Creating Exemplary Literacy Classrooms Through the Power of Teaming

Abstract

This article explores the potential of a partnership between general teachers and special educators in relation to developing exemplary literacy classrooms. The focus is on how these partners can collaborate effectively to create a classroom literacy program for all learners. Successful teaming practices are highlighted, including the development of shared knowledge and beliefs about literacy learning and fundamentals of teacher collaboration. An example of a partnership between fourth-grade teachers offers ideas for coordinating schedules to maximize teaming opportunities. This example also describes steps teacher-partners can take to plan a comprehensive classroom literacy framework, and ways they can work together to identify and provide appropriate levels of challenge and support for diverse learners. Two students are profiled within the example (one with a mild and one with a significant disability). Descriptions are offered to illustrate how these two students participate in various classroom literacy routines and how their teachers work together to address their individual literacy goals and support needs. We do a lot of give and take. It just works out well. Plus, we do see a lot of results—we see a lot of growth. And that's what's so exciting about it. I think children feel better about themselves too, because they aren't getting pulled out. We had to work out a schedule that was going to work for the kids. The kids are our first priority. Kathy, third-grade teacher