By KATIE NAGROTSKY


​​At its best, co-teaching is wonderful for both teachers and students in what can otherwise be a somewhat lonely profession. Don’t get me wrong — I love kids and being with students. But a good co-teaching relationship can provide inspiration, support, and opportunities for education and reflection in ways that teaching alone cannot. 

The benefits of a co-teaching relationship were especially important to me as a new teacher. I had so many questions every class period in my first few years teaching ELA. Luckily, I got to work with English as a New Language (ENL), Special Education, and teaching artist colleagues who all brought their own unique perspectives and styles to our shared middle school classroom. They helped me to see that there were many ways to approach teaching, and apprenticing with them as a new teacher taught me the most about how to improve. 

My Integrated Co-Teaching (ICT) special education colleague Tracy was gifted at figuring out the flow within each individual lesson and ensuring that students could access the curriculum in various ways. When I struggled with pacing, she knew how to rearrange and prioritize parts of our lessons to adjust on the fly. I was interested in using a variety of texts in class, and incorporated related videos and images whenever I could. My colleague Erin recorded many of our written texts in English and Spanish so that more students could listen and understand, and then be more actively involved in class. I wanted to learn more ways to help students write about performances, but Khalid, the teaching artist I taught with, was a professional tap dance artist and could demonstrate the shuffle in real time! He also knew how to organize decades of history into a unit that somehow felt cohesive and allowed enough time for kids to get up and move in forty two minute periods. After teaching with these talented teachers for many years, I really began to miss them when I had to teach alone! 

There are, of course, some challenges that inevitably arise when you start co-teaching with someone for the first time. Here are some of the things I wish I knew in my first year that might help you forge and strengthen relationships with your co-teacher. 

Share your teaching values and what you want for your classroom

Though time is always a concern in schools, it is important that you and your co-teacher find space to articulate what you each believe about teaching. You may be partnering with a more experienced teacher who has valuable knowledge to share, and a different perspective on the classroom and school culture. Everyone has different approaches and styles — don’t assume that your co-teacher is going to know what you value or what your classroom pet peeves are if you don’t share them.  It’s not too late to have this conversation if you haven’t had a chance to yet. Being explicit about what you think learning looks like and how your teaching styles compare can save you from misunderstandings later on.

Set up a regular check-in

School gets so busy, and it can be really easy to skip a meeting or give up your set appointment with your co-teacher. Often a special educator might be supporting or pushing into multiple classes and co-teaching with multiple teachers. Content area teachers have to attend grade level meetings. And everyone has many other obligations during the school day. If you don’t have a shared prep time, look at your schedule and figure out a realistic way to meet regularly, even if it’s for a quick 20 minute check in on the phone or on Fridays before you leave school for the weekend. Protect that time as best you can! You can’t co-teach well without communicating with one another about your plans for lessons and talking through how you think students are doing.

Be explicit about your roles and responsibilities

If you assume that your co-teacher understands who is grading what or that you will lead one group during book clubs and they will lead another, you might end up frustrated. Figure out how you want to share the work and make an effort to have an honest discussion about who will accomplish what. Students can tell when the relationship isn’t equitable and they know when one teacher is pulling more weight than the other. 

If you’re not finding the time you need to co-plan, think about planning one or two lessons out of every week that employ parallel teaching or stations, so that you aren’t overwhelmed by trying to figure out the logistics of how to co-teach every day in a new way. 

These are by no means the only ways to think about building a co-teaching relationship, but I have found them helpful in my teaching, and I hope you will find them useful in yours. For more nuanced guidance and support with navigating co-teaching as a new teacher, please reach out to us at the New Teacher Network!

​TAGS: CO-TEACHING, KATIE NAGROTSKY, NEW TEACHERS, TEAMS

By COURTNEY BROWN

The numbers are daunting: approximately 50% of teachers leave within their first five years of teaching. This rapid turnover negatively impacts districts, schools, and students. All over the country, schools and principals are left scrambling to find teachers at the last minute, and school culture, curriculum, and instruction suffer from a lack of continuity. Statistically, this high turnover disproportionately affects schools primarily serving students from low-income families and students of color.

What can we do to address the issue of teacher attrition? How do we help teachers not simply stay in their jobs, but become committed, successful, practitioners? Certainly, a strong supportive school culture helps, and we recognize that ongoing mentoring, strong preparation, and a repertoire of instructional moves go a long way in helping new teachers experience success.

Ready-to-use resources

Research shows that teachers who are well-prepared and well-mentored are much more likely to make a long-term commitment to the profession, and increase their effectiveness while doing so. At CPET, we specialize in offering new teachers ongoing, individualized mentorship as well as ready-to-use resources they need to be successful in the classroom.

• Preparing curriculum: our curriculum planning templates include space for a year-long outline, unit plans, and a pacing calendar. These templates help new teachers thoughtfully organize and plan their curriculum while examining classroom rituals and routines, assessment strategies, and more. 

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• Responding to student behavior: In Defining the 4Ds, we examine the four types of behavior that can have a negative impact on a classroom environment. It’s important that new teachers are able to recognize what each behavior looks like, and the motivations behind it. This level of understanding allows teachers to respond productively to the behavior, rather than simply reacting.

Engaging with a community of peers

The New Teacher Network at Teachers College (NTN@TC) is a community of practice for individuals in their first three year of teaching. NTN@TC provides a custom blend of in-person and online collaboration, personalized support through customized professional development workshops, on-site coaching, and a dedicated online community. Since its establishment in 2014, nearly 250 Teachers College graduates have connected to the network. Though some network benefits are limited to Teachers College alumni, all new teachers can benefit from our in-person workshops and conferences, many of which are tailored specifically for the experiences of first- to third-year teachers: 

• A Teacher’s Toolkit: a series that explores essential, practical skills that new teachers need in order to succeed at the helm of their own classrooms. Participants can focus on how to foster student-centered discussions, teaching reading and writing in every academic subject, and examining the components of an effective teacher.

• Keep the Kids Talking: an exploration of Danielson domain 3b, which focuses on questioning and discussion practices. New teachers who participate in this series will be able to identify the components of engaging classroom discussions, design learning experiences that use targeted Q&D strategies, and implement dynamic instructional strategies based on student needs.

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• Critical Incidents in the Classroom: offers a focus on crucial moments and formative experiences that have helped teachers shape their identities. Along with support from our team, teachers are able to learn the fundamentals of teacher leadership, including facilitation, working with teams, and leading inquiry projects. 
  

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• Designing Coherent Instruction: an opportunity for early-career teachers to strengthen their instructional core, increase strategic planning skills, and ensure that lesson objectives align with instructional methods and assessments (both formative and summative). (This is currently being offered online — check it out here!)

TAGS: COURTNEY BROWN, NEW TEACHERS, RESOURCES