Feeling like an overpaid teacher’s assistant in your new role as a special education teacher in a co-taught class? It’s not just you; co-teaching is taking the difficult task of teaching to a whole new level. It took me years to come out from the teacher’s assistant shadow even though I’ve always been proficient when I have the classes on my own.
Equally frustrating is everyone pointing at the special educator as though they are the problem. Well, I know that personally I was a little, but really everyone involved played some role in diminishing the importance of the special educator in the room.
Why are Special Ed Co-teachers Seen as Assistants?
It starts, as it always does, with what happens in the administrative offices. I remember being in high school and I could list off the students who were in special education. It was anyone who was receiving a high school certification instead of a diploma. The general education students did not have classes with them. They always had classes together, ate lunch together, and did projects around the school in lieu of geometry and tech-ed. And to become a special education teacher to these students, a teacher received a teaching certificate that allows them to teach special education for all subjects in either elementary or secondary classes.
Even though our ideas of special education have changed, our certification process has not. I haven’t touched a science textbook since freshman year of college, and yet I’m suddenly certified to teach it to standard (meaning general education but not honors or AP) high school students because I am certified to teach special needs students in general. Of course the science teacher will have to take the lead on assignments and lessons; my expertise is in English.
Why Have Co-teachers?
What, then, is the role of a special educator (SE) who is placed in a classroom where they are not experienced in the subject matter? SE teachers are told it is to make all necessary accommodations and modifications according to the students’ Individualized Education Plans (IEP). An aide can easily do this since it often is reading a text aloud, repeating directions, refocusing, changing a test format (maybe three answer choices instead of four on multiple choice questions), or giving extra time for assignments. If the SE in the room completing the tasks above, of course the students and general education teacher will see the SE as an aide instead of a teacher. When we place SEs in a class where they do not know the material, they have no choice but to be an assistant or aide until they learn the material.
That’s one extreme. It frequently happens that SEs are placed in subjects they do have experience in and sometimes have a degree or certification in. However, the system again gets in the way. (I mentioned this in a previous blog post, so I apologize if I sound redundant). The systems schools use to do grades and scheduling often only allow for one teacher and it is always the general education teacher – often referred to as the teacher of record. Students receive schedules and grades with the general education teacher’s name and no mention of a special education teacher. General education teachers often have their own rooms into which the special education teacher floats into – even though the special education teacher usually has more stuff to cart around since they are always adapting materials and including more hands-on activities. Some of this is happening during the school year, but some of it, like the schedules, is happening over the summer prior to the school year even starting.
Before I actually get into fixing the issue, I feel it’s important to point out why it needs to be fixed in the first place. I’ve seen good co-teaching and I’ve been a part of good co-teaching. It. Is. Amazing. Two professionals are in the room providing differentiated instruction. Two professionals are there to help with behavioral management, and two professionals are there to help with the labor involved with being a teacher. One teacher is at the front while the other is in the back overseeing and interjecting as needed. One teacher is in the corner with a group falling behind while the other is in the other corner doing an extension activity so no one gets left behind or misses out on an opportunity. Students who normally wouldn’t make it in a general education setting get the extra attention and support they need because there are two people in the room capable of giving it. The last point is the most important and the legal aspect to all of this. Schools are required to give all students a free and appropriate education (FAPE) in the least restrictive environment (LRE). Having a co-taught class gets more special education students in the general education environment, thus fulfilling the requirement of an appropriate education in the least restrictive environment.
Administration’s Role in Fixing the Co-teaching Problem
- Certify a special educator the same way you certify other teachers: make them pass a test to show mastery of the subject they will be teaching.
- Change the systems to show both teachers as teachers of record.
- Teach general educators how to give accommodations and then give the title of teacher of record to both teachers. Make them officially equal.
- Occasionally have the general education teachers float into the special education teacher’s room.
