500.12648/83163"},"canonical_url":"https://search.dev.ndltd.org/etd/brockport/oai:soar.suny.edu:20.500.12648/83163","repository":{"repo_id":"brockport","name":"College at Brockport","base_url":"https://soar.suny.edu/oai/request/"},"display":{"title":"Strengthening Co-Teacher Partnerships Between ENL and Content-Area Teachers","abstract":"Various institutional and instructional barriers impact co-teaching partnerships between English as a New Language (ENL) and content-area teachers. Despite the mandate by New York State Commissioner’s Regulation Part 154 for integrated instruction through co-teaching, implementation often defaults to a push-in model that lacks shared planning, parity, and clarity of roles. Drawing on positioning theory and sociocultural theory, this project examines how factors such as role ambiguity, limited co-planning time, divergent teaching philosophies, and lack of professional development hinder effective collaboration and reduce equitable learning opportunities for English language learners (ELLs). A comprehensive literature review highlights the ways in which power dynamics, scheduling conflicts, and administrative decisions affect the success or failure of co-teaching partnerships. In response, this project presents a professional development workshop designed for ENL-content area co-teaching pairs. The session includes activities to identify co-teaching models, distinguish content and language objectives, and utilize a collaborative planning tool that fosters shared decision-making and instructional equity. The workshop concludes with a reflection and goal-setting activity to support ongoing growth. This project offers school districts a replicable framework to strengthen co-teaching relationships and improve outcomes for ELLs through sustainable, collaborative practices.","abstract_html":"Various institutional and instructional barriers impact co-teaching partnerships between English as a New Language (ENL) and content-area teachers. Despite the mandate by New York State Commissioner’s Regulation Part 154 for integrated instruction through co-teaching, implementation often defaults to a push-in model that lacks shared planning, parity, and clarity of roles. Drawing on positioning theory and sociocultural theory, this project examines how factors such as role ambiguity, limited co-planning time, divergent teaching philosophies, and lack of professional development hinder effective collaboration and reduce equitable learning opportunities for English language learners (ELLs). A comprehensive literature review highlights the ways in which power dynamics, scheduling conflicts, and administrative decisions affect the success or failure of co-teaching partnerships. In response, this project presents a professional development workshop designed for ENL-content area co-teaching pairs. The session includes activities to identify co-teaching models, distinguish content and language objectives, and utilize a collaborative planning tool that fosters shared decision-making and instructional equity. The workshop concludes with a reflection and goal-setting activity to support ongoing growth. This project offers school districts a replicable framework to strengthen co-teaching relationships and improve outcomes for ELLs through sustainable, collaborative practices.","abstract_has_math":false,"creators":["Thaler, Danielle"],"institution":"SUNY Brockport Department of Education and Human Development","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Altalouli, Mahmoud"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-08","date_published":"2025-08","updated_at":"2026-07-27T19:03:33Z","subjects":["co-teaching","English Language Learners","ENL","content-area","collaboration"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/20.500.12648/83163","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Altalouli, Mahmoud"]},{"key":"dc:creator","label":"Author","values":["Thaler, Danielle"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-01-07T17:49:05Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2026-01-07T17:49:05Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-08"]},{"key":"dc:publisher","label":"Institution","values":["SUNY Brockport Department of Education and Human Development"]},{"key":"dc:type","label":"Dc Type","values":["Masters Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["co-teaching","English Language Learners","ENL","content-area","collaboration"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/20.500.12648/83163"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Various institutional and instructional barriers impact co-teaching partnerships between English as a New Language (ENL) and content-area teachers. Despite the mandate by New York State Commissioner’s Regulation Part 154 for integrated instruction through co-teaching, implementation often defaults to a push-in model that lacks shared planning, parity, and clarity of roles. Drawing on positioning theory and sociocultural theory, this project examines how factors such as role ambiguity, limited co-planning time, divergent teaching philosophies, and lack of professional development hinder effective collaboration and reduce equitable learning opportunities for English language learners (ELLs). A comprehensive literature review highlights the ways in which power dynamics, scheduling conflicts, and administrative decisions affect the success or failure of co-teaching partnerships. In response, this project presents a professional development workshop designed for ENL-content area co-teaching pairs. The session includes activities to identify co-teaching models, distinguish content and language objectives, and utilize a collaborative planning tool that fosters shared decision-making and instructional equity. The workshop concludes with a reflection and goal-setting activity to support ongoing growth. This project offers school districts a replicable framework to strengthen co-teaching relationships and improve outcomes for ELLs through sustainable, collaborative practices."]},{"key":"dc:title","label":"Title","values":["Strengthening Co-Teacher Partnerships Between ENL and Content-Area Teachers"]}]}],"canonical_facts":{"dc:contributor.advisor":["Altalouli, Mahmoud"],"dc:creator":["Thaler, Danielle"],"dc:date.accessioned":["2026-01-07T17:49:05Z"],"dc:date.available":["2026-01-07T17:49:05Z"],"dc:date.issued":["2025-08"],"dc:description.abstract":["Various institutional and instructional barriers impact co-teaching partnerships between English as a New Language (ENL) and content-area teachers. Despite the mandate by New York State Commissioner’s Regulation Part 154 for integrated instruction through co-teaching, implementation often defaults to a push-in model that lacks shared planning, parity, and clarity of roles. Drawing on positioning theory and sociocultural theory, this project examines how factors such as role ambiguity, limited co-planning time, divergent teaching philosophies, and lack of professional development hinder effective collaboration and reduce equitable learning opportunities for English language learners (ELLs). A comprehensive literature review highlights the ways in which power dynamics, scheduling conflicts, and administrative decisions affect the success or failure of co-teaching partnerships. In response, this project presents a professional development workshop designed for ENL-content area co-teaching pairs. The session includes activities to identify co-teaching models, distinguish content and language objectives, and utilize a collaborative planning tool that fosters shared decision-making and instructional equity. The workshop concludes with a reflection and goal-setting activity to support ongoing growth. This project offers school districts a replicable framework to strengthen co-teaching relationships and improve outcomes for ELLs through sustainable, collaborative practices."],"dc:identifier.uri":["https://hdl.handle.net/20.500.12648/83163"],"dc:language.iso":["en_US"],"dc:publisher":["SUNY Brockport Department of Education and Human Development"],"dc:subject":["co-teaching","English Language Learners","ENL","content-area","collaboration"],"dc:title":["Strengthening Co-Teacher Partnerships Between ENL and Content-Area Teachers"],"dc:type":["Masters Thesis"]},"updated_at":"2026-07-27T19:03:33Z"}