Making the Shift to a Co-Teaching Model of Instruction: Considering Relational Trust as a Precursor to Collaboration
Collaboration among teachers is necessary for school improvement efforts. In the case below, a high school shifts its instructional model to include students with disabilities in general education classes. The school needs to raise state test scores for students with disabilities and hopes this instructional change will help. To implement a full-inclusion model, general education and special education teachers will be assigned to teach classes together as co-teachers. Co-teaching, however, is a collaborative model that requires relational trust among colleagues. Leaders are encouraged to consider how developing trust for collaboration may be difficult during times of school improvement.
Vostal, Meg; LaVenia, Kristina N.; and Horner, Christy Galletta, "Making the Shift to a Co-Teaching Model of Instruction: Considering Relational Trust as a Precursor to Collaboration" (2018). School of Educational Foundations, Leadership and Policy Faculty Publications. 11.
Journal of Cases in Educational Leadership