Co-Teaching Teams: The thrill of victory, or the agony of defeat?

Zeynep Ozkan • Cahn Fellow 2023

Hudson River Middle School, also known as I.S. 289, is a small nurturing school in Lower Manhattan, serving approximately 250 racially, economically, and academically diverse students. With nearly 25% of our students requiring services for disabilities, I.S. 289 cultivates an environment of collaboration, accessible content for all, and the development of agency for students. I.S. 289 does not track, segregate, or ability-group students. To this end, one high-leverage instructional practice is for two certified teachers to teach a group of academically and socially diverse students. These co-teaching teams of highly qualified teachers, one general education content specialist and one special education learning specialist, combine their expertise to better serve students with diverse needs.

Over the years, the effectiveness of this co-teaching model declined, in part due to changing Department of Education policies and various crises in the public system, including the Covid pandemic. In recent years, the two teachers began to rely on either the one-teach/one-assist model, or small group pull-outs focused on completing assignments (Appendix A). Teachers began to report more interpersonal conflict or lesson planning issues with their co-teacher. We knew that as we climbed out of multiple policy and cultural shifts in New York City, we had to refocus and relearn how to leverage the depth of knowledge from our highly skilled teachers and paraprofessionals. In the Cahn Fellowship year, we began our research by peeling back the layers of how we got here and what it will take to experience again the sense of celebration that comes with strong co-teaching teams who together continue to serve our students exceptionally well.