Co-teaching Part 2

In the fall of 2016, I started teaching at our local high school. I was teaching at the middle school for 15 years, but after my stroke, 2 years prior, I realized that I could teach full time with a block schedule if I taught at the high school. I was so eager to get started that it was a no brainer, even though I was leaving my teaching friends, my complete support system behind. In order for this to happen, I had to have these needs met: a fourth period prep (end of the day) and a co-teaching partner, so that I could continue what Katie (my friend/co-teacher at the middle school) had started. It was a win/win situation.

I was nervous that first year because I hadn’t taught at the high school for 15 years, and would I be able to handle all of the classes that I would teach, and also on the 90 minute block schedule? I was going to find out.

That first year I taught with a gal who had some experience with co-teaching, but nothing like what Katie and I had done. I was guiding the co-teacher as we planned and instructed the ninth grade students. It was during homecoming week that I met and started to get to know another special educator. This person became MY person at the high school. Enter Jahlieh. We clicked immediately. As we moved forward into the year, I suggested that we should try to teach together, and with the pupil service administrator on board, we did!

We taught English 2 to sophomores, and with all the curriculum and the strategies in place, we really perfected our craft. Jahlieh was the support strategist, ALWAYS asking me really good questions about WHY were we doing what we were doing, and often calling me out on assignments or guiding me with other ways to reach the same goals so that all instruction was inclusive and meaningful. She pushed me to be a better teacher, without meaning to do it. I’ve always been flexible in my instruction, so all ideas are welcome to try. If something didn’t work out as planned, we reflected and tried to do better the next time - after tweaking or adjusting.

The kids loved our class. There was movement, there was singing, there was role-playing, there was creativity, and writing and reading, as well. Students were excited to show us that they could do the work. One parent, a parent of a student who wasn’t in special education, but still benefitted from our design of instruction, was so grateful and appreciative of our co-teaching partnership. She said that what the district implemented, others could learn from our example. High praise from a parent!

Our district started to move toward a new method of instruction called UDL (Universal Design for Learning). It was a method that helped us be more accountable for teaching all students, looking at the needs of one helping out the needs of others -- if one student needs a modified version of a text or test, then as we get to know all of our students, maybe others could use it too, if they aren't in special education. After all, if the purpose is to take a student from where they are currently and moving them toward the objective of the lesson or standard from which we're teaching, then why not? And as teachers, we knew who needed the extra support and who didn't. So if a student would question us and want something that might be easier for them, we would not allow it. As a matter of fact, we'd have a conversation and explain that maybe that student should be challenged a bit more, and then work on a modification that would allow that to happen. It was a constant reassessment of what individual students needed and then giving them that - whether it was a modification or an accommodation. The perfect example of this is with book choices.

When we had our book units, we would allow students to choose a book from a huge list of options. If their choice was something that would be at a level that was too easy, then we would tell them that they should choose something a little more difficult. After all, reading above your level, will increase it, with the use of vocabulary and stylistic writing. And sometimes the other would happen, too. A student who struggles with reading and comprehension might choose a book that a friend may be reading that may be too difficult for them. We'd have to talk about the enormity of the task, and see if it's something that they can handle. If they wanted to try, we'd let them, and sometimes it would work out, and sometimes it didn't. I never wanted to tell a student that the text was too difficult for them. I wanted them to tell me that they might have made the wrong decision, and then we'd talk about what was a good fit book for them. I never wanted to squash the idea that they could do it, because sometimes, depending on the book, they'd conquer it!

Class discussions were so energized with a co-teaching partner. Kids would participate and laugh and really understand the material. We challenged students to always try something hard. And if one of us couldn't get a student to work or feel comfortable about the situation, we had the other to rely on. It wasn't a good cop/bad cop situation, but it certainly was a team effort.

I’ve said this time and time again, my BEST teaching was done with the best co-teachers. Some co-teachers have not been as successful because the “vibe” wasn’t there, but with Katie and Jahlieh, it definitely was. We were, still are friends. And when you get to teach with your best friend in the room, everyone wins!