The Multifaceted Responsibilities of General Education Teachers

General education teachers are the cornerstone of the educational system. They are responsible for creating and implementing engaging curricula, fostering a supportive learning environment, and addressing the diverse needs of students. This role requires excellent communication, organizational, and interpersonal skills, as well as a passion for fostering students' academic and personal growth. This article will explore the multifaceted responsibilities of general education teachers, including their role in IEP meetings, their collaboration with special education teachers, and strategies for supporting inclusion and student success.

Core Responsibilities of General Education Teachers

A General Education Teacher is an educator who supports the academic and developmental growth of students within a standard classroom setting. Trained in a wide array of subject areas, these teachers provide foundational instruction in core areas such as mathematics, literacy, science, and social studies. Their role is pivotal in laying the groundwork for lifelong learning, critical thinking, and social skills.

Beyond subject matter expertise, a General Education Teacher is also well-versed in pedagogical strategies and classroom management techniques. They employ a variety of instructional methods to engage students, accommodate different learning styles, and assess understanding effectively. Continuous professional development is integral to the role, as these educators need to stay current with educational research, technological advancements, and best practices in teaching.

A General Education Teacher plays a crucial role in shaping the academic and social development of students across a variety of subjects and age groups. These educators are responsible for creating a supportive and inclusive classroom environment that accommodates diverse learning styles and needs. They design and implement lesson plans that adhere to curriculum standards while engaging students in meaningful, interactive learning experiences.

General Education Teachers assess student performance through various formative and summative methods, providing constructive feedback to foster growth and improvement. They also serve as mentors and role models, instilling a love of learning and critical thinking skills. Collaboration is key in this role, as they often work closely with special education teachers, school administrators, parents, and other stakeholders to ensure each student's success. Furthermore, General Education Teachers participate in ongoing professional development to stay current with educational best practices and innovations.

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Kindergarten and elementary school teachers work in public and private schools. They generally work during school hours when students are present and use nights and weekends to prepare lessons and grade papers. Kindergarten and elementary school teachers usually must have at least a bachelor’s degree.

Kindergarten and elementary school teachers use a variety of tools, such as computers, to present information to students. Kindergarten and elementary school teachers help students learn and apply important concepts. Many teachers use a hands-on approach to help students understand abstract concepts, solve problems, and develop critical-thinking skills. For example, they may demonstrate how to do a science experiment and then have the students conduct the experiment themselves.

Elementary school typically goes from first through fifth or sixth grades. Kindergarten and elementary school teachers typically instruct students in several subjects throughout the day. Teachers may escort students to assemblies, recess, or classes taught by other teachers, such as art or music. In some schools, teachers may work on subject specialization teams in which they teach one or two specific subjects, typically either English and social studies or math and science.

Some schools employ English as a second language (ESL) or English for speakers of other languages (ESOL) teachers who work exclusively with students learning the English language. Students with learning disabilities or emotional or behavioral disorders are often taught in traditional classes. Kindergarten and elementary teachers work with special education teachers to adapt lesson plans to these students’ needs and monitor the students’ progress.

Some teachers use technology in their classroom as a teaching aide. They must be comfortable with using and learning new technology. Kindergarten and elementary school teachers may meet with parents, students, and other teachers before and after school.

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Kindergarten and elementary school teachers may find it rewarding to watch students develop new skills and learn information. However, teaching may be stressful. Some schools have large classes and lack important teaching tools, such as computers and up-to-date textbooks.

Kindergarten and elementary school teachers generally work during school hours when students are present. They may meet with parents, students, and other teachers before and after school. Many kindergarten and elementary school teachers work the traditional 10-month school year and have a 2-month break during the summer. They also have a short midwinter break.

Kindergarten and elementary school teachers need to be able to explain concepts in terms young students can understand. Kindergarten and elementary school teachers usually must have a bachelor’s degree. Public kindergarten and elementary school teachers typically need a bachelor's degree in elementary education. Private schools typically have the same requirement. Those with a bachelor’s degree in another subject can still become elementary education teachers. They must complete a teacher education program to obtain certification to teach. In teacher education programs, future teachers learn how to present information to young students and how to work with young students of varying abilities and backgrounds.

All states require teachers in public schools to be licensed or certified in the specific grade level that they will teach. Those who teach in private schools typically do not need a license. Teachers are frequently required to complete professional development classes to keep their license or certification. All states offer an alternative route to certification or licensure for people who already have a bachelor’s degree but lack the education courses required for certification. Some alternative certification programs allow candidates to begin teaching immediately after graduation, under the supervision of an experienced teacher. These programs cover teaching methods and child development. After they complete the program, candidates are awarded full certification.

