Communication and Sharing Practices for Co-teachers Cheri Modesitt

1. Communication and Sharing Practices for Co-teachersCheri Modesitt

2. Reasons for establishing and improving communications and sharing between co-teachers: • It’s fair to share the responsibilities. • Auditing procedures mean numerous details must be documented and accurate, and both or all co-teachers need to understand correct practice, so one is not correcting another’s work, and no one is doing all the work (all the marking, or all the SAS, or all the needs analyses or evaluations).

3. We are under increasing pressure to maintain numbers in class, so teachers need to be planning and analysing together to maximise efforts. Two heads can be better than one. • Teachers need to share information about students to obtain the clearest understanding of all students and their needs.

4. Making time to: • work out who will do what, • to look over what your co-teacher is doing • to reflect on your progress together and • to plan the weeks ahead • share the documentation load • can lead to less stress as well as good work practice.

5. There is no doubt that it takes time to talk, write notes and plan together, but I believe the team effort is noticed and appreciated by students. • Students realize they can count on both teachers equally to look after their interests.

6. Practice ideas • Keep a notebook. An exercise book works well. Write in it after your teaching, leaving notes, ideas, suggestions, reminders, etc for your co-teacher. Date the page and use dot points for speed. • Make notes or ticks to your co-teacher in the margins as you read what he/she has written to answer or respond to ideas or comments or to indicate agreement, disagreement or completion of something.

7. Insert various documents and records into the notebook so everything you mention is in one place. • Use ‘post its’ to label documents or leave notes in the roll, or notes on left over work or papers you want returned to Ss.

8. Use email to send messages or pose questions you want your co-teacher to think about before he/she gets back to school. In order for this to work well, you must read your emails regularly. You can read your emails from anywhere if you go to https//:owa.ames.net.au and enter your usual username and password. • Use the telephone and SMS if necessary. Sometimes a phone call is the fastest way to coordinate materials or lessons or clarify a previous decision.

9. Go over needs analysis materials together so you have a clear understanding of what you plan to cover in the term and inform each other and agree to changes you make during the term. • If one of you discovers mistakes or omissions by the other, deal with it promptly and ensure you have taught your partner the correct way. This might apply to the roll, yellow transfer sheets, marking the SAS or any number of required details we have to complete.

10. Sometimes it is best to share modules rather than divide them between teachers. One teacher may not get so tired of a module and students may acquire skills better from one approach than another. It may also allow you to work on a module a bit longer. • Just be sure you are aware of what materials your co-teacher is using.

11. Pass on unfinished material to your co-teacher when it benefits the students to continue the next day. You’re just paying it forward and your day will come to be rewarded with some already prepared materials too! • Take any opportunity to get together for a few minutes in person. This may not happen often, which is one big reason why the whole communication effort is so important

12. Communication and Sharing Practices for Teachers and Counsellors

13. The teacher and counsellor teams • In the new AMEP contract all students will have a counsellor to help them plan the best use of their AMEP entitlement and address any barriers to effective participation.

14. The AMEP counsellor will: • Conduct the initial interview (post ISLPR assessment)  and place the student in the learning activity/ activities that are most suitable • Use the Individual Pathway Guide (IPG) to record goals, plans and progress • Follow up students who are not attending and try and resolve issues that might be affecting attendance • Assist with any settlement issues and referrals to settlement or community services • Develop plans for the next steps for the students out of the AMEP

15. Teachers and counsellors need to share information about students to obtain the clearest understanding of all their students ,their circumstances and needs. • It takes time to talk together but the team effort is noticed and appreciated by students. • They realize they can count on both the teachers and counsellors to look after their interests.

16. Practice ideas • Use email to send messages to each other. In order for this to work well, you must read your emails regularly. You can read your emails from anywhere if you go to http//:owa.ames.net.au and enter your usual username and password. • Use the telephone and SMS if necessary. Sometimes a phone call is the fastest way to communicate.

17. Take any opportunity to get together for a few minutes in person. • Try and make time to see each other : • At the start of term • Middle of term • End of term

18. Now, get the paper cups and string or the old tom-toms and make contact!