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After I interviewed the three teachers I sat down and analyzed their responses to look for patterns. Even though these teachers work in different schools and different districts I found it interesting that many of their answers were very similar. For example, when it came to the definition of co-teaching each teacher said in one way or another that co-teaching is when two teachers work together to teacher a group of students. This shows me that teachers are aware of co-teaching and how it works. Another pattern I noticed in the answers was that there is not enough time to plan for co-teaching as one of the main barriers. Each teacher mentioned a few things, but each one somewhere in their answer mentioned a lack of prep time. One answer that was not exactly the same for each interviewee was the characteristics one should have in order to successfully co-teach. Now, even though not all the answers were the same I don't think any one teacher was wrong. I think each of them were right with the answers of respect, ability to listen to others, leadership, willingness to work cooperatively, open to other's opinions, and understanding that not all of your ideas will be utilized. I feel that all of these answers are correct. Finally, another pattern I noticed across the interviews was the teachers need more support when it comes to co-teacher. The autistic support teacher said she would like "more 1:1 time with her supervisor" and the life skills teacher said feels "more professional development" would help to better prepare her for co-teaching. Overall, I thought that the similarity in the answers is the biggest pattern. I feel this pattern gives a good representation of how teachers feel about co-teaching.

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When I asked the life skills teacher to define co-teaching she said, "Two teachers (commonly a general education and special education teacher) delivering instruction to a group of students.  There are multiple types of co-teaching models to date." She also felt that there are important characteristics that one needs to have for successful co-teaching to occur such as both teachers must fully participate, respect each other, and be willing to work in a collaborative way. In addition to having this characteristics co-teachers should watch for barriers including lack of planning time among teachers and lack of respect and/or communication among each other. During the interview she said that these barriers can be overcome by each teacher trusting the other, have continuous communication, and support for each other. Her student teaching experience with a co-teaching model has helped to prepare her for the co-teaching she does in her current position as a life skills teacher. In order for her co-teaching to occur successfully in her current position she makes sure to set aside enough planning time and keep herself informed of necessary accommodations/modifications to meet the needs of the students within the classroom. She feels that one way she could be better prepared for her co-teaching would be to have more professional development on how to effectively implement the co-teaching model. When asked out likely she would be to use co-teaching in the near future her response was, "Fairly likely.  The practice of inclusion is on the rise.  As a special education teacher whose students participate in the general education environment, I may have the opportunity to co-teach or at least “push-in” to another teacher’s classroom." Finally, "A fair amount. Through student teaching in college, I was exposed first hand to the co-teaching model.  My first cooperating teacher was an elementary special education teacher who co-taught with a general education teacher for writing, science, and social studies.  The following semester, my cooperating teacher was that general education teacher. I was able to see both sides of the co-teaching model through the eyes of the general education teacher as well as the special education teacher." was her answer to my final question of how much her college courses prepared her for co-teaching.

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Finally, I interviewed a first grade general education teacher. She defined co-teaching as two teachers working together to teach students and address individual learning needs. When I asked her what characteristics and skills one must have to successfully co-teach with another teacher she said respect, ability to listen to others, and leadership. She has participated in co-teaching models for most of her teaching career and the biggest barrier she has come across was that there is not enough planning time in the day for the two teachers to work together. Since she has been co-teaching for quite some time now she said she is pretty comfortable with the model used in her school, but it wasn't always that way. She said her experience is what made her comfortable and prepared her the best. Successful co-teaching doesn't just happen overnight. She said conditions that must exist in order for success are knowledge of the subject being co-taught, a mutual respect, and continuous/open communication between the teachers. Finally, I asked her about what could have occurred earlier in her teaching career to better prepare her for co-teaching. Her response was, "I would have liked opportunities to observe veteran teachers who were co-teaching. I didn't participate in any co-teaching models in my student teaching so I didn't have any hands on practice with it. Sure, I learned about it in undergraduate, but reading/talking about it in a college classroom and actually doing it are two very different things. I truly feel that hands on practice is the best way to learn."

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Special Education Teacher: Autistic Support 

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Special Education Teacher: Autistic Support 

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The next person I interviewed was an autistic support teacher. When asked to define co-teaching her response was, "Working with another professional to develop and implement lessons." She then continued to tell me that important characteristics for successful co-teaching to occur include being open to hear someone else's opinion, understanding that some of your ideas may not be utilized, and willingness to work with another person. A point was then made my interviewee that with co-teaching teachers can take a step back and have someone else evaluate their work and potentially expose things they themselves were not seeing as well as gain new ideas, assessments, and activities. But, where there are benefits there are also barriers such as not having enough time to meet with other professionals and not having enough time to adapt resources for different content areas. In order to overcome the barriers some characteristics that are necessary for teachers to have when co-teaching with other professionals include organization, willingness, and delegation of responsibilities. Next, I asked her how comfortable with and prepared for co-teaching she felt and she said very because she has been doing it for sometime. Through her experience she has noticed condition necessary for co-teaching to occur such as both teachers need to be knowledgeable about the subject matter, be willing to work with one another, and be willing to be the lead teacher as well as take a step back at time. Even with her experience she still feels that more 1:1 time with her supervisor and maybe more individualized feedback for students from professors in school would help to even better prepare her. Despite wanting more individualized feedback from college professors, she still feels college courses prepared her for co-teaching through different group projects and activities.