Addressing Co-Teaching Struggles
Let’s be honest. When two teachers are scheduled to be co-teachers, it’s not easy. There are issues with expectations and communication, with differing perspectives about students, and with establishing mutual classroom routines for instruction and management. Over the years, I’ve witnessed all sorts of things that can go wrong. But it doesn’t have to be that way!
I’m thrilled to announce that my Collaborative Teaching E-Course field test yielded exciting results. Teachers who were new to co-teaching are now using a variety of collaborative routines and practices regularly. More experienced co-teachers expanded their toolboxes and experimented with their own creative approaches. The general consensus was increased satisfaction at becoming more effective in inclusive instruction.
I based the E-Course on the assumption that teachers are more likely to change their practices when they can proceed in small incremental steps.
Within each module, they view a brief video clip and read supplemental materials to learn a new strategy or approach with its evidence base. They personalize their professional learning plan, selecting from several Opportunity Options. Then they agree to experiment and reflect on how they can make new practices work within their teaching styles and their students’ needs.
The Collaborative Teaching E-Course is now available for licensing to other schools and districts!
Clearly, teachers will need support for implementation. During the field test, I was available for empowerment coaching with each co-teacher during my monthly visits. Everyone agreed that professional coaching was an essential component of our approach. But how could I provide coaching on a broader scale?
My answer? The ONLINE Inclusive Coaching Cadre! In my field test, the school instructional coach started incorporating the Collaborative Teaching E-Course into her instructional planning and data-based decision-making sessions with teachers. We found this deepened their discussions of individual student needs and drew the special educator into a more valued role. Her daily availability provided more continuity for experimenting teaching teams that wasn’t possible with my monthly visits. They knew her, and she knew where they were on their professional journey. There was an already-established trusting and mutual respectful relationship.
This school year I will offer the Cadre to support instructional coaches as they integrate inclusive/ collaborative practices into their coaching work with teachers. Like the E-Course, the Cadre will be personalized to each individual coach’s experience, professional goals and responsibilities.
The Inclusive Coaching Cadre has ended.
I’ve grown my Collaborative Teaching E-Course into a 3 year package for creating Joyful Inclusion Schools. Let’s talk!
