[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-586330-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-586330-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","prevalence-of-content-language-teacher-collaboration-for-secondary-els-findings-from-a-national-survey-key-considerations-for-implementation","Prevalence of Content & Language Teacher Collaboration for Secondary ELs - Findings from a National Survey - Key Considerations for Implementation","","May 2026 brief examining how teacher collaboration supports English learner (EL)-classified multilingual learners (MLs) across U.S. middle and high schools. It defines co-planning, co-teaching, co-assessing, and co-reflecting, reports district-level prevalence during 2020–2021, and compares patterns by district characteristics and content areas. Findings show collaboration is more common in middle than high school, varies by EL classification and district size, and is far less frequent in non-core subjects. Implementation depends on qualified staffing, scheduling time, and capacity to measure impact, with opportunities alone not ensuring instructional quality.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/prevalence-of-content-language-teacher-collaboration-for-secondary-els-findings-from-a-national-survey-key-considerations-for-implementation/586330/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/prevalence-of-content-language-teacher-collaboration-for-secondary-els-findings-from-a-national-survey-key-considerations-for-implementation/586330.png","ImageObject",300,407,{"name":42,"@type":43},"Quinn Holloway","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How is teacher collaboration defined for EL-classified multilingual learners?","Question",{"text":63,"@type":64},"Teacher collaboration includes co-planning, co-teaching, co-assessing, and co-reflecting, each involving both a content teacher and an ESOL teacher in planning, instruction, assessment, and reflection.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What patterns show up in prevalence between middle school and high school?",{"text":68,"@type":64},"All four collaborative practices are more common at the middle school level than at the high school level, with co-planning and co-reflecting especially higher in middle schools.",{"name":70,"@type":61,"acceptedAnswer":71},"Which content areas show higher levels of collaborative practices?",{"text":72,"@type":64},"ELA classes show a slightly greater proportion engaging in all four collaborative practices than math, science, and social studies. Collaborative practices are far less common in non-core subjects at both grade spans.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},586330,1792855326,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":26,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":55,"preview_page_count":4},2336474466712,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","MAY 2026  \nPrevalence of Content & Language Teacher Collaboration for Secondary ELs  \nFindings from a National Survey  \nHow do we define teacher collaboration for English learner (EL)-classified multilingual learners (MLs)?  \n Co-planning , in which a content teacher and an English for Speakers of Other Languages (ESOL) teacher engage in lesson planning with content and language aims in mind  \n Co-teaching , in which a content teacher and an ESOL teacher teach the same group of students , often a mix of EL-classified MLs and non-EL-classified students  \n Co-assessing , in which both teachers engage in student assessment of EL-classified MLs  \n Co-reflecting , in which both teachers reflect on student learning to help plan future instruction  \nWhat is the purpose of teacher collaboration for ELclassified MLs?  \nBecause few content teachers are certified to teach ESOL , teacher collaboration allows ELclassified MLs to benefit from the expertise of a content teacher (e.g. , an English Language Arts/ELA , social studies/SS , math , science , art , or physical education/PE teacher) and a teacher who specializes in ESOL. Rather than studying content and language separately , EL-classified MLs are able to learn English as it is specifically used in the content area.  \nCollaborative Practices in  \nU.S. Middle Schools and High Schools  \n\n|  | Middle School | High School |\n| --- | --- | --- |\n| Co-planning | 86% | 64% |\n| Co-teaching | 71% | 65% |\n| Co-assessing | 84% | 64% |\n| Co-reflecting | 86% | 70% |\n\nAmong the 216 districts who responded to the survey , more than 70% overall reported that collaborative practices were present in their district during the 2020-2021 school year. All four collaborative practices were more common at the middle school level than at the high school level.  \nEngagement in Collaborative Practices in Grades 6-12 by District Characteristics  \n\n|  | All | High\u003Cbr>EL | Low\u003Cbr>EL | Rural | Urban | Med/\u003Cbr>Large | Small |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| Co-planning | 78% | 87%* | 66%* | 75% | 78% | 92% | 74% |\n| Co-teaching | 60% | 56% | 66% | 55% | 61% | 83%** | 55%** |\n| Co-assessing | 64% | 69% | 57% | 63% | 65% | 79% | 61% |\n| Co-reflecting | 78% | 81% | 74% | 77% | 78% | 84% | 76% |\n\n*PR> ChiSq: .038; **PR> ChiSq: .016. Tests were not conducted for co-planning by district size due to low sample size  \nAmong the various types of districts we surveyed , there were different patterns of implementation according to some district characteristics. For example, two statistically significant patterns were that co-planning was more prevalent in high EL than low EL districts, and co-teaching was more prevalent in medium/large than small districts. (High EL districts were those in which the population of EL-classified MLs exceeded 10% . Low EL districts were those in which the population of EL-classified MLs ranged between 5% and 9 .9% . Medium/Large districts were those that enrolled  \n12 ,000 or more students. Small districts were those that enrolled between  \n500 and 11 ,999 students.)  \nContent Areas and Collaboration  \nDue to the increased cost of compensating two teachers , most districts made strategic decisions about which content areas would be the focus of collaborative practices.  \nIn our study , districts reported that a slightly greater proportion of ELA classes engaged in all four collaborative practices than in math , science , and social studies. This was the case in both middle school and high school.  \nAt the middle school level , co-reflecting took place with slightly greater frequency than other collaborative practices in every content area. In highschool , no consistent pattern was present.  \nAt both grade spans , collaborative practices were far less common in non-core subjects.  \nCollaborative Practices by Content Area Middle School  \nCollaborative Practices by Content Area High School  \nKey Considerations for Implementation:  \nOpen-ended survey responses suggest that both re","cbCaio2o0EUBdFuU","https://ap.wps.com/l/cbCaio2o0EUBdFuU","pdf",311879,"English","# Key Concepts and Definitions\n## Co-planning, co-teaching, co-assessing, and co-reflecting\n# Purpose of Collaboration for EL-Classified MLs\n# Collaborative Practices in U.S. Middle and High Schools\n## District prevalence in 2020–2021\n## Variation by district characteristics (grades 6–12)\n# Content Areas and Collaboration\n## Differences by grade span and subject areas\n# Key Considerations for Implementation","[{\"question\":\"How is teacher collaboration defined for EL-classified multilingual learners?\",\"answer\":\"Teacher collaboration includes co-planning, co-teaching, co-assessing, and co-reflecting, each involving both a content teacher and an ESOL teacher in planning, instruction, assessment, and reflection.\"},{\"question\":\"What patterns show up in prevalence between middle school and high school?\",\"answer\":\"All four collaborative practices are more common at the middle school level than at the high school level, with co-planning and co-reflecting especially higher in middle schools.\"},{\"question\":\"Which content areas show higher levels of collaborative practices?\",\"answer\":\"ELA classes show a slightly greater proportion engaging in all four collaborative practices than math, science, and social studies. Collaborative practices are far less common in non-core subjects at both grade spans.\"}]","Prevalence of Content & Language Teacher Collaboration for Secondary ELs - Findings from a National Survey - Key Considerations for Implementation | PDF",1792057605]