Co-Teachers Learning by Example

Every Tuesday morning at 7:20 a.m. before school starts, co-teachers gather in the Lower Elementary School Creativity Lab for a session of professional development. Taught by seasoned GCDS educators, the novice co-teachers learn about behavior management, curriculum, technology, and other topics that they put into practice immediately afterward in their classrooms.

At a recent session, the group was divided into two during a discussion about math, led by Trish Kepler, Nursery–Grade 5 Director of Mathematics and Nora Diller, Upper Elementary Math Specialist. One group discussed the book, “Becoming the Math Teacher You'd Wish You Had: Ideas and Strategies from Vibrant Classrooms,” and the other “Choosing to See: A Framework for Equity in the Math Classroom.”

Weekly professional development is one important component of the GCDS Co-Teacher Program, a two-year mentorship program that teams up aspiring teachers with lead classroom teachers in Nursery through Grade 3. There are 25 participants in total.

Dean of Faculty and Academic Programs Johnna Yeskey, co-director of the Co-Teacher Program, said that GCDS has a robust, intentional professional learning program, yet she is quick to point out that the program is not theoretical. “We have a model of on-the-job training that works because it’s very, very practical. I am regularly approached by schools nationwide to learn more about it.”

Alongside lead teachers, the co-teachers learn how to plan lessons. They learn how to observe students, assess their growth, and communicate with parents. Their participation extends beyond the classroom as co-teachers meet on grade-level teams and participate in schoolwide projects. In addition to their classroom responsibilities, they coach sports and assist with the after school program.

“This is real-world training and you learn by doing,” said Ms. Yeskey. “The experience is an immersion into the life of a teacher where co-teachers participate in every aspect of school life.”

In addition to professional development, co-teachers are surrounded by mentors. They work alongside a lead teacher for a full year, allowing for continuous feedback and growth. In addition, mentorship often extends beyond the head teacher to grade level teams, specialists, and division heads.

The co-teachers gain invaluable experience from their mentors, but the school also benefits significantly from their presence in the division. For instance, there are more adults in classrooms to develop nurturing relationships with the children. Co-teachers also allow for differentiation of instruction in the classroom.

“We are able to break into small groups and provide more individualized attention to the children,” said Assistant Head of Lower School Anne Allen, co-director of the program.

Ms. Allen also appreciates the co-teachers’ generational perspective. “They’ve been in college or graduate school recently so they bring us new ways of thinking and have a lot to add in faculty discussions.”

While combing through applications, Ms. Allen and Ms. Yeskey seek co-teachers who have strong educational backgrounds and experiences. They are not required to have a degree in early childhood education—in fact, some have worked in camps, taught a sport, worked in non-profits, or even medical services. They should, however, have expressed a desire to work with children.

“It’s a mindset we are looking for—someone who takes initiative, is hungry to learn, and who can model their strong character and work ethic for our students,” said Ms. Allen.

Sammy Legg, a second year co-teacher, studied psychology and dance at Hobart and William Smith Colleges. After spending a pandemic year teaching students in a “pod,” she applied to the program with a potential interest in teaching.

“I had a limited view of what education was before this experience, but I have fallen in love with elementary teaching here. I feel fortunate that I was able to find something I love to do. It’s a gift. I get so much support. Everyone is pushing me to be the best version of myself,” she said.

For many of the co-teachers, working at GCDS is their first job and they rely on their cohort for advice and friendship.

“We are constantly in motion, sharing and bouncing ideas off of one another. It’s special to share this time with people who are doing exactly what you are doing and who have similar values,” said Ms. Legg.

“Once they leave, they will go through their careers together and now they have a network,” said Ms. Allen.

Ms. Allen and Ms. Yeskey are proud to boast that almost 100 percent of co-teachers have a solid plan after the program. Many go to graduate school or become lead teachers in other schools. Others go in the field of social work, psychology, family law, and even medicine.

Ms. Legg is beginning to think of life beyond the co-teacher program. “All I know is that I want to continue what I started here.”

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This year, GCDS has 34 former co-teachers who are members of the school’s current faculty. Thirty of them have returned after starting their careers in other schools. GCDS strongly encourages co-teachers to leave and come back.

MAGGIE KEESHAN, Grade 4 Teacher

When I was a co-teacher, I was blown away by how intelligent, thoughtful and dedicated the teachers at GCDS were, and how they were all willing to help mentor the next generation of educators. It set the standard for me in terms of the type of teacher I wanted to become and the type of community I wanted to be a part of. After getting my master’s at Teachers College and working at other independent schools in New York City and Greenwich, I couldn’t be happier to be back at Country Day.

BRITTNEY FITZGERALD, Grade 4 Teacher

I was included in all communication with parents, I was given a role in parent-teacher conferences, I was present for all curriculum planning meetings, and eventually, I taught many lessons in class. I felt like the mentor teachers that I worked with were willing to give me as much as I was ready for. Just as important, I learned time management skills, how to work under someone and to build a close working relationship with a colleague. After the co-teaching program, I went to two other schools and am so fortunate to have found my way back to GCDS.

LILY FOX ’14, Upper School English Teacher

The immense and diverse list of opportunities within the program are endless, which allows you to not only help students find what is finest in themselves, but also to find what is finest in yourself. The magic is being surrounded and mentored by truly masterful teachers. There are few, if any, academic classrooms that can prepare you like this program does. I have been able to watch, listen, and learn from veterans who all simultaneously are constantly learning new things themselves. Altogether, the GCDS community instills in you that being a lifelong learner is the trick to not only a successful career in education, but to an exciting and vivid life.