Co-Lead Teaching offers a way to inspire and energize teachers.
so special. When we got to see the Co-Lead Teachers in action, we were more than impressed. They made learning fun for all and gave the boys the confidence to learn and grow so much this past school year.” Brooke’s son, third-grader Weston, said, “(My Co-Lead Teachers) were fun and they were really good teachers and got to teach at the same time. Like if we were playing a math game, they would both be able to play with us while they were instructing.” From a teaching perspective, the outcomes are clear. Teachers teach better, teachers get to know their students better, teachers are able to interact with their students in smaller groups, teachers are invigorated by their collaboration, and we can attract and retain better teachers because Co-Lead Teaching offers a way to inspire and energize teachers. Second-grade Co-Lead Teacher Ms. O’Brien reflects that Co-Teaching has improved every facet of her teaching because “I am accountable to the boys and Kelli (Rieger). It elevates what we are offering.” Ms. O’Brien cites more creative and meaningful projects, more student-centered work, better use of technology, and a more refined reading program. She reflects that Co-Lead Teaching has made her a better teacher: it has “renewed my excitement” and “it is a joyful experience.” Additionally, Ms. O’Brien refers to Co-Lead Teaching as “courageous learning,” because a Co-Lead Teacher is always seeking to improve and be a better teacher. Co-Lead Teaching requires a growth mindset that is modeled to the boys every day and seeps into the entire school culture. Looking forward to Co-Lead Teaching in kindergarten this year with Ms. Gelb, Ms. Johnson says, “It’s so much fun to work with Emy because she has wonderful ideas that are connected to her experiences in the classroom and as a student. Because there are two of us, not only will there be new ideas, but we will actually have the (wo)man power to get them done.” Ms. Juergens sums up the opportunities of Co-Lead Teaching: “You have a peer with whom you can work alongside as you assess, plan, and get feedback. You can obtain real-time data by asking your partner: ‘Check how many times I do X, Y, or Z,’ or ‘Watch this boy while I’m teaching.’” Teachers improve their craft and students receive the benefits. Just as important as teachers’ ideas is a teacher’s understanding of her students. Ms. Juergens says: “With two different teachers and two different teaching styles, you can better meet the boys’ needs. You can give every child what he needs. Co-Lead Teaching is one of the most effective ways to make it happen.” Ms. Johnson is thrilled to offer more differentiated instruction. She says, “With two teachers in the room who both understand the curriculum and the students, we can really
reach everyone. Classroom management is so important for the functioning of the class. With two teachers, we can meet with small groups of students and tailor our teaching to meet each student where he is.” First-grade teacher, Ms. Murray, is excited about her recent transition to Co-Lead Teaching with Ms. Drake this year. She says, “The greatest benefit to students is that both teachers use instructional time to work with boys in small groups. The lower student-to-teacher ratio creates a more individualized approach of content and skills, helping each boy meet his learning goals.” As Ms. Juergens says, “Differentiation in the classroom is frequently spoken about, but is harder to execute. The Co-Lead Teaching model allows Cathedral teachers to make it happen.” The boys who require more recursive review receive it, and the boys who are ready to go deeper can also do so. Fifth grader Willem told his mother that he “appreciated that teachers could balance their work load between each other. It gave them the opportunity to give extra attention to students who needed it while at the same time, the other students could keep up with the curriculum.” The invigorating collaboration of Co-Lead Teaching and Cathedral’s institutional support for the program is a draw for teachers. In a city like San Francisco, where cost of living HOW DOES CATHEDRAL HIRE A CO-LEAD TEACHER? BY KATE JUERGENS Hiring is critical, especially in support of the Co-Lead model. I consider many factors when hiring, including experience, teaching ability, communication style, and potential for professional growth. Perhaps more than any other factor, however, I look for candidates who are committed to collaboration, creativity, and innovation, as these tenets are fundamental to Co-Lead success. Because Co-Lead Teaching requires teachers to work so closely together, personal connection is also important. Therefore, when possible, I ensure that teachers for whom we are interviewing a Co-Lead partner are actively involved in the hiring process. Patience is critical and I have been selective as I have hired. I have paused the growth of the program when I didn’t find the perfect teacher for which we were hiring. As we’ve seen over the past seven years, when the fit is right, the teachers soar.
First-grade boys enjoy group storytime and later break into smaller reading groups led by Ms. Murray and Ms. Drake.
wind up siloed and disconnected. Even two teachers teaching in the same classroom can operate in very separate spheres, missing out on important aspects of their students’ experi- ences. By sharing space, time, and resources, teachers can truly collaborate and assess the students’ learning. However, Ms. Juergens knew that just pairing two exceptional teachers wouldn’t be enough. Successful Co-Lead Teaching requires institutional support, too. The Co-Lead Teaching would require intentional scheduling to ensure that the teachers could work together several times a week to plan, reflect, and assess. Ms. Juergens added monthly meetings to provide time for teachers to work on their partnership and communication and to look at different instructional models of Co-Lead Teaching. There’s no question that the Co-Lead Teaching model is a more resource-intensive model. So, the obvious questions are: How do we know it’s working? What are the outcomes of the investment in Co-Lead Teaching? In the second grade, students are hitting their “benchmarks” very quickly. For the past two years, all second grade students ended the year reading at or above grade level. Educational Records Bureau scores (ERBs) have been up in the third grade for the past three years (third grade
is the first point at which standardized testing is administered at Cathedral). But, like much of teaching, if you try to reduce “outcomes” to numbers, you will inevitably be disappointed. They simply don’t tell the full story. The qualitative feedback from parents, boys, and teachers fills in the gaps. Parents of students who had had one of the Co-Lead Teaching partnerships told me time and time again how happy their sons had been with their Co-Lead Teachers. A few parents pointed out that with two Lead Teachers, there was that much greater a chance that their son would connect with one of the two teachers, ensuring a happy year of learning. Parent Linda Mathews mentioned, “I think one of the benefits is the kids experience two different teaching styles and develop strong relationships with two head teachers who know the child well.” That connection is where the magic happens in a classroom. Parents and students see the results in slightly different ways, but parents and boys often reference “fun” as their assessment of a great year. Parent Brooke Kruger said; “The Co-Lead teacher model was absolutely great for our son. We know that both the teachers’ energy, attitude, camaraderie, and individual and small group attention helped make his second-grade year
18 | CATHEDRAL SCHOOL FOR BOYS
FALL 2019 • RED & GOLD | 19
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