leadership in high schools

We are into the third quarter of 2007-2008 and already we have witnessed the advent of level co-teaching in English grades 9 and 10.  This is in addition to the co-teaching that occurs in Earth Science.  What is interesting to note is that Level 2 co-teaching has been achieved in English but in Earth Science I believe we are still at Level 1 with sporadic forays into Level 2.  The reason for this disparity I believe,  is because necessity drove the collaboration in Science whereas in English the move toward co-teaching was planned and executed with the support of our Consultant Teacher Rose Dorey.  Rose not only was the bridge between the two worlds of Special and General Education but also works in the English classrooms while the lessons are taught. 

The success of co-teaching at Hewes this year will be replicated in both Social Studies and Math before the end of this year.  This is not a dream for me but an expectation I have for students.  We cannot be afraid for students and their potential failure.  We should not want to protect students from instructional collaboration and learning adventures with their peers.  Yes, some students do have difficulty in the model but I believe that the co-teaching/learning model positively impacts both students and instructors.  One special needs student in Earth Science presents various distractions.  He is autistic.  Whereas we can easily speak about the negative impact the higher demands of  learning are putting on him, we cannot argue that his inclusion is not teaching other students tolerance and expanding the skill base of both the special and regular ed. teachers in the classroom.  We have to be cautious when making subjective judgements about student’s success and failure.  We have to  trust our professional instincts and push our personal teaching limits.   The greatest opportunity to succeed must be presented to all students.  I believe that co-teaching pushes the teaching expectations of two teachers who together can plan creatively for inclusion.   I also believe that co-teaching is expanding the horizons of all high school students at the Hewes Center and re-defines for them the meaning of  Special Education and Success for All.  Phyllis Calloren, English Teacher said it best and I will try to quote her “working with Jim (Special Ed) has released the creativity I had before NCLB.”  This comment was made to me after I had sat in on an English class co-taught in E. building by a gen. ed and special ed. teacher in collaboration with the consultant teacher.  Students in this class were working on “Success Indicators”  using newspapers, magazines and the computer to generate their impressions of success as portrayed in the media. 

Are our students not getting the best of all instructional methodology when two teachers are working together to present interesting material with a student focus?  Are we not alternative when we teach to the interest of each student?  Are we not special when we program for all students based on differentiated instruction?  I think so and I believe we are on the path to program success at the Hewes Center.