Teaching teams are an essential part of the Head Start environment. Head Start performance standards call for two teachers to be present in the classroom at all times regardless of how many students are in the room. We do not combine classrooms to when numbers are low as many childcare centers do to decrease staffing. This makes the relationship between the two classroom teachers incredibly important to the effectiveness of the classroom and ultimately the children's well-being.
I have observed many instances of ineffective, negative, and even toxic relationships between teachers in the classroom. I have observed the negative effects on children and the displeasure of parents at the obvious dislike between the two. I have also observed the amazing effects of teams that just "click." Unfortunately, these are rare. Most relationships (friendships, marriages, parent/child) take work,and we know that. For some reason, many teachers have a difficult time transferring this reasoning to their co-teaching relationship.
I would like to research the link between high functioning classrooms and positive co-teaching relationships and low functioning classrooms and negative co-teaching relationships. The link seems obvious without data to prove it, there is little likelihood that teachers will truly understand the impact. If a link is found between the two, I would use this data to develop training for staff in effective communication, proactive organizational systems, and strength based approaches to working with other adults. This data could also be used to encourage administration to give intentional thought to how they pair teachers together. So many times, two amazing teachers are placed in a room. The two may be great, but they are not great together.
To the best of my knowledge, there is no tool to measure teacher relationships. I would use the ECERS and the CLASS to determine the quality if the classroom and then observe the teacher/teacher interactions using 5 key points.
- Are conversations between teachers with children present strictly related to the task at hand?
- Do the teachers have adequate planning time?
- Do the teachers spend that planing time together?
- Do the teachers use that planning time to reflect, plan, and prepare?
- Do the teachers have and understand their roles in the classroom?
I would prefer that there be a better way to measure this other than just "yes" or "no." I would have to give this more thought and possibly develop a tool to measure productive teacher relationships. If anyone has any additional thoughts or ideas about this, please share. Also, share your stories of positive or negative co-teaching or lead/assistant relationships that you have had. We ALL have stories! Here is mine:
I had a really effective relationship with a co-teacher just before I moved to administration. It was magical, and the children shined as a result. She is now one of my leads but has struggled to recreate that relationship with another person. My experiences with watching her struggle, as well as many other teams, are the inspiration for this research.
Hi Rebecca
ReplyDeleteI found your research topic very enlightening, not only because I work for a head start program, the working relationship between instructional teams are crucial, in that we spend the majority of our time in the classroom together long after the students are gone, planning and collaborating. Our program is located in a public school and it's almost a taboo that my co-teacher and I have a phenomenal working relationship that is based on mutual respect not only for each other, but also for the children and families that we work with. Sadly, rather than embrace our working relationship, our district coaching team, feel that my co teacher role should be defined to basically clean-up and behavior monitoring and does not understand, how or why I seem to be willing to share the spotlight as they see it. I guess I value and appreciate a great teaching team, as a former director of a center based program, one of the things I was often confronted with was teachers not getting along because they felt that each had a designated role, where as I saw it as a team effort, and that they were all teachers. I look forward to learning more about your research process through your blog.
Hi!
ReplyDeleteI would also say that the link DOES seem obvious, so that is very unfortunate that having teacher partnerships be positive and strong isn't a criteria or measured in any way. I applaud you for taking the initiative to even consider creating some sort of tool. There is plenty of research on the power of relationships and child development as well as the power of adult modeling to children. I did a quick search on your specific topic and Yes, unfortunately, there isn't anything specific. So I very much look forward to coming back to your blog every week!
ReplyDeleteHello Rebecca,
Lovely Blog! Much agreed with having a team that is able to build and communicate effectively to benefit the job at hand. Two people that are able to work together is important and satisfying with a job well done.
Melodi Cashio