The 8th post of my Summer Teacher Innovation Series comes from another ELA colleague, mentor, and friend, Nadine Bell. Nadine has been teaching nearly 30 years and shows zero signs of slowing down! I had the pleasure of working closely with her the last two years, working alongside her on the 9th grade ELA course team and as regular collaborator for academy-related planning. Nadine is everything you would want from a veteran teacher–knowledgeable, collaborative, wise, and reflective. She also breaks all the negative stereotypes often unfairly lobbed at veteran educators. As you will read in today’s post, she hates the idea of her practice being left to stagnate, so when you come to her with a harebrained scheme of how to start changing a few teaching paradigms in your school building, well, she says ‘yes!’ The practice Nadine shares today is hopefully the shape of what is to come in our schoolhouse where teachers bring classes together to co-teach content based on those teachers’ strengths. I am very excited to share this post. Enjoy!
Previous Series Entries: Part 1 // Part 2 // Part 3 // Part 4 // Part 5 // Part 6 // Part 7
by Nadine Bell
Jeff Spence is the former COO and president of Innovolt, a specialty company who patented intelligent electronics management technology, and current CEO of NexDefense, and is an expert on facilitating collaboration as a business model in the corporate sector. As I listened to Spence share his partnering with Gwinnett County Public Schools to introduce this model into the classroom, I couldn’t help but think this is what should be happening in the co-taught setting (the least restrictive environment for a special education student where the general education teacher works with a special education resource teacher to meet the needs of a student(s) Individualized Educational Plan (IEP). However, anyone who has been in the classroom for any length of time and had the opportunity to have a co-taught class knows that typically, at least at the high school level, the general education teacher provides the instruction and the special education teacher is often simply a behavior monitor at least and at best a teacher who will initiate small group instruction as a form of remediation or ensure compliance with small group testing. Of course there are exceptions, but generally speaking, seldom is the co-taught classroom one of true collaboration. Continue reading