ABSTRACT
Chapter 2 focuses on the role of instructional teams in the development of consistent school-wide practices to serve multilingual learners (MLs) and how leaders can put the right conditions in place to develop teacher teams and facilitate professional learning organized around the needs of MLs. Based on yearlong field research, the chapter describes in detail the collaboration of a teacher team at one school and how they set up group learning routines and meeting agendas with a focus on linguistically responsive instruction. The chapter includes key actions and planning checklists for leaders to use to support their own teacher teams, provides planning tools to support team development with a focus on language development, and provides examples of the impact of teacher collaboration on student learning.
