Relationships and Testimonials

🤝 Sustained Partnership

We strive to be a solutions oriented brand, committed to building lasting relationships with the districts we serve. Our goal is not to provide a one-time training, but to become a trusted partner you will want working with your teachers year after year!

🔄 Maintain Consistency and Collaboration When Teaching Partnerships Change

Some teaching partnerships naturally change from year to year.  We help districts maintain consistency by ensuring that every new teaching team is equipped with the tools and training needed to build strong, effective collaborative partnerships.  It is our goal for you to look to us for helping improve your teaching partners each year.

🌍 Impact Beyond One District 

We strive to deliver teachers a training experience that solves challenges and is highy valued  training that your educators would want to take again if/when they had a new teaching partner in a subsequent year.  Impactful and actionable outcomes for your teachers that you would make you very confidently recommend us to colleagues in other districts, allowing us to expand our reach and make a meaningful impact on as many students as possible.

🗓️Built for Year-Over-Year Growth and Continued Training Needed
As consultant teacher services and Integrated Co-Teaching continue to be strong models for inclusive classrooms, and supported and encouraged by NYSED as options under the continuum of services,  our training that is designed to be a simple, flexible, and effective way to increase collaboration among teachers will be impactful each year for any new teaching teamor a good refresher fro experianced teams to retake every few years.  The first school district we started our trainings with in 2019 has used our trainings for their teachers for seven years in a row, still uses us for all of their Collaborative Teaching Partnership professional development!                                              

Testimonials

All of our courses end in quick evaluations for participants to give feedback.  Here is some feedback we have received so far from our trainings:

"The assignments made my coteacher and I sit down and share feelings on topics about our roles and responsibilities that were conversations we should have had for a long time but did not because it could be uncomfortable.  We learned so much about each other and I am much more excited about how class will look for us and the students for the remainder of the year" - Teacher

"After co-teaching for eleven years, I didn't think I needed this class.  I was certainly  wrong.  The class was a good refresher on the many types of models that I should probably be using more"  I most appreciated the assignment that provided an additional 9 co-teaching models beyond the basic 5.  We don't even use the basic 5 enough in our classroom, but we will be using all of these! - Teacher

"I have a much better appreciation for the consultant teacher in my classroom, and I now much more clearly see a focus reason for me to make common planning time with her a priority each week." - Teacher

"This course helped my co-teacher and I get better acquainted" - Teacher

"This course helped me take a thorough look at what my co-teaching partner and I have been doing the last few years. We looked at our classroom procedures and policies in depth, and had a chance to re-evaluate. It was great to reflect on what has worked and what areas we need to improve on!" - Teacher

"I am starring the year with two new co-teaching partners, and this class was an excellent reboot for me. It brought be back to things that have worked in my previous partnerships, and set me up to start implementing similar positive strategies with my new partners" - Teacher

"The instructors were very responsive and everything was easy to navigate. Great job!" - Teacher

"Due to the interaction prompted by the material in the course, I now feel more comfortable with my new co-teacher and have a better grasp of what we expect out of our working relationship." - Teacher

"My suggestion would be to add supplemental class offerings. There was so much material to digest that the introduction was great, but more time and expertise would be beneficial throughout the year as my understanding and use expands." - Teacher

"I was pleased with the format and content that was presented." - Teacher

"Different scenarios that co-teachers face opened up great conversations of our strategies and practices." - Teacher

"It was great to spend time with my coworker strengthening our relationship." - Teacher

"We were able to work at our own pace and on our own schedule which made things very comfortable when we met to do the work. We were challenged to think about how we would address situations that arise from time to time and learned that we really do mesh well with our styles." - Teacher

"The instructors are extremely responsive and they make the expectations of the assignments clear." - Teacher

"The prompts were very relevant to our teaching relationship." - Teacher

"I actually enjoyed working on this professional development!" - Teacher

"It was valuable just spending time together when we otherwise would not have in the summer months. It was great to work on this course together and see how each other attacks a job." - Teacher

"It was a great way to continue our collaboration and look at our shared responsibilities in the classroom. Amy and I already have a very supportive relationship and I really enjoy teaching with her. We work off each other's strengths to meet diverse students' needs. I found practical tips for planning lessons together, maintain clear communication and establishing mutual expectations. Our goal is support all kids at all levels so that every student can have a successful and enjoyable school year." - Teacher

"I think this training is set up very seamlessly." - Teacher

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Collaborative Teaching Partnership is an independent organization and is not affiliated with, endorsed by, or sponsored by any school district or educational institution. All services and materials are developed independently and are based on professional experience in K–12 education.