EducationWorld is committed to bringing educators the practical tools they need to make good decisions, engage in effective leadership and implement strategies that work. To further this commitment, we have formed a content partnership with Stenhouse Publishers. EducationWorld is pleased to feature a variety of book excerpts as part of this collaboration. Check back frequently as we feature additional excerpts from Stenhouse titles.
The following excerpt comes from From Literature Circles to Blogs: Activities for engaging professional learning communities, by Susan Church and Margaret Swain (Stenhouse Publishers, 2009). The book retails for $21 and is available on the Stenhouse Web site.
Co-teaching is often a natural extension of strong professional learning communities. This excerpt outlines three effective co-teaching models and important questions to consider when planning productive partnerships. Read two more excerpts from this book: Building Trust in Collaborative Learning Groups and Better Book Study Groups.
Any teacher who has had the experience of teaching with another colleague knows that it can be a source of great mutual support, shared expertise, and positive energy. Research shows that co-teaching leads to a more positive work climate, increased teacher job satisfaction, improved communication with parents/guardians, and enhanced student achievement. Co-teaching can also be a teacher’s worst nightmare if partners are not well matched or if insufficient attention has been paid to the details of how the teaming will work. With a team larger than two, there is an even greater need for clear parameters.
When co-teaching evolves as a result of the ongoing interactions of a professional learning community, it is likely that team members will have worked together long enough to have a strong basis from which to develop well-functioning co-teaching arrangements. This type of collaboration moves the work of the professional learning community directly into the classroom and has the potential to exert a powerful impact on school culture and on student learning.
There are a number of effective co-teaching models, including the following:
Co-teaching requires teachers to relinquish sole ownership of their classrooms, to share responsibility for students, and to change their teaching practices. Teachers who would like to work together need to discuss and make decisions about teaching philosophy and style; working relationships; curriculum, instruction, and assessment; classroom organization and management; the physical environment; communication with administration and parents/guardians; and relationships with students. The outline below provides a framework for working through the discussion and decision making required for effective co-teaching.
Planning for Co-teaching: Questions to Consider
Teaching Philosophy and Style
Curriculum, Instruction, and Assessment
Sharing the Teaching Load
When teachers contemplate moving from their customary, and often comfortable, individual work patterns toward collaborative teaching, they often express concerns about having to spend more time in planning and preparation as a result of working with peers compared to when they worked in isolation. In reality, there are always challenges in finding time to meet on a regular basis. Also, as teachers learn to work together, there can be growing pains related to reconciling different perspectives and teaching styles. With experience, however, collaborative work groups can become very efficient in how they use time and in how creatively they channel their diverse knowledge, skills, and interests to the benefit of everyone. Collaboration can result in a lightening of the teaching load for individual teachers as they share responsibilities across the group. Moreover, the energy, enthusiasm, and synergy that result from collective efforts can help teachers remain engaged and excited about teaching.
Copyright © 2012 Education World