Published on Real Clear Education, February 15, 2017, by Multi-Classroom Leader Frank Zaremba
When I became a multi-classroom leader for the exceptional children’s (EC’s) team, I expected to be able to use my 15 years of experience as an EC teacher and dean of students to coach teachers, especially special education teachers, and help them grow.
But I quickly discovered that the people who needed support the most were the general classroom teachers who needed to know how to work with students with disabilities when an EC teacher couldn’t be in the room at the same time.
What was the key to getting everyone on the same page and making terrific progress? Scheduling.
With the implementation of “inclusive practices”—in which a general education and special education teacher instruct students with and without disabilities together in a general education classroom—teachers must collaborate more than ever. Scheduling can help or hinder that collaboration, with big implications for student learning. Read the full column…