Feb 24 2008
Expanding Co-teaching at the High School Level
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.
3 responses so far
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Change is seldom “easy,” and the blending of two teachers and two styles of teaching, as well as a variety of students with a variety of needs, requires a committment and a willingness to “let go” of some of the comfort working only with oneself affords. It is a challenge for me, especially since I am learning new content as I go along. I am glad that time has been allowed to become more comfortable and more aware of the concepts I will be teaching. Some of the physical barriers to co-teaching, such as the time it takes to collaborate, and the distance between classrooms, will, I hope, be addresssed as time goes on. Integration and tolerance, as well as exposure to a variety of teaching styles and methods, are certainly goals worthy of working toward.
The goal at the Hewes Center is to have a high school regents level program, with a variety of classes, that can be accessed by all students, whether they are participants in the special education or alternative education programs. Our alternative education program currently has a population comprised of approximately 50% IEP/504 students. The lines between special ed. and alt. ed. at Hewes Center are becoming blurred and that is a positive occurrence. Inclusion is the goal. Co-teaching, or more accurately the blended classroom, is in its infancy at Hewes Center. We are learning and making adjustments everyday. What we are learning is that as professionals we all have many skills that we can bring to the classroom and share not only with the students, but with each other. I function as the consultant teacher in the blended classroom in the same way that I work in a “gen. ed.” classroom. As teachers, we work with all of the students on a daily basis. We work as a team, moving about the classroom, teaching and addressing issues as they arise. I can read a passage or a test to a student, reteach or catch up a student that needs extra help. I can take the students individually or in small groups out of the classroom for instruction, or because of behavioral issues if necessary. I provide class notes to students who need them and scribe as needed. I will position myself near the more emotionally fragile student (of which we have many), or the one who is struggling to get the complete the written assignment. Each and every student in the blended class is a “high needs” student or they would not be in one of our programs. The blended classroom gives the students a high level of support, and the teachers the flexibility to teach on multiple levels to meet a variety of learning styles.
Although currently working in the North I can appreciate the variety of approaches to Special and Alternative education. I thought the link here would also provide a perspective on 21st century education.
http://www.21stcenturyschools.com/What_is_21st_Century_Education.htm