From Co-Planning to Co-Reflection: The Power of Elementary and ELL Co-Teaching Teams Using the Collaborative Instructional Cycle

Abstract

As K-6 Indiana classrooms continue to diversify, effective collaboration between elementary and English Language Learner (ELL) co-teaching teams becomes even more crucial. This qualitative research study navigates how Honigsfeld and Dove’s (2015) Collaborative Instructional Cycle—co-planning, co-instruction, co-assessment, and co-reflection—is integrated in elementary settings. Findings from two focus groups reveal that common planning tools, clear instructional roles and responsibilities, integration of background knowledge, and flexible reflective practices measurably impact instructional practice and increase student outcomes. This article suggests practical implications to foster inclusive and successful co-teaching learning environments.