CHAPTER 21

Conclusion: Evolving Partnerships

Recently a small toy store in my hometown held a big clearance sale. I was there, wandering the aisles, looking for intriguing items that might add some novelty to my teaching. Halfway down one aisle was a very small boy, only tall enough to see into the baskets of toys on the lowest shelf. His mother had plopped down on the floor beside him and was holding a plastic kaleidoscope to his eye. His chubby hands were not yet dexterous enough to hold it in place and turn the end, so she was helping him with the task. As I watched, she gradually released her hold on the kaleidoscope and let him twist it all by himself. His joy was contagious! After a few attempts it was working—perhaps not with the smoothness his mother might have offered, but better and better with passing time.

Successful co-teaching takes time as well. True partnerships develop as trust builds, as the ups and downs are shared, as skills emerge. During the first year of working together, most co-teachers find that they are getting to know each other’s teaching styles and philosophies, working out the kinks of shared responsibilities, and recognizing each other’s talents. In the second year, co-teachers develop fluidity, an ease of interaction. This frees teachers from spending their talk time on less consequential details and allows them to focus on quality instruction. Reflections are more powerful, more honest, and lead to better instructional decisions. By the third year, with a strong foundation laid, co-teachers work smoothly and smartly together. They easily share responsibilities, shift plans responsively, and shape instruction—all while making it look almost effortless. Time together has allowed them to create a powerful partnership for students.

Some co-teaching teams find their flow much more quickly, while others move more slowly. For the sake of our students, effective co-teaching must be fast-tracked. We cannot afford to underutilize a specialist in a co-taught class, nor can we afford to allow poor co-teaching to interfere with good teaching. The ideas and tools presented in this book have been proven to assist educators in moving their co-teaching efforts forward. It is my sincerest hope that they will help you, too.

“For the sake of our students, effective co-teaching must be fast-tracked.”