Who is in the Classroom? Collaborating with Classroom Professionals

Get to know the classroom professionals you may meet Integrated Co-Teaching (ICT) classrooms, and explore ways to communicate, engage, and collaborate.

Who is in the Classroom? Collaborating with Classroom Professionals
  • Getting Started
  • Planning
  • Classroom Partners

Who is in the Classroom? Collaborating with Classroom Professionals

Try

Take a few minutes at the top of the class to check in with all Classroom Professionals, sharing expectations for activities and how they can support you and the students.

Gears representing Learn Learn

All of the adults’ names and their roles in the classroom.

Try

Offer moments of leadership to Classroom Professionals to model or lead a small group.

Remote Teaching and Learning Tip:

You may also encounter additional support and caregivers while working on digital platforms. Engaging your support team on digital platforms can require additional preparation and tactics. To learn more, check out our resource for Who is in the Virtual Classroom? Online Collaboration with Classroom Professionals.

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Diagram of Play 1 Set-Up. Students at five tables, teachers and TA together in front of tables, Paraprofessionals behind.

Image Credit: Adriana Guzman

Play #1

This model is recommended for a team that is excited to facilitate with you, but has NOT reviewed your lesson closely.

In this model, both Teachers join you in facilitating your lesson. This is an ideal model if you find yourself with Teachers who demonstrate an interest in being involved during your pre-residency planning meeting.

  • You still carry most of the content sharing, demonstration, and instructional part of the lesson.
  • Then invite specific Teachers to take the lead at different moments, by demonstrating as models, clarify or translate, write directions onto a chart paper or board, distribute materials, group students, document, lead clean up, etc.
  • Paraprofessionals with individual students can focus on supporting them with the lesson and the Classroom Paraprofessional can float between students who need support.
  • The Teachers can bounce off of you and add additional guidance. All of you work the room and address potential student needs that may arise.
Diagram of Play 2 Set-up. Students in two equal groups, one teacher and paraprofessional with each group. TA and classroom paraprofessional in center of room.

Image Credit: Adriana Guzman

Play #2

This model is recommended for a team that has time to review the lesson plan beforehand.

In this model, the Teaching Artist delivers enough of the lesson to get started, then one Teacher works with half the class and the second Teacher works with half the class, using the same lesson for each group.

  • You will take on the role of the floater and provide support if needed, or observe, document, or fill any other need.
  • Then you continue to deliver instructions or check in with the entire class during particular periods of the lesson.
  • Paraprofessionals with individual students can focus on supporting them within their groups and Classroom Paraprofessional can float alongside you.
Diagram of Play 3 set-up. Students spread out, TA at front of room, teachers and paraprofessionals behind student tables.

Image Credit: Adriana Guzman

Play #3

This model is recommended for a team that has NOT had much time to review lesson plan beforehand and is less enthusiastic about participating.

In this model, you will be the lead educator, Teachers will take on the roles of assisting or observing.

  • As the lead, you will present and facilitate the lesson.
  • One Teacher will be your assistant, supporting you in transmitting information, instructions and answering any questions that may arise.
  • The second Teacher will be the observer, taking notes during discussions, or photographing the lesson as well as observing the level of student engagement and providing support if needed.
  • Paraprofessionals with individual students can focus on supporting them with the lesson and Classroom Paraprofessionals can float amongst individual students who can use assistance as well as support the Teaching Artists.
Diagram of Play 4 set-up. Students in two groups. TA and one teacher with larger group, second teacher and paraprofessionals with smaller group.

Image Credit: Adriana Guzman

Play #4

This model is recommended for a team that has NOT had much time to review lesson plan beforehand.

In this model, after you introduce the lesson, the Special Ed Teacher will add specific strategies for some students to work on the lesson then focus on working with those students.

  • Your role is to work with the remainder of the students.
  • The General Education Teacher will assist you and can provide extension activities for students who may need them.
  • Paraprofessionals with individual students can focus on supporting them with the lesson and Classroom Paraprofessional can float amongst individual students who can use assistance.
Diagram of Play 5 set-up. Students at three tables; teachers, TAs, and paraprofessionals split between the tables.

Image Credit: Adriana Guzman

Play #5

This model is recommended for a team that has time to review the lesson plan beforehand, and is hands-on with their students and your art form, or a class that would benefit from small group work.

In this model, all Teaching Artists & Classroom Professionals work with their own with a small group.

  • Since the Classroom Teachers have familiarity with their students, they facilitate breaking up the room into three or four groups and assign an Educator to each group.
  • Each Educator delivers the lesson to their group and is responsible for the lesson and the group for the duration of the session. In these groups, students may complete an entire lesson, or could rotate between Educators. You may want to provide written instructions for each educator to follow. Alternatively, you can first go over the directions as a full group before breaking into small groups.
  • The Classroom Paraprofessional can float amongst all three groups or lead a fourth group.
  • Paraprofessionals with individual students can focus on supporting them with the lesson in their group.