Colegio Bolívar has launched a co-instructional model aimed at enhancing the educational experience of students from kinder 4 to third grade. This approach, based on constant collaboration between two professionals in the classroom, seeks to maximize learning and offer comprehensive support to all students.
The co-instructional model represents a significant improvement over the previous system. Until now, only kinder 4, kinder 5, and first grade had the permanent presence of two educators in the classroom (lead teacher and assistant) and 2nd through 3rd shared assistants. However, from now on, second and third grades will also benefit from this structure, ensuring continuous and consistent pedagogical support.
A comprehensive and personalized approach
Lead teachers define lesson planning and evaluation, with contributions from co-instructors, who provide innovative ideas and gather information on student performance. This model aligns with the school’s strategic plan, which aims to ensure that all students reach their full potential by receiving the necessary support and enrichment. The initiative seeks to strengthen general instruction from the lower grades, with the expectation of reducing the need for more intensive interventions in later educational levels. Additionally, it provides support to students with specific needs and also to those who require additional challenges.
Implementation and monitoring process
The implementation of the co-instructional model will take place in several phases. Initially, partnerships will be solidified between the professionals involved, and a shared knowledge base will be consolidated. Subsequently, the practical implementation of the model in classrooms will proceed. This process will include continuous feedback from instructional coaches and the Administrative Team, building upon the strengths that we already have, ensuring that best practices are effectively and consistently implemented.
To guide this project, the school has hired Dr. Tammy Barron, a renowned expert in inclusive education from Western Carolina University. Dr. Barron, who holds a Ph.D. in Specialized Educational Services and has extensive experience in co-teaching, made an initial contextual visit in May. Her consultancy will continue with a series of training sessions and follow-up visits throughout the following academic year.
Commitment to quality education
Dr. Barron will conduct a second visit in August, during which intensive training will be offered to initiate professional learning in this area for the teaching staff. Midway through the school year, a detailed follow-up on the implementation of the model will be conducted, and in March 2025, the progress of the first year will be evaluated, and the next steps will be defined.
This project will have constant feedback, and it is expected to maximize the instructional support that assistants, learning support services, and inclusion teachers have been providing, ensuring a consistent implementation of these practices and providing each student with the necessary tools to succeed academically.
