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While co-planning with an associate I relied heavily on their experience in order to be successful. I felt I could not succeed without direct instruction, and step-by-step expectations. One day, he said "there is no right way to do this - you can make it up as you go along!". I found it incredible liberating to know that he had gone through the same process that I was undertaking. Freedom to do things my own way, with some guidance, helped me build confidence in a role I was unsure of. The end result was something we were both proud of.

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When co-planning with my Associate Teachers, I found that they placed a huge amount of trust in me to experiment with teaching strategies, activities and lessons. With this trust, I was able to take risks and make mistakes which allowed for open and honest conversations to improve on in the future. Furthermore, with this trust, I could feel confident stepping into someone else’s classroom and taking on the responsibilities I needed to.

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While teaching with the LINC program, I was able to work together with my supervisor to learn and implement Portfolio Based Language Assessment. To do this, I had to open my class to observation, share my resources, and be receptive of constructive feedback. Without trust, I would not have been comfortable sharing what I considered to be my next steps. If not for the mutual respect that we had for each other, the productive discussions that led to my deeper understanding of PBLA would have broken down. In the absence of integrity, I would not have held myself to account and used the feedback I was given.

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In co-planning with a previous associate teacher, she was able to provide me with consistent positive feedback that allowed me to build on lessons and teaching. This also allowed me to reflect on my practice and determine what needed to be worked on and what has been successful so far. She also provided me with excellent resources that I would not have known about without her sharing them with me.

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While co-planning this past year, one positive norm that existed was being able to discuss our current issues with each other and offer solutions. If I was having a hard time teaching a concept I would explain my situation to my co-teacher and she would always give me examples of how I could work to solve the problem. This was a great partnership for me as it was my first year teaching math. I learned so much from my fellow teachers!

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While co-planning with a peer the one positive norm that sticks out to me was that we always tried to ensure that we collaborated and informed each other on most aspects of our daily lessons beforehand as a means of assisting and bettering our lessons for the students. This allowed us to assist when it came time to answer questions or to guide discussion. We were open, honest and professional with our criticisms of our plans and worked together to make our lessons the best we could.

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When I taught middle school English in South Korea, I was partnered with Korean teachers in all of my classes.  While I was responsible for the bulk of the lessons, I had to make sure that my co-teachers knew my lesson plan, and knew how to contribute to it.  We had to be trusting that we would each know our role in the lesson, and this meant that reliability and a shared vision of what students were meant to achieve in each lesson was important.

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One norm that existed while co-teaching was support for one another. From the very beginning, my teaching partner and I would always “check-in” to see how things were going and if the other person needed support in anything teaching related. Constant communication was key to our success!

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When co-planning with my associate teacher, we made sure there was continuity between the lessons that she would teach and the ones that I would handle. This way the students would be able to transition smoothly between teachers and the different teaching styles wouldn't throw them off.

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When co-planning with my teaching partner a positive norm that sticks out to me was reliability and trust. If my teaching partner needed something, she knew she could depend on me and visa-versa. If one of us was absent, we weren't afraid to ask for help, provide support or share concerns.

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When co-planning with my teaching partner, a positive norm that guides our discussions is students’ well-being and learning – like Reese mentioned. We want to continue building that rapport with our students and have them succeed. My colleague and I try to align the pacing of our units to make sure our students are given ample time to make connections, analyze, and problem solve, without feeling rushed.

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When co-planning with colleagues a positive norm that guided our conversations was a shared commitment to student well-being and learning, expressed through professional judgement and empathy.

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When co-planning with my associate teacher, we both made sure there was consistency in our class structure and ample time provided in the math lesson to allow students to make connections and communicate their ideas. We followed the same lesson plat format, the 3 part math lesson.