by Elizabeth Stein & Laurie Wasserman

It’s Thanksgiving week. It begins at that crazy “OMG, the holiday is coming!” pace, and then…some nice, deep relaxing breaths. To celebrate one of our favorite holidays here in the USA, we asked our Two Teachers in the Room to share some of the things they’re thankful for in their work as special education co-teachers.

Thankful to learn from others

Elizabeth Stein: I’m thankful when I learn from my students. And I learn from them every day. I learn how to teach them by carefully observing and listening to what they say and how they interact. So, for example, when I see a student who remains quiet during all class discussions, I offer him the job of calling on peers to answer a question, or give him the job of paraphrasing some key ideas. And before I know it, he begins to actively participate on his own. Or when I see a student who never takes notes during class discussions, I make sure to provide strategies that guide his listening and note-taking abilities.

Laurie Wasserman: I too am grateful for what I learn from my students. I go home some nights physically and emotionally exhausted because our students have so much on their plates, and yet they leave school with big grins, wishing me a great afternoon or weekend. Several of my students live with wonderful grandparents, the unsung heroes in their life because their parents have died, sometimes in horrific circumstances. These committed guardians call and e-mail us to keep on top of things in their grandkids’ lives; they are their biggest cheerleaders. And I learn so much about courage and resiliency from their grandchildren, our students.

Thankful we can grow & help

Elizabeth: I’m thankful when I have opportunities to grow. And, let’s face it, the opportunities are endless! I grow every time I enter one of my inclusion classrooms. I strengthen my personal teaching behaviors as I go with the flow of co-teaching moments. In addition, I grow as I participate in various professional development and leadership opportunities. I make sure to continue my own personal and professional growth, so that I will be able to do the same for my students.

Laurie: I’m thankful for MiddleWeb for providing us this co-teaching blog to help other teachers out there who need to know that they’re not alone in this important work. And I’m grateful for Elizabeth, a dear virtual friend who makes it easy for me to share what we do, and inspires me with her ideas and stories from her New York school.

Thankful for high expectations

Elizabeth: I’m thankful when high standards and rigorous curricula inspire and guide students with learning disabilities to compensate–and then succeed and achieve at their personal best. When we have high expectations for our students, and show them we believe in them, they often reach higher levels of performance. This limits that “learned-helplessness” attitude that plagues far too many students, unnecessarily.

Thankful for good leaders

Elizabeth: I’m thankful when co-teachers collaborate and administrators support this collaboration. The strongest collaborative relationships result from open minded folks who commit themselves to communicate and perform consistently. Administrators can do so much to support the consistency of planning time and professional development opportunities.

Laurie: I’m thankful to have a principal (Paul) and assistant principal (Miriam) who never forget what it was like to be a teacher. They will drop everything to take a walk with a student I’m worried about who just needs a “fireside chat,” a few words of wisdom to redirect them, or simply a firm, “Is that really a good choice for you to make?” They believe in us as teachers, trust in our judgment, and give us validation and professional back up when we need it.

Thankful for teacher partnership

Laurie: I’m thankful when my teammates are true teaching partners. There’s Aileen, my math colleague, who takes my crazy ideas like “free throw basketball shots” and teaches kids how to figure out the complicated process of changing fractions to decimals and percents. And Paul, my ELA partner, who gets the kids moving and shaking during class whether it’s using an activity adapted from the “A Minute to Win It” TV show for test review or modifying his lessons and tests as needed for the kids. There’s my 77-year old teammate Pauline who tells stories in Ancient World History (I joke that she knows them because she was there) and creates alternative assessments — 3D models of Greek Gods and Goddesses, maps of Mesopotamia — and so much more. And there’s our new substitute science teacher Suzanna, so open to any idea, suggestion or teaching strategy. She’s an eager student herself, learning how to help all kids be successful. And Gina, our para, a second set of sharp eyes and ears; always sharing observations, worries and concerns so we can help the kids during academic support.

Thankful for technology

Elizabeth: I’m thankful when technology allows for all students to share their voice. Although many students struggle with reading and writing, they are capable and knowledgeable on many subjects. Many students have a deep background knowledge base on many subjects, but are not able to share what they know through writing. Technology provides tremendous supports. For example, we can set up programs that read to students as the text is highlighted on their computer screen. In addition, word processing support tools guide students to get their thoughts on paper.

Thankful for growing self-esteem

Elizabeth: I’m thankful when I see students’ self-esteem improve (and sometimes soar) as a result of solid partnerships between teachers, students, and parents. A solid bridge between the home and school environment usually results in positive outcomes for students. Students feel the support in every direction—and they begin to take risks and become more independent academically and/or socially.

