Co-teaching

Co-teaching...if you have never been in a co-teaching relationship (this is the best title
that I can use to describe the magic that is co-teaching) before or if you have been in a
bad co-teaching relationship before, this may seem like a dirty word.  On the other hand,
if you have been a co-teaching relationship that functioned as it was designed to then
you know what a lovely breath of fresh air it is.

Joining forces with a fellow teacher in an effort to create opportunities for students to
learn and grow feels great when done the “right” way (here the quotation marks mean
that though there are ways that are considered best practice, in order to make the
co-teaching relationship work the teachers must find a way that works for them).  However,
when there is a misunderstanding of co-teaching expectations between the two co-teachers
in the co-teaching relationship it can be bad for all stakeholders involved, including the
students.

The above picture is a true portrayal of what co-teaching should be.  Not superhero and
sidekick (Batman and Robin), but two superheroes joining forces together to meet
the needs of all of the students in the classroom.  In order to fully utilize the powers of
both superheroes one very important thing must happen: the two superheroes must TALK!
This may seem instinctive and natural, but during my time as a teacher and as an
instructional coach, I have heard many horror stories about co-teaching relationships that
could have been resolved by the two teachers talking.  

There are many complex components that are involved in co-teaching, such as classroom
formations (which I will cover in a later post), but all of these components must begin with
the co-teachers talking about:

---Their expectations of the class: including teaching strategies and activities,
classroom procedures, and grade policies.  This conversation is important because it
will set the tone of how the teachers interact with the students and their parents.  This
will eliminate the opportunity for students to play one teacher against the other (yes, this
actually happens, similar to children asking the other parent if the first parent that they
asked said no) and will also cut any confusion out of the classroom procedures.

----Their expectations of each other: including conversing about who will complete which
duties or if they will be shared by both teachers.  These duties include but are not limited
to: (because it is impossible to list all of the duties that teachers have) lesson delivery,
record keeping, grading papers, remediation of students, student discipline, etc.  In an
“ideal” co-teaching relationship (note the quotation marks) both teachers would share
in these duties, however if one teacher is stronger in a particular area, that teacher may
primarily take over that particular duty.  

These ladies are two of my FAVORITE co-teachers!

Using the above conversation starters will allow the superheroes in any co-superhero
(teaching) relationship to combine their powers in the most effective and efficient way possible.  

After viewing/using these conversation starters what other items do you feel that co-teachers should discuss in order to set clear expectations for their class? Share your experiences with me! I'd love to hear them!