TESOL Seminar 3 Co-teaching to support EAL/D students

In 2020 the Department of Education, in collaboration with the University of Technology Sydney, will present three TESOL Seminars. In line with recent advice to implement social distancing in schools and corporate operations, we are postponing face to face professional learning, gatherings and events where practically possible. TESOL Seminar 2 was held on Saturday 13th  June and was highly successful. Seminar 3 will be presented in the same way. The seminar will be made available online as a recorded sessions followed by a live Q & A session on Saturday 22nd August.

TESOL Seminar 3, Saturday 22nd August

This seminar will be delivered in two parts. A Zoom recording will be made available for participants to access  from Monday, August 17th. To complete TESOL Seminar 3 participants will need to  access the recorded session from Monday 17 August, and log in to the live Q&A session on Saturday 22 August from 10:30 – 12pm using the links provided.

Once you have listened to the recordings – please add questions or discussion points via the ‘Leave a Reply’ bar below

Seminar Outline: Dr. Kylie Lipscombe –  Co-teaching to support EAL/D students

Dr. Kylie Lipscombe currently is the director of educational leadership in the School of Education at the University of Wollongong. She has formally held roles such as teacher, deputy principal, curriculum consultant and lecturer. She is a keen contributor to and leader in professional education associations and is currently serving on the NSW Australian Council for Educational Leaders (ACEL) executive board. In this session Kylie will focus on student centered teacher collaboration. Teacher teams, where small groups of teachers work together in teaching and learning, have become progressively more popular and are considered one of the most effective approaches to school improvement and growth. However, teacher teams are situated within a school system where interrelated sets of elements, such as resources and priorities, interact and impact on their work. These interactions can both enable and constrain the necessary conditions of teachers working effectively together but also their capabilities in producing a meaningful impact to student learning. This workshop will explore an empirically informed framework and practical strategies useful for educators and leaders working in schools to establish or further develop teacher teams as an approach to school improvement.

Supplementary Resources

Kylie has provided some additional resources you may be interested in engaging with:

30 thoughts on “TESOL Seminar 3 Co-teaching to support EAL/D students

  1. As the school focus is in primary school for these two videos, are there any other examples from high schools?


  2. 1. Would “shared teaching’ which is teachers sharing a class for a few periods in a cycle but not at the same time, be another example of “Co-teaching”?
    2. What could be the reason for the ineffectiveness of “Low/medium challenge, high support” model?
    3. If the whole class is under performing due to various issues like learning difficulty, wellbeing issues, low literacy etc and a high support is being provided to the extent of explanation in L1, which co-teaching model or what strategies can be recommended to improve student outcomes?


  3. How do you think co-teaching protocols are changing as a result of COVID-19 as teachers are now in a mix of remote and face-to-face models of interaction. I find this is especially true of EAL/D teachers.

    How can EAL/D and classroom teachers develop effective models of co-teaching, equitable models of ownership and innovation and access to resources?

    What models of co-teaching are the more sustainable, effective and innovative for teachers and students (between EAL/D and classroom teachers and between EAL/D teachers)?

    How can EAL/D teachers develop an effective voice within different models of school leadership?


  4. I would love to hear from teachers who have used all 6 models of co-teaching as EAL/D teachers.

    How long did it take to develop these models in your school contexts?

    What has been the impact of using these different models of co-teaching on EAL/D student outcomes?

    What models do you think EAL/D and NAP students find the most useful and why?


  5. After reading the questions and listening to the videos, I strongly feel, Collaborate model of teaching shall make a great positive impact on EAL/D students’ learning. Both schools have proved that strategies used in these modes is the recipe for success.


  6. How can adequate time be allocated to work through the different stages of a co-teaching model?

    With a limited number of EALD teachers in a large school, how can teacher time in classes be effectively shared to provide maximum support for students and improved outcomes? Is it possible to co-teach across multiple classes while maintaining quality and not increasing EALD teacher workload to unmanageable levels?


  7. I am concerned by the ‘One Teaching, One Assisting’ model – I have been in this situation before and end up feeling like a parent helper rather than a teacher. How do we avoid this and give more value to this model? Is it a matter of putting protocols in place, like Parramatta West?

    Absolutely love the way Kent Road EAL/D specialists work with classroom teachers to backwards map and embed EAL/D pedagogy in day to day practice for all teachers. Well done! Brilliant way to effectively support EAL/D learners across a large school.

    Liked by 1 person

  8. Which co-teaching mode would be the most effective in a flexible learning space with 4 Year 2 classes and one EALD Teacher ? (100% LBOTE)


  9. How can students be supported with reading difficulties to access grade appropriate text?

    Which co-teaching model or what kind of support and strategies are recommended to improve student outcomes with EAL/D background along with learning difficulties?


  10. For collaborated teaching how important is it to have an effective leader? At times the EALD teacher is required to follow the class teachers directions, so how to overcome this?

    I wanted to watch the Parramatta West and Kent Road EALD video again, to refresh before Saturday, but it was removed. Any reason why?

    Liked by 1 person

  11. What strategies can the teachers at Kent Rd and Parramatta West suggest for measuring the impact of co-teaching on teaching practices and student learning?

    Liked by 1 person

  12. What are the best ways to measure if the collaborative teaching approach adopted is having the desired impact on the students?
    What is the best way to resolve conflicts should they arise between the classroom teacher and the EAL/D teacher?


  13. Sometimes when using a parallel mode of co-teaching, some students are reluctant to participate because of an ‘EALD stigma’, particularly in a high school setting. What strategies are recommended to address this issue in order to help students participate willingly and confidently and therefore benefit from the additional support they need?


  14. One thing that struck me was the need for frameworks around communication that keep conversations flowing between co-teachers. Parramatta West had some excellent protocols for facilitating this between lessons with a strong focus on learning intentions.

    Do you have any protocols (or guidance for teachers) that focus conversations when teachers are backward mapping outcomes for units of work?


  15. Advice on EALD students in high school (particularly boys in my experience) who are reluctant to join any parallel classes. These students often have low literacy but are concerned about the stigma of accessing support.

    Liked by 1 person

  16. I have found in the past, at my previous school, that team teaching is really worthwhile when time is allocated for the EAL/D teacher to plan with the classroom teacher and both teachers are aware of their responsibilities. In my current school time is allocated for the EAL/D team to have a planning day and the classroom teachers to have a Stage planning day each term but no time is allocated for the classroom teachers to plan with the EAL/D teachers. I find that this is hindering the use and expertise of the specialist EAL/D teachers within a co-teaching model.


  17. I am the only EALD teacher at a school with round 24% (175) LBOTE students. We are in the process of having a brand new building built with the new style open homebases. I am wondering how EALD will look in the future for me. The schools in the videos have much larger EALD teams and student numbers. I like the idea to start collaboratively planning with 1 stage and 1 KLA.


  18. 1. Which model is the most beneficial for NAP students for primary school?
    2. What is the impact of using different models of collaborative teaching on the outcomes of students?


  19. The 2 examples from the primary schools were great? Are there any examples of using co teaching in high schools?


  20. I find that there can be a disconnect between planning for co-teaching between EAL/D and classroom teachers and the actual lesson delivery and evaluation. Any ideas about how to better encourage ongoing meaningful collaborative practice beyond planning?


  21. In the same way teachers could use a protocol for co-teaching, do you think it would help for students to use a similar protocol to ensure EAL/D students have a voice in co-teaching environments?


  22. We were asked by Michael Cleary to fill up a form for PD hours to be posted on my NESA number , I hav been unable to locate the forms, I request you to kindly forward my attendance to NESA number 754421.


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