Thankful for acceptance

Elizabeth: I’m thankful when general education students display the awareness and acceptance to include and support their peers in the learning process. Peer acceptance is a tricky topic for any student—especially at the middle and high school levels. When we throw in the hurdles that students with disabilities must deal with, the school experience can become filled with anxiety. When co-teachers set the stage well, the classroom environment is a positive one, and all students are accepted, supported, and respected. Teachers serve as role models for addressing learning differences. Students are more apt to positively interact and support one another when teachers create a risk-free, accepting learning environment.

Thankful for kindness & caring

Laurie: I think how much I learn about kindness and caring from our students. They are the reason I often wake up before the alarm goes off. They make me want to be a better teacher. Just this past Friday, Joey — a student who had repeated 5^th grade because someone thought he wasn’t mature enough — said in math class, “Ms. Wasserman, would you like me to help Walt so you can help someone else?” Wow, a 12-year-old who is mature beyond his years. Thankfully, we can all learn from that.

Elizabeth Stein is a 20-year teaching veteran, specializing in literacy and special education, with experience in both upper elementary and middle school. She’s currently a teacher and new-teacher mentor in Long Island NY’s Smithtown Central School District. Elizabeth is National Board Certified in Literacy, a member of the Teacher Leaders Network, and a contributor to Education Week and other publications. She was a guest expert at MiddleWeb’s webinar for new teachers in July 2012. Her first book, from Scholastic, will be published in the the spring and focuses on RTI and comprehension in the middle grades.

Laurie Wasserman is a National Board Certified 6th-grade special needs teacher in Medford, Massachusetts. She has been teaching for 32 years, has written articles for Education Week, Teacher Magazine and Education World, all about her love of working with kids who “learn differently.” She is also a co-author of the 2011 book Teaching 2030: What We Must Do for Our Students and Public Schools Now and in the Future. Laurie is a member of the Boston Writing Project and Teacher Leaders Network, as well as a new teacher mentor.

In the United States, several hundred thousand classroom educators “co-teach.” Many are special education teachers who work in tandem with general educators, most often in the same room. In some settings and situations, these paired teachers are supportive partners and collaborators. Other times there’s considerable friction, as methods, goals and personalities collide.

In a new MiddleWeb blog, Two Teachers in the Room, two outstanding middle grades special educators — Elizabeth Stein (Long Island) and Laurie Wasserman (Boston) — will explore this co-teaching terrain. Both are NBCTs, published authors, and current classroom teachers in co-teaching roles.

In our first post, Elizabeth introduced herself and shared something of her co-teaching philosophy and aspirations for Two Teachers. Now we hear from Laurie Wasserman.

We’re excited about this opportunity to recognize co-teachers and promote a deeper understanding of their work. You can follow our Two Teachers blog by checking in here, and also subscribing to MiddleWeb SmartBrief where we’ll feature their weekly posts. Most of all, we hope you’ll engage them in conversation by leaving your own thoughts and comments at their posts. – John Norton, MiddleWeb co-editor

by Laurie Wasserman

Elizabeth, as I read your first experience as a co-teacher, I was smiling and nodding my head: your story could have been my story. I started co-teaching officially about 15 years ago. Our district had changed from kids in 6^th grade being a part of the elementary school to now being a part of something new called the middle school.

We had lots of training on how to “co-teach.” Even so, I had the challenge of working with eight 6th grade teachers on two teams. My “room” was a small area in an old guidance suite, with a blackboard and a desk. I spent my day traveling up and down the halls along with my students, clutching my jam-packed schedule, notebook, binder, books and pencil bag. In some classrooms I had no desk so the other teacher designated a student desk for me to place my belongings. More often than not, I was told: “I’ll let you know if I need your help.” Or, even worse perhaps: “I didn’t have time to wait in line at the copy machine, could you run off 100 of these, now?”

There were also teammates who insisted that I share all of the teaching, presenting, correcting, grading and creating of projects with them, equally and cooperatively. These were the moments I cherished.

It has to be about “our kids”

Laurie Wasserman

As our school evolved into a true middle school, it became apparent that we needed two special education teachers, one for each team. There were times I loved co-teaching: working with colleagues who relished another pair of hands in the room — a knowing exchange of glances when a student said something so outrageous that we both thought, “He didn’t really say that out loud did he?!” We had some great moments doing team activities: Student of the Month, Greek-Roman Day, and one of my favorites, when teachers and even our principal dressed as Men in Black (yes, I know I’m dating myself!).

I realized as the years went on and we moved to brand new schools with (gasp!) computers and the Internet that we would be teaching in a whole different way. In the best situations, we learned together as educators. In your words, Elizabeth, we just figured out how to make it all work.

