Critical Conversations in Coteaching by Chapman Carrie;Hart Hyatt Cate; & Cate Hart Hyatt

Author:Chapman, Carrie;Hart Hyatt, Cate; & Cate Hart Hyatt
Language: eng
Format: epub
Publisher: Solution Tree
Published: 2011-08-15T00:00:00+00:00

Summary: Sharing the Success

All of these stories share common co-teaching themes that illustrate some of the developmental aspects of collaboration and highlight experiences teachers have along the way. The framework offers you and your partner a way to develop common understandings, investigate your own assumptions and practices in pursuit of instructional improvement, and design and implement an enhanced shared practice. Whether you are just beginning or have been long-time collaborators, we invite you to talk.

Collaborative efforts are increasing as more schools begin to move from inclusion that looks only at the academic, physical, and social aspects of a school to a more multilevel system of support. Most of the partners we have featured in this chapter began their journeys with a desire to work with a partner or team in order to be more inclusive. We have watched them grow to embrace a more universally designed environment, raising expectations and minimizing deficit-based mindsets. These educators are working together to design environments that eliminate as many barriers to success as possible and add creative and meaningful supports for all students.

When the collaborative process works, there is always a relentless commitment to engage more students more effectively in the classroom. Effective classrooms come when we provide quality instruction, whether solo, through co-teaching with one partner, or when teaching with an entire team. In the end, almost all of the co-teachers we have ever worked with say that if they had their choice, they wouldn’t do it any other way.

There are rare partnerships that meet and seem to click from their first introductions. Other teams struggle and never seem to get in sync. We know that if you and your partners approach the conversation process as professionals with open minds and a willingness to use this as a quality professional development opportunity, you will find your own timing, and it will be just the amount that you need. Trust the process, and have fun as you learn about yourselves and your work together. Then, as you grow and develop as a co-teaching partnership, consider the next steps of how to expand and sustain your efforts on a wider basis. Chapter 5 provides a further step in using conversations and protocols or activities to extend your base of support systemwide for the continued progress of quality co-teaching partnerships.

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