Special Educator’s Role in Fixing the Co-teaching Problem
- SEs must insist on being part of the lesson planning. It is too hard to teach something you weren’t a part of creating. Once you create with the general educator, you understand the material. I’ve had general educators tell me they already have the unit created; find a way to make it even better and yours. Come up with your lesson for the unit and tell the general educator you will be leading the next day. Eventually you will get the point where you do it together, but at the very least come to the table with your own material and insist on using it.
- Have a discussion with the general educator about how to handle different scenarios in class that are bound to come up. What is the cell phone policy you’ll be using? How will you handle disruptive behavior? This is key so one teacher is not seen by the students as the disciplinarian.
- Find a pair of teachers who is doing it right and observe them. I watched a few different classes to see how they successfully managed it. I had heard of all the different techniques but I was lost in the logistics of it all. This is truly the best way to learn it, in my opinion. How you use both teachers effectively in class depends on the subject, the lesson, the strategies, and so much more.
It’s hard work and it’s usually extra work since two teachers suddenly need to agree and be on the same page about everything they are doing in class. Keep at it. It’s like teaching in general, you get better with experience.
Still a little unsure? Leave a comment!
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I am a teacher who has two co- teachers this year. One in one period and another in a different period. One of my co-teachers has her own classes she preps for and teaches and the other slips into four different classes/subjects throughout the day to co-teach. Neither have the time or a common planning period to sit down and plan each week with me, nor do they have the time or desire to grade or record grades. I like them both and respect them; however, I feel I am marginalizing them because I am at a loss as to what else to do. I include them in discussions in class and try to ask them to do things in the classroom, but I feel as if I am treating them as I would an aide. How do I change this ? They both have many responsibilities outside of my classroom and I hate to ask them to sacrifice their time to plan or grade with or for me.
Author
Hi there,
My apologies for the delayed response. Unfortunately many teachers are in the same position where the special education staff are pulled in too many directions. There isn’t enough time for them to do their jobs (writing IEPs, progress monitoring, contacts home, etc.) while also being a fully active teacher in the classroom (contributing to lesson planning for example). I was in the same position myself when I moved to a new district and I had to unfortunately move back into more of an assistive role as I had many different subjects I was “teaching” and all of my special ed responsibilities. I’ve since switched back to gen ed and have a coteacher working with me. I talked with her one-on-one about how much or how little she wanted to be involved in everything. I emphasized that I knew how much she already had on her plate. However much she wanted to and felt comfortable doing I was good with. I still make sure that even if I fully plan a lesson, I always say “we” when discussing it. What we expect, what we are hoping the students will gain from it, and so on. I feel like that somewhat helps. It sometimes is nice if the other teacher has a set contribution each day that they run. Maybe the warm-up or homework review.
I hope this helps. My email is aburrili126@gmail.com if you want to discuss any further. I answer that much quicker than I do my blog questions.
Take care,
Amanda
Awesome article. I’m reading up on the theory and practice of co teaching and how it best applies to my school. I found it funny the propensity in the article to provide acronyms for things – not sure of the purpose there – but this article has been great to dispel the myths that are unfortunately alive and well that usually diminish the importance of Special Educators or CoTeachers alike.
I’m certified to teach Secondary English and Special Education. I’m hired to be the co-/teacher for 4 ELA middle school classrooms.
This has been the worst nightmare of my life! I’ve been marginalized in all four classrooms and bullied by 1 teacher. I followed all protocols (with SPED supervisors and my principal) for remedying the situation. After 3 months of being daily bullied in front of students who were sticking up for me, I finally raised the issue to my district office. My principal officially wrote me up for going over her head to the district office! The district office manager agreed with her that I was not loyal to the school!
I will never co-teach again. Worst experience for me ever. Students with special needs do not get two teachers… they get 1 and the other is made to stand the wall. This is the same across every classroom.
Author
Sarah,
I am so sorry to hear this. I posted that blog post years ago when I myself had worked in a similar situation though not nearly to the extent you encountered. I know that without the support of the school (staff and admin) what happened to you is inevitable regardless of how hard the special educator teacher tries. I hope you are still teaching though and didn’t let this run you out of the profession.
