![]() The most straightforward solution is to increase school funding so schools can hire more teachers to share the teaching workload. But the only solutions with any hope of lasting will be those that can break the constraints on teachers’ time. Then, when teachers are overwhelmed by their myriad responsibilities, attempts at collaborative teaching often regress into isolated teaching practices.Īre there ways for team teaching to overcome these challenges? I believe so. In contrast, because team teaching moves away from compartmentalized structures towards more fluid approaches, it demands more time for coordination. They create buffers and predictable interfaces between different teachers’ classrooms by keeping classes compartmentalized and making the handoffs between classrooms clear. Many of the features of conventional schooling-like course sequences, credit hours, class rosters, bell schedules, and classrooms separated by walls-serve to reduce the need for coordination among teachers. But in order for the organization to survive, the priorities that evolve within the organization to guide resource allocation decisions must ensure that any new innovations the organization considers pursuing will conform to its cost structure.ĭrawing on the insights of these scholars, my sense is that team teaching doesn’t stick because it violates the practical constraints on teachers’ time. Christensen posits that new organizations set out to assemble resources and processes in service of delivering envisioned value propositions. This idea dovetails with some of Clayton Christensen’s observations about organizations in The Innovator’s Solution. Labaree makes the case that “the most deeply entrenched school practices - the ones that have proven to be hardest to budge, like age-graded classrooms and teacher-centered instruction - strike a balance between what we want our schools to do and what those schools can realistically accomplish.” By implication, practices that struggle to gain traction-such as team teaching-fail because they don’t maintain this balance between goals and practical constraints. In a recent article for Kappan, education historian David Labaree offers a compelling explanation for why conventional approaches to classroom instruction are hard to change. ![]() So, why hasn’t such a promising practice truly taken flight? ![]() As Cuban suggests, team teaching has long been seen as the antidote to the inflexible, individualistic teaching within age-graded, self-contained classrooms. Education historian Larry Cuban, in a blog post from a few years back, traced the ebb and flow of enthusiasm for team teaching from the 1950s to the 1970s. Yet, despite the potential benefits of team teaching, it’s a practice that has struggled to gain widespread adoption, even though it’s been around for decades. I struggled as a first-year teacher, and I would have relished the opportunity to work side-by-side with more experienced teachers so I could observe their methods and have a second adult present to navigate difficult classroom situations. Elizabeth Warren, and Mary Bono.For a number of years, I’ve been encouraged by one potential solution to this challenge: team teaching-in particular, the Opportunity Culture work by Public Impact found in hundreds of schools, or ASU’s Next Education Workforce initiative. She has made her contributions mostly to Democratic and special-interest groups, such as Sen. She has also contributed upwards of $280,000 to political candidates since 1992. Cafe.” Heather is involved in several reputed organizations as she serves on the advisory boards of the Rape Foundation and Amazon Conservation Team. Heather, along with her husband, Skip Brittenham, are the hosts of a monthly fund-raising breakfast gathering at their home in Santa Monica, California, which is known as the “L.A. She left acting in 1988 as she was getting bothered by stalkers, and she wanted to focus on her family and explore writing. In 1987, she had a supporting role in the TV film, “Ford: The Man and the Machine,” where her performance was appreciated. She has appeared in various films, and her first film was “Zapped!” (1982). However, she became addicted to cocaine during this time and, as a result, entered rehabilitation in the mid-1980s. Heather Thomas’s career began at the age of 14, when she became one of the hosts of the series, “Talking with a Giant.” In 1978, she appeared in the popular sitcom, “Co-Ed Fever.” She then had a starring role in the popular series, “The Fall Guy” (1981-86), which brought widespread recognition and remained the most popular role of her career.
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