Two skilled educators. One room. Two sets of expertise the students need. Most push-in ML teachers and their classroom counterparts want the partnership to work, and both are already good at their jobs. What is missing is not willingness.
Nobody planned it this way. The lead teacher is overwhelmed, not hostile. The ML teacher is skilled, not passive. But without a framework, a shared vocabulary, and protected time, push-in drifts into "one teach, one assist," the arrangement research identifies as the most common in American schools and the least effective.
ELI JUNTOS exists to give both teachers what neither was taught.
JUNTOS is built on the research of Honigsfeld and Dove and the seven co-teaching models, delivered the TESOL Trainers way: you experience every strategy as a learner before you use it with students.
A second promise, hiding in plain sight: every activity in the course is itself a research-backed teaching move, named aloud as you experience it. You leave with co-teaching skills AND a refreshed toolkit for your own classroom.
Want the full toolkit? That is what the English Learner Institute is for. ELI I and II give your partner teacher the SIOP® framework and 20 or more strategies to teach both objectives with you.
Elementary push-in ML, ESL, ENL, and EL specialists, and the lead teachers who share their rooms. Come alone and we pair you with a colleague; sitting in the lead teacher's chair builds the empathy that makes the partnership work. Come as a real co-teaching pair and plan for your actual classroom. Districts: register your whole ML team together. Prefer it in person? JUNTOS is also available as an on-site workshop for your district.
Every participant receives a certificate of completion with contact hours.
ELI JUNTOS is the kind of supplemental professional development districts fund through Title III, Part A. Federal guidance is explicit that Title III professional development may serve all teachers who have English Learners in their classrooms, not only EL specialists, which is exactly what co-teaching PD requires. Smaller districts can pool Title III funds as a consortium for shared professional development, and Title II, Part A is a second option.
Contact us and we will help you make the case.
A co-teaching pair is already a coaching pair. You share a room every day. Add iCOACH™ peer coaching to your JUNTOS team and the O and S commitments (observe together, sustain the partnership) become a structured cycle: a short pre-observation conversation, an observation, a post-observation conversation, then switch roles. Research shows PD alone leads to about 10% implementation. iCOACH takes that number to 90%.
Co-teaching raises achievement when it is done well, and implementation quality carries all the weight. The most common model, one teach one assist, is the weakest. When classroom teachers and ELL teachers systematically co-plan and co-teach, students gain. ELI JUNTOS is built directly on this research and cites it openly, because a room full of specialists deserves the honest version.
Register your team, or schedule a free conversation with Dr. Kongsvik about bringing JUNTOS to your district.
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