What is Co-Teaching- Part 1 by Ashley Ewert

What is Co-Teaching? Part 1-

by Ashley Ewert

 As I sat at a staff meeting listening to information about MTSS models of instruction, the word "inclusion" came up more and more. A few days went by, and a colleague approached me and asked what I thought about the idea of an inclusion classroom with the opportunity to co-teach with my grade level peer. This school year, my general education grade level peer, and I was able to work closely to mainstream and reverse mainstream our students. The results have shown form the students' social-emotional and academic achievements because of our established system of supports. My grade level peer remembered inclusion information presented at previous OMTA meetings, the idea of inclusion seemed like an excellent way for us to take our collaboration to the next level of student support.  My potential co-teacher and I researched the opportunity by writing down all the questions we had and investing time into reading a book Teaching in Tandem by Gloria Lodato Wilson. After we were content with the information gathered, we wrote a proposal letter up and proposed this option to our administrator. We were able to visit other models of inclusion classrooms in the district to grasp an idea of what inclusion looks like in structure.

  

How does it benefit students?

Co-teaching in an inclusion classroom is a benefit not only for the staff involved but also for the students involved. Every student in the classroom, both typically achieving and those with disabilities is provided different educational options. Students with limited vocabulary show an increase in expressive language when working with good student models who are already using developmentally appropriate communication skills which will continue to improve with additional time together. General education students have more opportunities to teach, and model learned skills to other students, which increased mastery. A strong friendship and bond between general and special education students are developed as well as increased empathy for diverse students. All students learn tolerance and respect for diversity. General education students have an increased amount of teacher/paraprofessional support that would not be available to them in a non-inclusion class. Students in special education tend to rise to the challenge of the classroom's expectations.  In an inclusion classroom, it can be nearly impossible to identify the special education students in the inclusion class. The achievement and social gaps between typically achieving students and students with disabilities are reduced. 

"Co-Teaching does not exist solely to bring two teachers together, co-teaching exist to serve students." - Potts & Howard

How does it benefit the teachers involved?
Co-teachers have a unique experience to reflect on students' needs daily and strategically plan lessons and teaching configurations that will benefit each lesson. Co-teaching is a partnership with a Special Education teacher and a General Education teacher who have equal roles and responsibilities. An inclusion program that models the stages of MTSS would be ideal in both social and academic developments of all students and staff involved. The visit to the district's already existing and succeeding inclusion programs identified that a true partnership will utilize all the benefits of a co-teaching classroom and emphasizes effective instructional practices in which all students learn and achieve success. Teaching together is much more powerful than teaching alone. Co-teaching models emphasize students to rise to the challenges of the classroom expectations while understanding and respecting diversity around them. With social and academic standards relating closely, an inclusion program is ideal in the districts next steps of the MTSS models.

"When everyone is  included, everyone wins." - Jesse Jackson

"To teach is to touch a life forever." - Anonymous 

Ashley Ewert