Getting certified to become a teacher is hard work. It involves significant coursework, classroom observations, student teaching, and licensure examinations. Throughout the program, teacher candidates specialize in their area of licensure, such as math, science, or special education. 

One unintended consequence of this specialization is that it can lead us to work in silos. Since our teacher workforce is made up of highly educated professionals who are experts in their respective fields, it is tempting for those experts to work in isolation: “She knows chemistry, so I will let her focus on planning that course,” or, “He is certified to teach students with learning disabilities, so I don’t want to get in the way of his planning for those students.” While this reaction is understandable, current research shows how essential it is for our teachers to collaborate across disciplines so that our students benefit from the expertise of all staff in the building. 

In Marshalltown Community School District (MCSD), we’re implementing this practice in our special education program through two primary actions: co-teaching and Professional Learning Communities (PLCs). Co-teaching is a highly effective teaching model where two teachers plan and deliver instruction together. In special education, this means that a special educator and a general educator teach together. This allows our students with disabilities to be taught inside the classroom with their peers while still receiving the individualized support they need. When we assessed a group of students with IEPs taught in this setting last year, we found that their growth percentile was more than 25 points higher than our other students with disabilities.

PLCs are groups of staff members that come together regularly to collaboratively plan for instruction. This year, our special education teachers are participating in PLCs with their general education colleagues. They use this time to bring together what each of them do best: the general education teachers bring the content knowledge, while the special education teachers bring expertise in supporting students with disabilities. When these educators plan lessons together, the instruction for our students improves significantly. 

At MCSD, we’re fortunate to have high-quality teachers. We have the talent, knowledge, and commitment needed to provide a world-class education to every student in Marshalltown. Through co-teaching and collaborative PLCs, we’re ensuring that we are working together so that our students experience a coherent education that prepares them for life as adults.