Better together: co-teaching to support equity in educator training

As the number of English language learners (ELLs) in US public schools grows, educator preparation programmes (EPPs) must include an equity lens in co-teaching to serve the K-6 student population. Only 28 states in the US have requirements for pre-service and in-service teachers to have training working with ELLs. According to a 2023 review from the National Council on Teacher Quality, 71 per cent of EPPs allocate less than two hours of coursework related to working with ELLs. A total of 88 per cent of EPPs do not offer opportunities in the field, working with or teaching ELLs.

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As faculty in an EPP, we weave an innovative approach of co-teaching for equity through clinical experiences, methods courses, service learning and experiential learning. We are consciously improving our practices and here offer some insight based on our experience.

Approaches for educator preparation programmes

Explore research-based co-teaching for equity frameworks

Conduct research on frameworks with colleagues that identify effective and equitable co-teaching practices for your EPP. These frameworks would offer the lens through which you and colleagues could co-design and model equitable teaching practices. These practices should include a co-assessment and co-reflection component to measure student outcomes. We suggest researching the collaborative instructional cycle and equity framework as starting points.

Co-teach with a colleague in the field of diversity

Consider co-teaching with a colleague who has expertise in diversity education and – ideally – with whom you work well. Co-teaching in any setting requires negotiation, compromise and trust. Explore ways to create interdisciplinary topics of study, weaving in themes that might not otherwise have exposure. For instance, we are consciously co-designing a lesson-plan template that is guiding how they co-instruct a mathematics education methods course, integrating ELL supports and scaffolds. Any research-based co-teaching model requires colleagues to share a space, figuratively and literally.

Collaborate within or across disciplines addressing equity

To enhance content-specific courses so they address equity, we suggest professors seek out other faculty who specialise in this area for collaboration. This can include:

• Observing each other’s classes, with an equity lens in mind
• Co-planning and co-instructing a specific unit of study related to equity
• Co-assessing and co-reflecting on each other’s instructional practices
• Sharing resources in regard to language, culture and social justice
• Collaborating on research projects dedicated to equity.

These intentional, interdisciplinary collaborative opportunities allow professors in any discipline to expand their knowledge base and areas of expertise.

Facilitating discussions connected to equity

We encourage readers to facilitate discussions about equity connected to co-teaching. One way to do this is to weave the collaborative instructional cycle and Paul Gorski’s equity literacy framework 2014 with Lynne Cook and Marilyn Friend’s 1995 co-teaching structures. The collaborative instructional cycle affects student learning and includes four interconnected phases: co-planning, co-instruction, co-assessment and co-reflection. Paul Gorski’s equity literacy framework addresses systemic academic barriers that perpetuate inequities in schools.

Attend conferences with an equity focus

While it is not always feasible, and often costly, we suggest professors who are planning and instructing collaboratively attend conferences in each other’s fields, with a focus on equity education. For instance, we specialise in different fields – mathematics education and ELL education – and are strategic about attending conferences in each other’s disciplines. We also suggest researching and attending co-teaching conferences with a focus on diverse student populations to inform your practices. Supporting students’ attendance at these conferences is also ideal. Some universities have promotion guidelines that might restrict the opportunities outlined in this section, so check with your university’s policies.

Co-teaching through an equity lens

We are fortunate to have a programme in our EPP that results in a licensure addition in K-12 ELL for our teacher candidates (TCs). However, the addition of the ELL licence is not mandatory and few TCs take advantage of this opportunity as incoming first-year students. As they continue their studies in our EPP, they work with and teach ELLs with varying language proficiency levels. The coursework and training offered through our K-12 ELL licensure programme prepare our TCs to work with these students. Our TCs are assigned to local schools that reflect the demographics mentioned above.

Co-teaching in educator preparation programmes expands the knowledge base of our teacher candidates to meet the needs of the diverse student populations in K-12 schools. As content and ELL teacher educators, we have been inspired to work more collaboratively to co-teach for equity. There is a need for equity education and training across all higher education fields. Intentionally approaching co-teaching in higher education with an equity lens benefits all fields.

Molly A. Riddle is assistant professor of elementary mathematics education and Kelli D. Bernedo is assistant professor of English as a new/second language; both are at Indiana University Southeast.

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“Co-teaching for equity in elementary education: preparing teacher candidates to serve English language learners in Methods Coursework” (in press) by K. D. Bernedo, M. A. Riddle, S. Asmin and D. Albrecht will be published in Ed Prep Matters in 2024.