One of the challenges in a co-teach situation is moving away from talking about “your kids” and “my kids” to talking about “our kids.” I often found myself coaching my colleagues on their word choices, because if we’re doing the job right, we both work with all the students in the room.

Although as special education teachers we are directly responsible for working with students on IEPs, nothing gives me more pleasure than to work with a “shade of gray” student who is lost, confused or just needs a quiet pep talk. I love working with the kids who are gifted and need a challenging problem while they wait for their classmates to figure out a task — or to encourage a shy student who just needs the confidence to participate risk-free.

Co-teaching requires compromise

Elizabeth Stein

Here’s something Elizabeth said in her first post: “The decisions the two teachers make are such a vital link that will make or break the learning connections.” That should be a theme for all of us who team and co-teach. One of our most difficult challenges as co-teachers is to come to a decision that we can both stick to. If one of us feels it’s okay for a student to pass in an assignment or project late, for example, and the other feels it’s not okay to miss a deadline, conflict can result, as well as confusion for our students. (This kind of situation reminds me of a family in which a child knows one parent will say yes and the other no).

Sometimes co-teaching requires compromise. I remember a situation with one co-teacher that illustrates the consequences of failing to forge that “vital link” you talk about. She was a math teacher who was adamant that students never, ever retake tests. On the other hand, I felt very strongly that students should have an opportunity to retake math tests if they fail.

We both shared our reasons: hers was that a child either knew the material or didn’t, and if they failed the test the first time, and then retook the test and passed, the assessment wasn’t really an accurate one. I felt, and still do, that math is skill based and some kids need more time to fully master the skills and should be allowed to demonstrate their understanding after more practice and review. Sadly, it created a lot of conflict for us because we could never reach a compromise.

Co-teaching heaven

On the other hand, I’ve worked with some excellent, collaborative colleagues with whom there were deep and meaningful professional discussions, and we were able to reach a consensus that benefitted all of our students.

Currently I team with a phenomenal math teacher who works with kids at lunch and after school. If they want to learn from their mistakes on tests, they can, and then they can retake the tests and improve their grades. She and I have discussed what we learn from these serial assessments, both about the learning pace of different students and the ways we can make our own instruction more effective. That kind of shared reflection around our students’ work and our teaching practice can only make for better learning experiences for the kids. This is what co-teaching should always be.

In my next post, I’d like to address the elephant in the middle of our co-teaching classroom: What happens when Elizabeth’s “idealistic view of co-teaching” doesn’t result in a partnership where two teachers have a shared philosophy, shared planning time, shared responsibilities and mutual respect?

I’m truly excited by the enthusiastic early feedback we’ve gotten in favor of MiddleWeb’s decision to publish a blog dedicated to co-teaching. I’m look forward to my new virtual teaching partnership this year with my fellow middle school special needs colleague, Elizabeth Stein, as we share ideas, stories, and experiences from our classrooms and urge you to share yours.

In the United States, several hundred thousand classroom educators “co-teach.” Most are special education teachers who work in tandem with general educators, most often in the same room. In some settings and situations, these paired teachers are supportive partners and collaborators. Other times there’s considerable friction, as methods, goals and personalities collide.

In a new MiddleWeb blog, Two Teachers in the Room, two outstanding middle grades special educators — Elizabeth Stein (Long Island) and Laurie Wasserman (Boston) — will explore this co-teaching terrain. Both are NBCTs, published authors, and current classroom teachers in co-teaching roles.

In our first post, Elizabeth Stein introduces herself and shares several goals she and Laurie have for Two Teachers in the Room. We’re excited about this opportunity to recognize co-teachers and promote a deeper understanding of their work. You can follow our Two Teachers blog by checking in here, and also subscribing to MiddleWeb SmartBrief where we’ll feature their weekly posts. Most of all, we hope you’ll engage them in conversation by leaving your own thoughts and comments at their posts. — John Norton, MiddleWeb co-editor.

by Elizabeth Stein, NBCT

My first experience co-teaching was twelve years ago. I walked into my co-teacher’s classroom the day before the students were to arrive. My smile was met with the serious grin of someone who seemed to be remembering something painfully unpleasant.

My genuine, “Hello, it’s nice to meet you,” was met with, “Don’t be so enthusiastic—I don’t think this is going to work—it hasn’t worked for me yet—and I’ve been doing this a long time.” My extended hand was met with a person rushing by me carrying a stack of textbooks across the room.