Qualities of Effective General Education Teachers

The following are examples of qualities that are important for these workers to perform their duties.

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Communication skills. Teachers need to discuss students’ needs with parents and administrators.
Patience. Kindergarten and elementary school teachers must respond with patience when students struggle with material.
Physical stamina. Working with kindergarten- and elementary-age students can be tiring.
Resourcefulness. Kindergarten and elementary school teachers must be able to get students engaged in learning.

Experienced teachers may advance to serve as mentors to new teachers or become lead teachers. With additional education or certification, teachers may become school counselors, school librarians, or instructional coordinators.

The Role of General Education Teachers in IEP Meetings

General ed teachers play a crucial role in the IEP process and IEP meetings. IEP meetings are a pivotal platform for educators, parents, and professionals to develop personalized plans for students with disabilities. While special education teachers play a significant role in these IEP meetings, it is important not to overlook the crucial contributions of general education teachers.

Collaboration Between General Education and Special Education Teachers

Collaboration between general education and special education teachers is paramount in the IEP process. General education teachers possess valuable insights into the curriculum, instructional strategies, and classroom dynamics. Their collaboration in IEP meetings helps ensure that the student’s educational goals align with the grade-level curriculum. By sharing observations and experiences of the student in the classroom, general education teachers contribute to the development of appropriate goals and interventions that support the student’s learning within the general education setting.

Input from General Education Teachers

General education teachers bring a wealth of knowledge regarding instructional strategies, classroom accommodations, and differentiation techniques. Their input is essential in shaping the IEP goals and objectives to ensure they are attainable within the general education environment. General ed teachers have first-hand knowledge of the student’s performance and have spent time collecting data that is used to shape the IEP.

They can provide valuable suggestions on modifying or adapting the curriculum to accommodate the student’s learning style or specific needs. During IEP meetings, general education teachers can offer insights into modifications or adaptations that may be necessary to support the student’s progress. They may suggest alternative assessments or teaching strategies that can better meet the student’s needs. By collaborating with special education teachers and other professionals, general education teachers help create a well-rounded and individualized plan that addresses both academic and functional goals.

Supporting General Education Teachers in Attending IEP Meetings

Attending IEP meetings can be challenging for general education teachers who have their own classes to teach. However, ensuring their attendance is crucial for effective collaboration and planning. Here are some tips for getting a general education teacher’s class covered so they can attend the IEP meeting:

Plan Ahead: Schedule the IEP meeting well in advance to allow sufficient time for arranging coverage.
Coordinate with Administrators: Inform school administrators about the importance of general education teacher participation in IEP meetings. Seek their support in arranging substitute teachers or alternative coverage solutions.
Collaborate with Colleagues: Engage in professional collaboration with fellow teachers who can provide coverage during the meeting. Offer to reciprocate when they need assistance.
Utilize Support Staff: Explore the possibility of utilizing paraprofessionals or teacher assistants to cover the class during the meeting.
Leverage Technology: Consider using video conferencing tools to allow general education teachers to participate remotely if physical attendance is not possible.

By implementing these strategies, schools can ensure that general education teachers have the opportunity to actively participate in IEP meetings without compromising their classroom responsibilities.

Supporting Inclusion and Student Success

Active participation of general education teachers in IEP meetings promotes a culture of inclusion within schools. Involving them in discussions about student progress and interventions fosters collaboration among educators and creates an inclusive environment that supports the success of students with disabilities.

Furthermore, general education teachers benefit from participating in IEP meetings by gaining a deeper understanding of individual student needs and developing valuable skills in supporting diverse learners. This collaboration fosters a team approach where educators can learn from each other’s expertise and work together toward creating an inclusive and supportive learning environment for all students.

Strategies for Creating an Inclusive Classroom

Inclusive classrooms might contain several students with special needs who are mainstreamed full time into the general classroom, or one or two students who spend time each day in both a special education classroom and a general classroom. Either way, your role as a general education teacher is to create a community conducive to helping all students meet academic and behavioral goals; however, you should not have to achieve this aim alone. Ongoing communication is essential for locating individuals, services and materials to best support all of your students. In addition, some key planning and teaching strategies can make a dramatic difference in reaching students with diverse abilities and skill bases.

Begin at the End: Backward Planning

Backward planning is the most straightforward way to ensure that you align daily lessons and units with your year-end goals. This is a multi-step process:

Consult the records of your students who receive special education services, particularly their individualized education programs (IEPs), to determine overarching behavioral and academic goals.
Figure out how these goals intersect with national and state standards and other year-end goals for all of the students in your classroom.
Review your curriculum to figure out which units will help you meet which year-end goals.
Map out individual lessons within the units that align with these goals.
Formulate a to-do list of people and services to contact so you that can schedule support when necessary. For example, if you plan to have students complete a cross-curricular research project, you need to know when you will schedule a visit to the school or public library so that you can ask a parent or aide to support students with special needs.
Adjust lessons to ensure that they accommodate the needs and abilities of your students, including those in special education programs.

