We’re in the Same Classroom. Are We Working From the Same Plan?
I’ve worked in early childhood education for 20 years. I’ve taught in classrooms, supported children and teachers, and led programs. Each role gave me a different view of what helps classrooms succeed. Strong teaching partnerships rank near the top of the list.
We spend long days together, share responsibilities, and make countless decisions side by side. Children watch how we speak to each other, handle disagreements, and respond when someone feels overwhelmed. Yet building he working relationship itself rarely makes it onto the schedule.
We deserve partnerships where we feel respected, supported, and comfortable having honest conversations. Children deserve classrooms where adults model respect and work together to meet their needs.
A good place to begin is with the expectations we haven’t talked about.
Breakfast is ending. One teacher begins clearing tables, expecting her teaching partner to help children move into classroom activities. Her partner starts preparing materials for small group, expecting children to choose where to play. Jalen, who needs a visual cue to leave the table, sits with his empty plate while the room moves around him.
A few children wander. Someone needs help washing their hands. Frustration builds.
Both adults are working. Each expected something different from the other.
Before deciding your partner isn’t helping, ask: Have we agreed on what help looks like during this routine?
What we assume without saying
Teaching partners bring different experiences, habits, and priorities into a classroom. Something familiar to you might be unfamiliar to your partner.
You expect materials to be ready before children arrive. Your partner expects to prepare them during breakfast. You prefer immediate feedback. Your partner wants a private conversation after the activity.
Neither of you learns these preferences simply by working in the same room.
Shared expectations need a conversation. Here are three places to start.
Look at one routine
“Help more during transitions” leaves plenty of room for interpretation.
Choose a specific routine and describe the work involved. During the move from breakfast to activities, who clears tables? Who helps children choose where to go? Include each child’s existing supports in the agreement. If Jalen uses a visual cue, decide who will offer it and when.
Plan around your actual staffing, classroom layout, and children’s needs. Give both adults a voice in the agreement.
Make less visible work visible
Some tasks attract immediate attention. Others are easier to overlook: replenishing supplies, preparing and adapting materials, creating visual supports, documenting learning, coordinating with special education staff, or following up with families. Ask whether these responsibilities are shared fairly and recognized by both partners.
Ask each other: Which tasks take up time your partner might not see?
The goal is a realistic understanding of the workload. Fair responsibilities do not require identical tasks, but they do require discussion and follow-through.
Agree on how to check back
A plan needs room for revision.
Set a brief check-in after trying your agreement. What worked? Where did someone need help? What needs to change? Did every child participate, and who needed more help than we planned for?
Include how you want to raise concerns. Waiting until frustration builds makes a thoughtful conversation harder.
When the problem goes beyond unclear expectations
Sometimes a team has already discussed responsibilities, and the same person continues carrying an uneven workload. Sometimes staffing or scheduling makes the agreed plan unworkable.
Those concerns need more than another reminder to communicate.
Describe the specific pattern, its effect on the classroom, and the support needed. Involve your supervisor when the issue continues or requires a decision beyond your authority.
Try this with your teaching partner
Choose one routine this week. Each of you describes what you currently expect from yourself and your partner. Compare your answers, write one shared agreement, and set a time to revisit it.
Start with one conversation about a part of the day you both want to improve.
Free tool: Teaching Partner Conversation Starters
Ready to start the conversation? Get 15 questions to help you and your teaching partner discuss communication, responsibilities, and shared expectations.
Enter your email to access your free copy. Choose one section together. You do not need to answer all 15 questions at once.
Want support putting these conversations into practice across your program? GAIL Consulting offers professional learning to help teaching teams clarify roles, plan routines, and establish shared expectations. Contact me to discuss your team’s needs.
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