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Continued: Minneapolis school's gains prompt tweaks in district strategies

  • Article by: STEVE BRANDT , Star Tribune
  • Last update: December 30, 2013 - 9:28 AM

At Pillsbury, specialist teachers are more likely than at other schools to go into mainstream classes to work with students more than they pull students out for individual and small group work. Teachers say that means classes get more adult time and there are more eyes on student behavior. “You’re also kind of modeling social intelligence — how adults interact with each other,” Trumper said.

Getting comfortable with another teacher was awkward at first. “You felt like someone’s watching you teaching,” he said.

But students now barely look up when another adult enters the class, and teachers said their attitudes changed.

“It’s our classroom,” second-grade teacher Roxanne Robinson said. “You share it with everyone.”


Steve Brandt • 612-673-4438 Twitter: @brandtstrib


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  • Tara Fagerlee, Jeff Rajacich and Ben Goltz posed a math challenge to fifth-graders at Pillsbury Community School, where team teaching has led to successes.

  • At Pillsbury Elementary School it is becoming more common for teachers and paras to team-teach in classrooms so that often more than one adult is in classrooms -- a model the district plans to put in place in some of its schools. Here, Mandy Franz, second from left, and 5th grade teacher Joel Lurvey, right, team up on a science lesson.

  • Pillsbury teachers, from left, Mandy Franz, Joel Lurvey and Chelsea Rudie often team up to keep more than one adult in the classroom.

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