Partnering Well with Special Area Teachers

I am one of those teachers who never considering any other career. Each Christmas I would ask Santa for new erasers for my chalkboard, REAL teacher editions (big dreamer here), and new fresh blank grade books where I could write my imaginary class rosters and grades. There was never any other option for me when it came to what I was put on this earth to do! The walls in my childhood bedroom were covered with worksheets of MLK and anchor charts I copied from my teachers’ lessons that day.

I ended up doing a year of student teaching at the end of my college career and landing a job in the same district I attended – teaching 6th grade. We were a k-6 school, so I had a general education classroom full of the best 11 and 12 year olds you could possibly imagine. I always thought I would teacher younger kids, but the magic of 6th grade is something I would unpack in my first 4 years as a teacher. This age is so fabulous because they are starting to really figure out who they are as an individual, but also love their teachers and learning – at least for most of the school year! I learned in my first role that I loved the idea of personalized learning and technology integration. This was well before each student had a device in their hands. After I had written a grant for a class set of iPads and really found my niche as a tech loving teacher, I started to explore more options when it came to teaching roles. I was offered an interview for a “library” job. With this interview came an article from administration that exemplified the idea of the 21st century library and how they wanted to transform the space and learning for their school community. This was extremely intimidating for a young fresh teacher who only held an elementary education bachelor’s degree. I landed the job with my lofty ideas on project based learning and creating an environment based in the idea of “making.” I have held my current position for the last 6 years. I teach all the students in the school for their library/stem special each week. We call it the Learning Commons, where they come to experience the adventure of books in our library and the freedom to create in our STEM based Makerspace.

The schedule that our school currently follows does not allow a ton of time for collaboration between the specials teachers and the classroom teachers. Teachers’ PLC time is during their specials time. Grade level teams will meet while their students are attending our specials classes. While there are not formal meetings to engage in teacher collaboration, conversations are constantly taking place. I am often working on projects with teachers or grade levels if they are trying to integrate more technology or want a different perspective on their plans. I have also helped teams integrate more STEM into their current curriculum. While formal meetings are few and far between for special area teachers to collaborate with classroom teachers, we still make it happen! When it comes to collaboration with special educators I often try to make myself a sponge. I try to soak all of their genius up every chance I can get. I remember taking ONE special ed class in undergrad. Yet, I teach special education students all day long. I am not traditionally trained in special education, so the more I can talk to the professionals in my building the better. I am constantly observing, reaching out for guidance, and doing my best to make teacher collaboration a priority so we can leverage my expertise of teaching in a not-so-traditional space with the needs of ALL students.

The most important thing a specials teacher can do is advocate for themselves and their students. Special educators are no stranger when it comes to advocacy. It was really important for me to realize and acknowledge that I may know my SPACE and my INSTRUCTION best, but my special educators are the pros when it comes to their students and strategies that work with them. It is my job to take their guidance and make it work for the instruction I am offering. Students are not used to 3D printer, robots, and laser cutters in their traditional classrooms. It is my job to make these tools accessible to all students with the knowledge I am able to gather about best practice in Special Education with my colleagues. Being honest with yourself and others is key. I feel safe enough to go to my coworkers and say “I have no idea what I am doing,” which is so incredibly important. From there we can work together to create teacher collaboration magic. We CAN make 3D printing CAD software work for our non-verbal autistic students – which is pure magic in itself! As far ask hacks… let me know if you find any – ha! Often I find myself just chatting in the hallway because there are already so many things on everyones’ plates.

We have an autism program in my building where students come to me with their general education classrooms as well as a separate time with their self contained classmates. It was very challenging in the beginning for me to separate these two times and provide opportunities for them to explore tools safely in the two very different environments. Something that will seem SO simple to special educators was the biggest A-HA for me. I know it goes both ways, and that’s the absolute gift in teacher collaboration. During our time I would have mini schedules created for students. Using your oh-so-lovely velcro (new to this non special educator!) I would switch up what their schedules looked like when they came to me each week. Moving from station to station was supported with their mini schedules. Again, so simple to you – but such an important integration for me that I did not even think of within my block of instruction. I then started to include a visual schedule for ALL students during their LC time. Now when students enter my class they see what they will be doing that day in text accompanied by drawings that show a visual schedule of what we will be doing. I use my school supply clipart to lay these out!

You are the pros! Remember that one SPED class I took when I was 18 freshman year in college? Yup, that was it.

Whenever I enter a conversation with another teacher I always ask “What do you need from me” or “How can I help?” If a teacher is not able to verbalize this then we take a few steps back. Often times I am not even sure what I need so I will ask to come observe. I will learn so much just by watching students interact with their teachers. Then I can place their visuals, strategies, or language in my space and they can help me implement these practices. The power of vulnerability and sharing is how we become better teachers and grow.

Tell me about your kids! First and foremost I want to learn about what they like and what they don’t like. I want to know how I can connect with them because relationships come first. After we have that conversation we can talk behaviors, functions of behavior, and strategies. Relationships are first, so your guidance in building a relationship with your students is number one. IEP quick takes are great – but the teacher collaboration conversations about your students and what makes them, THEM, are really what I am interested in. Also visuals… anytime you can help us with visuals is always a bonus.

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