Bloomington, IL – The Illinois Specific Learning Disabilities (SLD) Support Project recently delivered an impactful training session for administrators from the Tri-County Special Education Association (TCSEA), focusing on fostering effective co-teaching practices within their districts. Led by seasoned educators Lauren Brewer and Amy Magers, the professional development initiative underscored the critical role administrators play in building capacity and providing robust support for teachers embracing co-teaching models.
The training, an integral part of a broader commitment to enhance all staff and support their professional growth across the district, provided TCSEA administrators with practical insights and actionable strategies. Brewer and Magers, both recognized for their expertise in special education and inclusive practices, emphasized that successful co-teaching extends beyond simply placing two educators in a classroom. It requires a systemic approach, with leadership actively creating an environment where collaborative instruction can thrive.
Key takeaways from the session for administrators included:
Building a Shared Vision: The importance of clearly articulating the "why" behind co-teaching – emphasizing its benefits for all students, particularly those with specific learning disabilities, in accessing the general education curriculum.
Facilitating Effective Planning Time: Administrators were encouraged to prioritize and safeguard dedicated co-planning time for general and special education teachers. This crucial time allows teams to collaboratively design lessons, differentiate instruction, and develop strategies for student support.
Providing Ongoing Professional Development: The training highlighted the need for continuous learning opportunities that equip co-teaching teams with the skills and knowledge to implement various co-teaching models effectively (e.g., "one teach, one observe," "station teaching," "parallel teaching," "team teaching").
Fostering a Culture of Trust and Communication: Brewer and Magers stressed the administrative role in cultivating open communication and mutual respect between co-teachers. This includes providing opportunities for regular feedback, problem-solving, and celebration of successes.
Allocating Resources Strategically: Discussion centered on how administrators can strategically allocate resources, including personnel, materials, and technology, to best support co-taught classrooms.
Monitoring and Evaluating for Growth: The session touched upon the importance of ongoing monitoring and evaluation of co-teaching initiatives to identify areas of strength and areas for improvement, ultimately driving better student outcomes.
Amy Magers, a Regional Specialist with the Illinois SLD Support Project, brings a wealth of experience as both a school psychologist and a special education administrator. Her unique perspective allowed her to illuminate how administrative decisions directly impact the success of co-teaching partnerships, from meaningful evaluations to ensuring appropriate access to a Free Appropriate Public Education (FAPE).
Lauren Brewer, also a key facilitator for the Illinois SLD Support Project, brought her extensive background in supporting educators with professional learning opportunities. Their combined expertise provided a comprehensive and practical framework for administrators to lead their schools towards more inclusive and effective instructional practices.
By investing in this specialized training for administrators, TCSEA, in collaboration with the Illinois SLD Support Project, is demonstrating a proactive commitment to empowering its educators. The emphasis on administrative leadership in building capacity and supporting teachers underscores the understanding that systemic change is essential for fostering a truly collaborative and inclusive educational environment where all students can reach their full potential. This initiative is a clear step forward in the district's ongoing plan to enhance staff capabilities and promote professional growth, ultimately benefiting students with specific learning disabilities and the entire school community.