Effective Teams in Education
Posted by Beth DuBose on Apr 15, 2008
By Maggie Massimore, retired Director of Special Education, Metro Nashville Public Schools
As NCLB and IDEA evolve and bring general education and special education closer to a unified educational system for all, educators and administrators across the nation are struggling to help all students achieve at higher and higher levels.
As NCLB and IDEA evolve and bring general education and special education closer to a unified educational system for all, educators and administrators across the nation are struggling to help all students achieve at higher and higher levels. As I read the literature, note the news articles, and spend time in different states and districts, I see several common themes evident in schools where all students are progressing.
In these, schools, there is strong administrative support and an environment of collaboration and cooperation, of community and of ownership and responsibility for all students. There is no atmosphere “your students” or “my students,” but a theme of “our students.”
Co- teaching and team teaching is practiced, with special and general educators working together in a variety of ways to support the students assigned to them. The benefits for all parties are great. General education teachers gain in their understanding of disabilities and the impact on the students’ instructional and behavioral needs. They become more comfortable with their own skills working with students with disabilities. Special Education teachers gain a deeper understanding of general education curriculum, state standards and the requirements at each grade level. Each member of the team begins to understand more deeply his or her role on the IEP team, and participation on the team becomes more meaningful. The IEP process becomes more collaborative, with each contributing from his or her area of strength and skill. General Education teachers bring to the table their knowledge of the curriculum and the state standards, and Special Education teachers contribute through their understanding and knowledge of disabilities and specialized instruction. Both develop a stronger understanding of how general education students are performing, and how the individual child with disabilities is doing within that picture.
A better IEP is developed with more individualized goals and objectives that are aligned with the state and district standards. The student with disabilities becomes more involved in the general curriculum and in school life in general. Students who are not in Special Education are able to receive more focused, intensive instruction from a teacher who is able to utilize a variety of instructional strategies, and these students often make progress far beyond what they would have with a single teacher working alone. All students benefit from the additional support, and are able to learn from the positive models provided by teachers and a school community that work collaboratively.
Learn more about Facilitated IEP training and Standards Based Goals and Objectives training
About the author
Mrs. Masimore has over 30 years’ experience in the field of Special Education, including serving as Director of Special Education for Metro Nashville Public Schools from 1992 – 2002. Since her retirement she has worked as an Education Consultant and trainer with Spectrum K12 School Solutions.
