Collaborative Communities

Dedicated time and support are provided for effective collaboration among all educators.

Collaborative communities of teachers, educational assistants and support staff make up a school culture that supports and sustains equity and excellence.

Co-teaching and other in-class support options are becoming increasingly popular in this era of inclusive education. When implemented correctly, collaborative teaching can be a wonderfully rich and rewarding experience for professionals as well as an effective system of support for students in general education settings. However, when collaborative teaching is practiced without adequate planning, preparation, and support, it can lead to a frustrating experience for those very students it is designed to support.

Waipahu High School's engineering academy partners with industry to build a tiny house. Superintendent Kishimoto and Deputy Superintendent Unebasami is also in the photo.

Standards of Practice

Secondary students working in pairs

6.1 Common planning time is provided to content area teachers, special education teachers, paraprofessionals and other specialists to prepare lessons.

6.2 Training in collaborative teaching (co-teaching) strategies and methods is provided to all general and special education teachers.

6.3 Co-teachers use a variety of teaching approaches while equally sharing roles and responsibilities.

6.4 Special education teachers participate as grade-level or subject area team members.

6.5 Grade-level or subject area teams meet at least twice a month to plan.

6.6 Paraprofessionals are utilized in providing instruction and their use does not stigmatize or call inappropriate attention to a particular student.

6.7 All teachers and staff work with all students, regardless of title, level, or eligibility.

Resources to Improve Your Practice