'You can’t close your door here:' Leveraging teacher collaboration to improve outcomes for immigrant English Learners

In this paper, we examine the role of teacher collaboration in a school that produces positive academic outcomes for immigrant, English Learners (ELs). We also draw on a comparative case study of another school in the same district that has not achieved the same level of success. We illustrate how the high performing site supports and implements deep and sustained collaboration, while the professional conditions of the comparison site results in fragmentation and the isolation of EL teachers. In doing so, we provide qualitative insight into how schools can foster authentic teacher learning and collective responsibility for EL students.