Although taken aback, I remained positive and replied, “Tell me about it.” She related some of her experiences that resulted in her unfavorable view of co-teaching. And she had no problem sharing her qualms that I was new to the co-teaching scene. I decided to interpret the frankness of her negative greeting and outlook as a positive sign. We had already begun what co-teachers need most of all (and what some co-teachers can only dream about) — we took that first step toward honest, open communication.

My simple mantra

Elizabeth Stein

My philosophy on co-teaching begins with this simple mantra—just make it work.

For me, there is no other choice. The two teachers must do whatever it takes to provide instruction that meets the academic, social, and emotional learning needs of each child, and of the class as a whole.

The learning environment must be created by two teachers who focus on effective instruction and positive student engagement. The decisions the two teachers are able to reach are so critically important that they will make or break the classroom learning connections.

The idealistic view of co-teaching creates the vision where two teachers have:

•  a shared philosophy
•  shared planning time
•  shared responsibilities
•  mutual respect

Okay. Now cue that loud buzzer sound that blinks you back to reality. We all know school is not a perfect world. And so, the realistic view of co-teaching does not always include a perfect “sharing” or sense of parity. There are so many variables that come into play while working toward creating an effective co-teaching experience, some of which are out of the co-teachers’ control.

Still, the bottom line remains…the two teachers must find a way to communicate, plan, share, and respect the roles, responsibilities, and personalities of one another. If teachers become submissive against the tide, and too quiet to change the current, then the reality of co-teaching can be daunting.

So here we are: Two co-teachers, ready to explore

Laurie Wasserman

Laurie Wasserman and I first came into contact through the Teacher Leaders Network and the collegial friendship we both developed with MiddleWeb’s founder John Norton, who also co-founded TLN. Laurie teaches in Boston; I teach on Long Island. We’ve both been through the National Board certification experience, where deep reflection about one’s teaching practice is valued highly. We are both passionate about meeting the needs of our students and making co-teaching work on their behalf.

It is through that determined lens that our blog will explore the broad view and many variables that are involved in making co-teaching work. We will share the specifics of how to feel empowered as teachers, so that students may feel empowered as learners. We will make the time to bring all of the elephants into the room (perhaps one or two at a time) and consider how we as co-teachers will no longer ignore, fear, or run from those elephants when they arise. We hope to have conversations with our readers in this blog space and help them build their own repertoire of strategies to guide that positive co-teaching mindset of doing whatever it takes to just make it work.

My own co-teaching experience

My personal experience with co-teaching runs the gamut from blissfully perfect to painstakingly tolerable. Over the years, I’ve learned that the key for me does not depend on who my co-teacher is—the secret to success lies in what I will do to create the kind of learning environment all of our students need. I stay focused on doing my part for our students—with the hopes of blending seamlessly with my co-teacher.

And what of my first co-teaching experience, mentioned at the opening of this post? It turned out to be one of my most successful co-teaching experiences to date. We were two teachers who kept the lines of communication open, which allowed us to co-plan, co-teach, and ultimately respect one another’s views and responsibilities. My experiences with co-teaching over the years, with all its ups and downs, has brought me to a satisfying point in time, and I am excited to share and learn with readers of our blog.

My current co-teaching situation places me in three different 7th grade co-teaching classes each day. I teach English, math and social studies. In addition, I teach one daily period of study skills. This study skills class is for the students with disabilities who are in the inclusion classes. It’s a powerful time to pre-teach and re-teach content area materials, teach organization, strategic thinking, and study skills that may guide my students toward independent, successful learning within the general education setting. It’s all about guiding the students to easily access the general education curriculum.

Co-teachers are connected, wherever they teach

Just as open communication is the key to successful co-teaching, collaborating with other colleagues who co-teach is instrumental in the personal and professional growth of teachers.

Personally, it keeps me sane. In addition to collaborating with my face to face colleagues, it is such a privilege to connect with Laurie as we share our experiences.

In order for co-teaching to work, teachers must reach in and reach out. They must share, and they must listen. It always amazes me how co-teachers near and far share a common language—a natural bond. We face the same obstacles, and often find similar solutions.

Sometimes, sadly, one or both of the teachers in the room give in to the potential struggles of co-teaching. In those cases—this blog’s for you! It is also for those teachers who co-teach and thrive and are ready to share your secrets.

Our blog is a place we can celebrate the success stories, and problem solve. The trials and tribulations of co-teaching are not unique to any one classroom. Co-teachers are connected—no matter where we live or where we teach. We understand the issues, and we know that the only way to effectively educate all students in classrooms—together—is to focus on solutions.

In our next post, you’ll hear from Laurie and learn something about her background and her current teaching life. We are both looking forward to your comments as we begin to push the co-teaching conversation forward!