| Even though it has been around for decades, | | | | communication by the administration and among |
| coteaching is now emerging as one of the most | | | | the faculty during the implementation process. |
| popular buzzwords in education, specifically at the | | | | Secondary teachers do not know what the term |
| high school level. It has been a proven strategy in | | | | coteaching means; let me repeat, secondary |
| the elementary setting, and now secondary | | | | teachers do not know what the term coteaching |
| administrators are beginning to utilize the | | | | means. Most high school teachers that teach in an |
| philosophy to improve instruction and reap the | | | | inclusionary setting view coteaching as the |
| same benefits that surfaced in the elementary | | | | content teacher leading the lesson and the special |
| schools. The problem with coteaching in secondary | | | | education teacher combing the classroom trying |
| schools is the same with most elementary school | | | | to assist in the lesson. Any elementary teacher |
| philosophies that are forced into the high school | | | | would be able to point out the giant flaw in that |
| ranks; teachers are not ready or willing to accept | | | | system; but elementary teachers have been |
| the change and the administration assumes that | | | | trained and they have already adopted the |
| they are, and there is insufficient training before | | | | philosophy. |
| the philosophy is applied. | | | | Coteaching candidates at the secondary level |
| Teaching is an isolated profession, especially at the | | | | should be given time before the school year |
| secondary level. Programs such as grade-level | | | | begins, preferably at the end of the previous |
| teaming and team teaching have only recently | | | | year, to actually learn and understand the material |
| penetrated the walls of American high schools. | | | | on coteaching. They should utilize videos of high |
| High school teachers have stereotypically | | | | school teachers using a team teaching approach |
| developed a possessive mentality over their | | | | on actual high school students. They should be |
| classes and, rightfully so, have become defensive | | | | informed of the benefits of coteaching by real |
| to change, especially when change involves | | | | high school coteachers and high school students. |
| relinquishing control of a classroom. So when | | | | They should be able to voice their concerns |
| coteaching is suggested, most high school | | | | openly, without fear of criticism, before they |
| teachers are reluctant. That is a constant that is | | | | actually begin the process of coteaching. Informing |
| not going to change; what needs to change is the | | | | the faculty, however, is not the end of the |
| approach taken by administrators in the | | | | journey but rather the beginning. It is the most |
| implementation process. | | | | vital step in the process. |
| If coteaching is going to be a direction that a | | | | When done well, coteaching may be the answer |
| school district takes, the teachers need to be | | | | to motivating students, raising test scores, |
| informed about the implementation, strategies and | | | | motivating teachers, and reducing behavior issues. |
| benefits that accompany the coteaching | | | | The solution to successful coteaching strategies at |
| philosophy. Pairing teachers strategically and | | | | the secondary level does not reside solely with |
| applying effective strategies are aspects of | | | | the teachers; the solution is in the conveyance of |
| coteaching that need to be addressed, but the | | | | the information. Coteaching is too valuable an |
| point of this article is to elicit the value of | | | | asset to be lost to a stereotype. |