Students in Mary Peters’ third-grade class are learning math patterns and eagerly raising their hands to identify them reflected on the smart board at Discovery Community School. Next walks in co-teacher, Emma Olesen, and the lesson switches to language arts.
Co-teachers Mary Peters and Emma Olesen sit in front of the class to gear up the kids for the day’s lessons: alliteration, art, science, plural nouns and journal writing. The word of the week is cooperation.
Peters says to the class, “Alliteration is the repetition of a beginning sound in words. Has anyone ever heard the saying ‘Peter Piper picked a patch of pickles?'”
Peters reviews examples of alliteration and then splits the class into two groups–one group with Peters and one with Olesen. Students then take turns discovering alliteration within their poem. Next, they turn to their neighbors to talk about the author’s point of view in the poem, allowing both Peters and Olesen the ability to walk around to all of the students within their groups to ensure they are on the right track.
Soon, it’s reading time and Olesen takes a small group into another part of the classroom. There they practice writing words with silent E’s before reading those same words in their books. Meanwhile, another small group works together at a corner table while others read individually at their desks. Students’ pace, skill level and style of learning are taken into account during this time, and by doing so, each student is afforded the extra help or challenge he or she needs.
What is the difference in this classroom compared to others? It’s called co-teaching and it’s a dynamic teaching strategy in St. Cloud Area School District.
Co-teaching is defined by two or more people sharing instruction, planning and evaluation in a classroom to increase student success. It also brings collaboration from diverse backgrounds, interests and knowledge into the classroom.
“It’s [co-teaching] an integrated service model,” explains title programs director, Pat King. “It’s able to support regular education, English language and special education in one block. Teachers co-plan and co-teach.”
King gives an example of the story “Frog and Toad.” Teachers do a 20-minute mini-lesson. They cover content and language. They compare and contrast, so each teacher takes a stance for Frog and Toad, and they make it fun.
“The kids like the interaction with two teachers,” says King.
In addition to Discovery, co-teaching is currently implemented at Talahi Community School, Madison Elementary School, Lincoln Elementary School, North Junior High School and South Junior High School. Oak Hill Community School, Apollo High School and Tech High School are just starting the process.
In 2017, District 742 was awarded a $900,000 W.K. Kellogg Foundation Grant for Discovery and Talahi that helps to fund the co-teaching model. The money is also helping to expand Parents in Action, increase family engagement and summer programming.
“The grant really helps us to go deeper and more meaningful on the things we are already doing,” says King.
“I’ve been co-teaching for a little over two years now,” says Peters. “It’s nice to have the support of another colleague in the room. When you do parallel teaching, you get more kids involved in the lesson and participating. It’s also nice to pull for skill groups. I can focus on these learners and Ms. Olesen can focus on her group. It’s easier to meet their needs.”
“I have two teachers for part of the day,” says Alonzo Hester. “My favorite part of having two teachers is that they can help me if I have a problem.”
Whether these students realize it or not, Peters and Olesen demonstrate the word of the week, cooperation, every day in their classroom. Co-teaching is giving District 742 students a step up in the right direction for success today and tomorrow.