Educator Collaboration and Co-Teaching
The Charge
Embrace collaborative models of teaching and support services, where stakeholders collectively work to nurture students’ strengths to springboard learning and development.
RESEARCH FINDINGS:
During the pandemic, colleagues became a lifeline for teachers who tapped into other educators for support, resources, and expertise.
They used one another for translation services, technological support, instructional ideas, and moral support. But this integral form of support rarely happened during the school day and instead required teachers’ uncompensated time.
Pandemic-era learning highlighted the detriments of pull-out services for English as a Second Language and special education.
In our study, educators and families at schools with pull-out services noted the lack of consistent and effective supports for students. In contrast, those at schools using co-teaching models asserted consistent and dynamic supports of student learning.
Potential Action Steps:
Ensure educators have formal time to collaborate during the workday. This time should be compensated and protected as a part of their regular workday.
Maintain this collaboration time as teacher-directed, providing guidance to maintain focus on student learning while maintaining flexibility and autonomy.
Critically analyze and collaboratively discuss schoolwide service models for multilingual learners, including those with disabilities.
Consider the potential to implement co-teaching models, where various educators work together in classrooms to nurture student learning.
