(The 6 Models, n.d.)

Reflection:

I created the concept map as a class assignment and located the infographic and additional resources for this portfolio. Studying different co-teaching strategies was informative in providing examples of specific ways roles and duties can be effectively allocated in order to accomplish determined goals in a co-taught classroom. Before beginning coursework on this competency, I had only ever seen the one-teach one-observe and team teaching models in action. I had not considered strategies like parallel teaching, which affords all students the opportunity to work on the same material in two smaller groups or alternative teaching, in which a smaller group of students may receive more academic support such as the pre-teaching of skills. It was very beneficial to think about how different co-teaching structures are ideally suited for student-driven instruction involving different skills and tasks. With knowledge of this variety and flexibility of models I am better able to make the best use of co-teaching opportunities. As a middle school library media specialist, I have the opportunity to collaborate with teachers in both the general and special education departments, and across the grade levels and disciplines. Usually, when students come to the library, I will lead the lesson and the other teacher will observe and sometimes assist. With these other models in mind, I will begin to plan more thoughtfully and dynamically with my collaborating teachers in order to best meet the academic needs of students.

Learning about co-teaching also transformed my thinking about the necessary elements required to make the co-teaching relationship effective. I had not considered how essential it is that both the general education teacher and special education teacher have equal authority and equal assessment responsibilities. Without these two elements, collaborative planning and flexibility in group design in order to meet curricular demands and students’ needs is not possible. Both teachers need to be equally responsible for all the students in the class and the students need to see evidence of this in how their daily lessons are designed and delivered as well as how they are assessed. This understanding will not only help me in collaborating with co-taught classes, it will also inform the ways in which I structure collaborations with individual teachers. It will take some time to develop the rapport needed to carry out a true co-teaching relationship with collaborating teachers, but especially as regards longer-term projects that involve summative assessments, it is worth working towards shared lesson design and assessment.