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Laura Baecher, Ph.D. Hunter College lbaecher@hunter.suny.edu Sarah Rorimer New York City Department of Education srorimer@gmail.com Leonore Smith New York City Department of Education LSmith30@schools.nyc.gov Introduction High school teachers today work in challenging, high-accountability instructional environments (Giles & Hargreaves, 2006), striving to meet the needs of upwards of 100 learners per day. Rapidly growing numbers of English-language learners (ELLs) in U.S. classrooms have added to these pressures. Rather than using collaborative structures to face these challenges, the structure of departmentalization too often results in content-area high school teachers working in isolation from one another (Grossman, Wineburg & Woolworth, 2001; McLaughlin & Talbert, 2001). This means that English as a Second Language (ESL) specialists, as well as other teachers of ELLs, have few if any formal structures for peer interaction across disciplines. Professional development for ELLs, when available, is still too frequently delivered in decontextualized, "one-off" sessions with little follow-up (Gándara, Maxwell-Jolly, & Driscoll, 2005). This conflicts with the literature on best practices in professional development, which has shown, instead, how it should (1) parallel local initiatives, standards, and teachers' own professional goals; (2) focus on the content and methods teachers use in their classrooms; (3) be sustained over time;
The High School Journal – University of North Carolina Press
Published: Feb 23, 2012
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