Embrace Universal Design

One of the buzzwords in contemporary education is universal design. This approach makes your curriculum accessible to all students, regardless of their backgrounds, learning styles and abilities. There are several ways for you to accomplish this feat:

Relay content in diverse ways (visually, verbally, written).
Ask students to share what they are learning in diverse ways (speaking, illustrating, writing).
Utilize multiple materials to engage students (software, art, theater, video, object lessons).

These approaches ensure that you reach all of your students with special needs, as well as deepen their thinking and reinforce new information so it moves from short-term memory to long-term memory.

Apply Multiple Intelligences Theory

Universal design shares much with Howard Gardner’s Theory of the Multiple Intelligences, which outlines students’ varied approaches for processing information (known as “intelligences”) and how teachers can access these pathways. For example, in an inclusive classroom, a unit in the core curriculum, such as one on the solar system, might feature vocabulary and abstract concepts that are challenging for students with disabilities to master. A general education teacher can make these concepts more comprehensible by employing various strategies and leading hands-on activities such as:

Showing videos about the solar system.
Making models of the planets.
Interviewing an astronaut.
Visiting a science museum or planetarium with an astronomy display and program.
Looking at books with images of the solar system.
Making up songs, poems, rhymes and chants about the cosmos.
Drawing or painting images of stars, meteors, galaxies and planets.
Acting out a scene of astronauts in flight.

According to Sarah Murray and Kylie Moore, in their article “Inclusion Through Multiple Intelligences,” utilizing techniques that are suited to multiple intelligences “allows students to explore important concepts using a range of domains, and find information based on their own abilities.”

Incorporate Life Skills Training

According to the National Down Syndrome Society’s guide to implementing inclusion, some parents and educators are concerned “that functional life skills cannot be addressed in general classroom settings.” Indeed, integrating functional life skills into a general education curriculum can seem time-consuming to a teacher.

However, integrating some basic, daily strategies can make a profound difference in your students. Consider the classroom tasks in which you and your students regularly engage and how you could make these tasks accessible and valuable to your special education students. For instance:

Organizing school supplies, art materials, learning centers and the classroom library teaches valuable life skills while making all students feel part of the classroom community.
Creating backdrops and decorations for the bulletin board and other classroom displays teaches responsibility while enhancing students’ spatial and visual intelligences.
Being in charge of homework collection, attendance charts, computer equipment or record-keeping teaches organizational skills.

Incorporating life skills training into your curriculum is not a one-time proposition. To effectively impart these skills, you will need to model the required tasks and reinforce them on a regular basis.

Employ Collaborative Teaching Techniques

No classroom is an island, particularly an inclusive classroom. Opening up your room to volunteers, teacher’s aides, service providers and the special education teacher gives you valuable opportunities to engage in collaborative teaching.

In “Effective Teaching Practices for Students in Inclusive Classrooms,” Sue Land, M.Ed., reviews the diverse applications of collaborative teaching in the inclusive classroom:

Interactive Teaching: Two or more teachers shift roles between leading whole-class instruction, observing instruction and monitoring learning.
Alternative Teaching: One teacher leads small-group instruction while the other teacher works with the rest of the class. This model works particularly well if a small group requires reinforcement or reteaching to master a concept.
Parallel Teaching: Two or more teachers lead small, mixed-ability groups of students in the same lesson. This approach functions well when teachers require a high level of focus and participation from students.
Station Teaching: Two or more teachers lead or observe small groups of students as these groups rotate through several learning stations. This technique helps students stay on task as they complete shorter activities and transition clearly from task to task.

Formulate a Flexible Behavior Management Plan

Effective planning and teaching in an inclusive classroom depends upon having control of your classroom. This does not mean that you must adopt an authoritative model laden with punishments and rewards, but it does require that you be assertive and clearly communicate your expectations and goals.

With many students, those with special needs and otherwise, a rigid behavior management plan will not serve you in every circumstance. For example, if you have a student who has a shorter attention span due to developmental issues, it is unfair to expect that student to stay focused on seatwork for as long as students with longer attention spans. No amount of punishment or reward can extend that student’s focus. Instead, tailor your classroom environment to better suit diverse students’ needs. With students’ and specialists’ input, create a checklist or action plan for students.

The Future of General Education Teaching

The number of students enrolling in public kindergarten and elementary schools is expected to decrease over the projections decade. Employment growth for kindergarten and elementary school teachers also will depend on state and local government budgets.

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