I believe that coteaching is the best way to support students in their literacy development during school hours and the best way for educators to improve their instructional practices. Like the world's complex problems, the challenges of 21st-century literacy learning will not be accomplished by individuals working in isolation from one another. Working together, educators can plan, implement, monitor, adjust, and assess instruction that will have a greater impact on student learning. Through this book and my work with preservice school librarians and practicing educators, I am dedicated to contributing to a culture of collaboration.

Coteaching is also the best way to foster a culture of collaboration among educators. While coteaching, classroom teachers, school librarians, coaches, and specialists teach their own students and curriculum while using the actual resources at their disposal. Coplanning, coteaching, and coassessing lessons and units of instruction creates a context for shared reflection. In my experience, educators can develop more effective strategies for teaching when they share this responsibility with colleagues with whom they have jointly taught. Coteaching is authentic, practical, and effective professional development. Job-embedded professional development through coteaching makes sense.