Academic Policies and Procedures

4.12. Teaching Partnerships in Collaborative Courses
The following general guidelines will help to clarify the roles of content and English partners in thecollaborative courses.
(Amended by the Faculty Council, February 21, 2013)
4.12.1. Syllabus Planning:
The content teacher decides on the content objectives and selects possible themes, units, or modules
to realize these objectives. The language teacher considers the students' expected (or known) range ofproficiency levels Both teachers discuss what kinds of material and activities the students couldhandle, taking into account the subject matter and the students' projected proficiencies. Based on
their discussions, joint language and content objectives should be made.
The content teacher suggests possible texts to use in the course. The language teacher examines thetexts and comments on their reading demands. Alternate texts should be sought if an initial text was
found to be too difficult on linguistic or cultural grounds. The language partner may be able tosuggest an appropriate text to work with based on his or her previous experience. Alternatively, thecontent partner could adapt a text (or write his or her own) to make it appropriate to students'65

reading abilities. Both partners should agree on a text together that fits student needs andproficiency levels, or they may decide that the content person will write the materials. On someoccasions, due to textbook order deadlines, the content person may have to order the text before hisor her partner is assigned. If this is the case, he or she should consult another language instructor foradvice.
A combined syllabus should be prepared by both teachers. A number of possible models have been
compiled and are available in Main 1, Room 335. In general, major units or modules are listed.
Teachers should be flexible and willing to add, eliminate, or expand units based on student needs.
Details on types and length of homework assignments, and on the number and type of exams andprojects should be jointly discussed and agreed upon.
4.12.2. Lesson Planning:
Partners should meet at least once or twice a week to evaluate previous lessons and student progress,
to give each other feedback, and to plan lessons. They should encourage each other's ideas for eachlesson. After jointly deciding on the type of input to give the students, both teachers should be
actively involved in designing and creating the tasks or activities that accompany the input. In daily
lesson planning, both instructors should plan to teach students through a variety of active learning
tasks. Initially, it may be the language person who suggests the tasks since he or she may be morefamiliar with active and cooperative learning techniques. The content person should strive to learnthese types of techniques so that he or she can actively participate in the planning and preparing ofstudent activities. Both should share equally in the responsibilities of initiating meeting times,generating ideas, preparing handouts, and photocopying materials. New proposed readings or otherfaculty input should be given to the teaching partner for his or her consideration at least a week
before the actual lesson in which they will be used.
4.12.3. Classroom Procedures
Both teachers must be present during the entire class time (6 hours weekly) and should be involved
as much as appropriate. While one teacher is giving a presentation, for example, the other might belistening and taking notes or assisting individual students who need help. Teaching partners share
instructional time as equally as possible. They could alternate in presenting material or in setting up
student tasks. At times, it will be more appropriate for the content or the language specialist topresent and elaborate on certain material or to answer student questions that demand depth ofknowledge in a specific discipline. While the respective expertise of each partner should berecognized, many activities will cross disciplinary lines. Therefore, language and content roles willoften blend.
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Academic Policies and Procedures

4.12.4. Evaluation
Partners take equal responsibility for preparing and grading exams, reports, and other assignments.
They both meet with students to discuss strengths and areas for improvement. While each partner'srole in assessment will reflect his or her own expertise, the interdisciplinary nature of many course
activities will be reflected in assessment as well. By policy, each partner is ensured 50% input intothe final grade of students.
4.12.5. Disagreements
Occasionally, partners will find that they are unable to agree about issues related to course content
or administration. Partners finding themselves in such a situation should first try to discuss thematter. If a mutually acceptable solution is not possible, advice should be sought from one or both of
the Facilitators. If a conflict cannot be resolved through informal mediation, Facilitators or those
directly involved should seek the assistance of the Dean of Faculty.
In all cases, a resolution will be sought that does not impact negatively on the students taking thecourse. As a general principle, conflicts should be resolved in a manner that respects the rights ofboth instructors and keeps the problem as small as possible. It is particularly unprofessional forpartners involved in a dispute to involve students or other colleagues by spreading allegations
through the community. It is, of course, expected that all faculty will conduct themselves in a
professionally correct manner at all times.
(Addendum January, 2001)

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