Andrea Honigsfeld, EdD, is Professor in the School of Education at Molloy University, Rockville Centre, New York. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5-8 and adult) and an English-as-a-second-language teacher in New York City (Grades K-3 and adult). She also taught Hungarian at New York University. She was the recipient of a doctoral fellowship at St. John's University, New York, where she conducted research on individualized instruction and learning styles. She has published extensively on working with English language learners and providing individualized instruction based on learning style preferences. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past twelve years, she has been presenting at conferences across the United States, Great Britain, Denmark, Sweden, the Philippines, and the United Arab Emirates.

She coauthored Differentiated Instruction for At-Risk Students (2009) and co-edited the five-volume Breaking the Mold of Education series (2010-2013), published by Rowman and Littlefield. She is also the co-author of Core Instructional Routines: Go-To Structures for Effective Literacy Teaching, K-5 and 6-12 (2014), published by Heinemann. With Maria Dove, she co-edited Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) and co-authored Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K-5: English Language Arts Strategies (2013), Common Core for the Not-So-Common Learner, Grades 6-12: English Language Arts Strategies (2013), Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), Collaboration and Co-Teaching: A Leader's Guide (2015), Coteaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018),Collaborating for English Learners: A Foundational Guide to Integrated Practices (2019), Co-Planning: 5 Essential Practices to Integrate Curriculum and Instruction for English Learners ([...] is a contributing author of Breaking Down the Wall: Essential Shifts for English Learner Success (2020), From Equity Insights to Action (2021), and Digital-Age Teaching for English Learners (2022). Nine of her Corwin books are bestsellers.

Preface
Acknowledgments
About the Authors
1. What Is This Book About?
Overview
What Guided Us When We Wrote This Book?
The Purpose
Structure and Organization of the Book
The English Learner Population
Collaboration
Program Models Serving English Learners
What Can We Learn From the History and Research on Collaborative Practices?
Teacher Collaboration in Today's Schools 17
Summary
Discussion Questions
Key Online Resources
2. Why Is Collaboration Needed?
Overview
Understanding English Learners
Challenges School Administrators Face
Why Collaboration Is the Answer to the Challenges Teachers and Administrators Face
Why Co-Teaching Is a Possible Answer to Challenges Teachers and Administrators Face
Administrators' Role: Creating a School Community to Support Effective Instruction for ELs
Summary
Discussion Questions
Key Online Resources
3. Who Does Teacher Collaboration and Co-Teaching for ELs Concern?
Overview
All Stakeholders
Administrators' Role: Developing and Sustaining a Collaborative School Culture
Summary
Discussion Questions
Key Online Resources
4. What Are the Essential Components of an Integrated, Collaborative Service Delivery for ELs?
Overview
Informal Collaborative Practices
Formal Collaborative Practices
Administrators' Role: Creating Collaborative Opportunities and Supporting Collaborative Efforts
What Administrators Need to Consider
Summary
Discussion Questions
Key Online Resources
5. How Do Teachers Plan, Instruct, Assess, and Reflect Collaboratively?
Overview
Making a Case for Collaborative Efforts
Launching the Collaboration Team: Top Down or Bottom Up?
Collaborative Teams in Action
A Framework for Effective Collaborative Instruction
Technology and Collaboration
Co-Teaching for Powerful Instruction
Collaborative Student Assessment
Administrators' Role: Effective Management of Resources
Summary
Discussion Questions
Key Online Resources
6. When Do Teachers Collaborate and Co-Teach?
Overview
Time and Structure for Teamwork
Setting a Purpose for Collaboration
Two Observations of Ongoing Collaboration
A Remedy for Time Limitations: Conversation Protocols
When Do Collaborative Teams Meet?
Expectations for Teacher Collaboration
Time frames for Co-teaching
Administrators' Role: Scheduling and Supporting Collaborative and Co-Teaching Practices
Summary
Discussion Questions
Key Online Resources
7. Where Do Teachers Collaborate and Co-Teach?
Overview
Reexamining the Importance of Positive School Culture
Spaces and Places for Teacher Collaboration
Collaboration Inside the Classroom
Classroom Design for Co-Taught Lessons
The Impact of Classroom Design
Administrators' Role: School Organization and Logistics
Summary
Discussion Questions
Key Online Resources
8. What Next? Reviewing and Evaluating Integrated, Collaborative Service Delivery for ELs
Overview
Reflective Practices
Self-Assessment Tools
Ongoing (Formative) Collaborative Program Assessment
Program Evaluation
Administrators' Role: Leading Effective Assessment Practices
Summary
Discussion Questions
Key Online Resources
9. Portraits of Collaboration
Overview
Districtwide Case Study
Elementary School Case Study #1
Elementary School Case Study #2
Middle School Case Study #1
Middle School Case Study #2
High School Case Study #1
High School Case Study #2
Summary
Discussion Questions
References
Name Index
Subject Index