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Shifting Roles and Responsibilites

Shifting Roles and Responsibilities

Who is supposed to do what in an ICT Classroom?

  • Learn how roles for general and special educators have shifted from traditional to more flexible and interchangeable
  • Determine who is responsible for specific tasks in an ICT classroom
  • Maximize each adult’s role in the classroom

Flexible Roles and Responsibilities

Picture this: It's been a hot, humid New York City summer. It's August, and all the free summer concerts are winding down. A long, labor day weekend is ahead of you, and you know what that means: school. Students and teachers exhibit parallel attitudes towards the beginning of the school year: anticipation, trepidation, excitement. Teachers and teachers, however, may experience different attitudes towards the beginning of the school year depending on their "assigned" role for the upcoming academic year. General educators, special educators, and paraprofessionals across New York City will be assigned to work in Integrated Co-teaching Classrooms. Some of those educators will embrace the ICT service model, and some will not. Although many of those folks will inevitably be assigned to an ICT classroom, the good news is that the aformentioned "assigned" roles, at one point in time rigid, are now shifting into more fluid, interchangeable positions to increase educational impact upon students within ICT classrooms.
Click on the stick figures below to learn more about who is responsible for what CT classrooms.

Recognizing the shift

Despite general feelings of discomfort that co-teaching may bring, the ICT model is one of the most popular service models in New York City classrooms, and thousands of students city-wide rely on this model to give them adequate academic and emotional support on a daily basis. That being said, educators of all kinds must work together in order for students to maximize productivity and academic growth. Recognizing the shift from traditional models of inclusive education to more flexible models is the first step to providing a more effective means of ICT as a service model. Notice the shifts here.
During the Flexible Services inquiry team, New York City educators collaborated together to define the roles and responsibilities of educators in traditional service models versus flexible service models. When looking at the charts they have created, you'll notice shifts and changes regarding roles and responsibilities of all educators involved in inclusive classrooms. Click on the stick figures above to see roles and responsibilities for different kinds of educators in ICT classrooms.