Take care,
Amanda
Hello Amanda,
I feel like I have done all proactive methods in becoming more involved as an ESE Co-Teacher in the classrooms I service. This is my 7th year teaching; 4th year doing ESE Co-Teach/Resource. I have been in classrooms where I was well-received. My teacher and I were truly a team and this was OUR class and OUR kids. I don’t know if it’s because I’m at a different school or at the secondary level, but the teachers I work with do not utilize me AT ALL. I try to co-plan and my ideas/suggestions are not welcome/not utilized. I try to team teach or provide small group support and I get shot down/not given the room/time to do so. I feel like I’m just a “warm body” and getting “bored.” I’ve been told I have the “flexibility” to pull out…but the only space allotted is too far for transitioning purposes. I’m feeling quite discouraged about co-teaching at my new school and ready to go back to my old school where I know I am more welcome. Please assist if you can. Thank you.
Author
Hi Victoria,
I thought about this response for a few days trying to find the right words and advice. So, here it is. Go back to the old school or find another that does properly utilize co-teachers. I’ve worked at a school like yours and nothing I could do would change the culture of the teacher/co-teacher relationship. I stayed for three years. My last year there was the worst. I used to invite myself to the ELA department meetings because the department chair would never tell me when or where they were. Once, a Google Doc was shared with everyone but me. I spoke up at the department meeting about it and the department chair said I didn’t get the list of summer reading titles “because you’re not part of the department.” My co-teacher was against co-teaching, but she also wasn’t excited about it or willing to put in anything extra to make it work. For example, she didn’t want to plan lessons any differently. She wanted to do exactly what she did last year. If I wanted to plan a lesson that was fine but she wouldn’t be a part of it; it would require extra effort from her and in her mind was reinventing the wheel since she already had all of her lessons from years past. It was mentally exhausting to work there for so many reasons. I left. I’m somewhere much better now. I suggest you leave as well. Unfortunately, my post really only works if the gen ed teacher (and school) is on board with REAL co-teaching as well. Good luck
Coteaching is the worst idea to come along since special education began. Mainstreaming with support and self-contained subject areas are the best ways to avoid all of the problems in coteaching. And these problems impact the students. The field of special education has gone from being a respected field, when I began teaching long ago, to a field slightly above that of an uncertified teacher assistant, EVEN WHEN YOU KNOW THE CONTENT. I’m a real teacher. I’m a successful teacher. I successfully teach, remediate, and mainstream students. Since coteaching came along, students struggle more, because their teachers are rendered ineffective. The attitudes have changed and administrators do not know how to implement coteaching effectively; in fact, most administrators don’t understand what real coteaching is.
Author
Julie,
I could not agree more that the implementation of cotaught classes has been a disaster, at best. Like you mentioned above, very few people actually know how to do it correctly. Ironically, I had a few college courses for my special ed certification that were cotaught; one teacher taught while the other sat to the side and then they would switch positions and the other would teach the second half of the class. It is a significant problem with no quick or easy solution.
I hear your frustration as I hear it from many special educators. In fact, I hear it from many as one of reasons they leave the profession.
I hope that you continue to stick with it.
Coteaching is the worst idea to come along since special education began. Mainstreaming with support and self-contained subject areas are the best ways to avoid all of the problems in coteaching. And these problems impact the students. The field of special education has gone from being a respected field, when I began teaching long ago, to a field slightly above that of an uncertified teacher assistant, EVEN WHEN YOU KNOW THE CONTENT. I’m a real teacher. I’m a successful teacher. I successfully teach, remediate, and mainstream students. Since coteaching came along, students struggle more, because their teachers are rendered ineffective. The attitudes have changed and administrators don’t know how to implement coteaching effectively; in fact, most administrators don’t understand what real coteaching is.