Co-Teachers in Classrooms Getting Coffee

Sue Schulz and Kitty Wade

Join Kitty Wade and Sue Schulz from the T/TAC at Virginia Tech as they talk with co-teachers from Virginia.

  1. Mar 11

    Interview with Lynn Everett

    Co-Teachers in Classrooms Getting Coffee (Season 3 Episode 10) What if the biggest barrier to learning isn’t what students know—but how their brains manage focus, emotions, and flexibility?  In this episode, we tap into the wealth of experience that Lynn Everett, Coordinator of Inclusive Practices at the Virginia Tech T/TAC has acquired over her nearly 40 year career in education. Join us as we dive into an executive function and self-regulation skills curriculum for students with autism and ADHD - Unstuck and On Target. More information about this curriculum may be found at their website - unstuckandontarget.com. Their materials include: Solving Executive Function Challenges: Simple Ways to get Kids with Autism Unstuck and On Target Unstuck and On Target: An Executive Function Curriculum to Improve Flexibility, Planning, and Organization for students ages 8-11 Unstuck and On Target: An Executive Function Curriculum to Improve Flexibility, Planning, and Organization for students ages 11-15 Unstuck and On Target: An Executive Function Curriculum to Improve Flexibility, Planning, and Organization for students ages 14-22 (releases March 11, 2026) Parent Education Videos in English and Spanish Parent Videos Tip Sheet in English and Spanish  Unstuck and On Target video library on Youtube Follow this podcast to receive content from distinguished co-teachers twice each month throughout the school year. Please visit our website for links to additional resources related to co-teaching.Subscribe to Co-Teachers in Classrooms Getting Coffee for bimonthly interviews with co-teachers brought to you by the Training and Technical Assistance Center at Virginia Tech. Click here for a copy of today’s transcript.

    47 min

  2. Feb 11

    Interview with Drs. Persida and Bill Himmele

    Co-Teachers in Classrooms Getting Coffee (Season 3 Episode 9) Engagement isn’t about calling on more students—it’s about designing lessons where everyone participates. Today, we’re learning how from the experts who wrote the book on getting every student engaged. In this episode, we speak with Pérsida and William Himmele, authors and educators, about the 3rd edition of their seminal book, Total Participation Techniques: Making Every Student an Active Learner (ASCD, Jan 2026). This edition builds on years of classroom practice and research to help teachers create deeply engaging learning environments where every student participates and demonstrates understanding. Check out the 1st or 2nd edition from our VT T/TAC Library. Listen as Pérsida and Bill discuss the importance of the Ripple - the idea of prompting each learner to think first before giving them an opportunity to share with peers and finally calling on a few students to report out to the whole class. The Himmele’s shared with us a poster to remind teachers to use the Ripple as well as a planning document for analyzing lessons based on the Cognitive Engagement Quadrants. Total Participation Techniques has been a key strategy during our coaching sessions with many co-teaching teams. The 1st edition contained 37 instructional ideas for engaging all learners. The 2nd edition included 51 techniques along with a chapter dedicated to wrapping up the lesson. We can’t wait to get our hands on the 3rd edition (scheduled to be released on February 13, 2026) to see how many new ideas the Himmele have compiled. Follow this podcast to receive content from distinguished co-teachers twice each month throughout the school year. Please visit our website for links to additional resources related to co-teaching. Subscribe to Co-Teachers in Classrooms Getting Coffee for bimonthly interviews with co-teachers brought to you by the Training and Technical Assistance Center at Virginia Tech. Click here for a copy of today’s transcript.

    49 min

  3. Jan 28

    Interview with Dr. Lauren Catherwood-Gin

    Co-Teachers in Classrooms Getting Coffee (Season 3 Episode8) Sometimes the most effective teaching isn’t taught in a course—it’s learned in the classroom, one student at a time. In this episode, Lauren Catherwood-Ginn, Project Coordinator at the T/TAC at Radford University, reveals that as a new teacher, she had no formal training in co-teaching. Instead, she relied on intuition—working closely with her special education co-teacher to use small-group instruction informed by informal, anecdotal data.  A key concern discussed is the piecemeal instruction many students receive from multiple adults throughout the day. This often results in disjointed learning experiences and highly complex schedules for special educators to manage. Lauren emphasizes that school teams need protected time to talk, plan, and problem-solve together in order to create cohesive and meaningful learning opportunities for students. Changes implemented based on the Virginia Literacy Act have led to a shift from the traditional role of reading specialists. Teachers are benefiting from embedded coaching and support that helps improve outcomes for all students. Follow this podcast to receive content from distinguished co-teachers twice each month throughout the school year. Please visit our website for links to additional resources related to co-teaching. Subscribe to Co-Teachers in Classrooms Getting Coffee for bimonthly interviews with co-teachers brought to you by the Training and Technical Assistance Center at Virginia Tech. Click here for a copy of today’s transcript.

    48 min

  4. Jan 14

    Interview with Matt Newton

    Co-Teachers in Classrooms Getting Coffee (Season 3 Episode 7) Access changes everything! In this episode, Matt Newton, Coordinator of Assistive and Instructional Technology at the T/TAC at Virginia Tech and Statewide Distance Education and Assistive Technology Co-Leader, shares how innovative tools and intentional practices are transforming learning experiences for students and educators alike. Some resources mentioned in this episode include: The Communication Toolkit Podcast interview with Matt Newton focusing on Artificial Intelligence (AI). Quality Indicators for Assistive Technology Services (QIAT) website. Regional T/TACs each have a state Assistive Technology (AT) contact. Google accessibility features. Virginia’s AT Network website. Virginia Assistive Technology Tools and Strategies (VATTS):  Consideration and Assessment Guidance Document. Follow this podcast to receive content from distinguished co-teachers twice each month throughout the school year. Please visit our website for links to additional resources related to co-teaching.Subscribe to Co-Teachers in Classrooms Getting Coffee for bimonthly interviews with co-teachers brought to you by the Training and Technical Assistance Center at Virginia Tech. Click here for a copy of today’s transcript.

    48 min

  5. 12/10/2025

    Interview with Kristy Hill, SLP

    Co-Teachers in Classrooms Getting Coffee (Season 3 Episode 6) Ever consider co-teaching with your Speech Language Pathologist (SLP)? In this lively and in-depth conversation, meet Kristy Hill, Coordinator of Communication and Assistive Technology at the Virginia Tech T/TAC.  Kristy gives us a behind the scenes look at a day in the life of a school-based speech and language pathologist. Other topics include: Considerations for scheduling SLP services Potential impacts of coordinating services Importance of modeling, wait time, and providing visual cues Creative ways to train paraeducators especially on the use of Augmentative and Alternative Communication (AAC) devices  Involving families in decision making Benefits of an SLP addressing Individualized Education Program (IEP) goals through grade level curriculum materials Impact of House Bill 2219 Strategies for transitioning students from being assessed on the Virginia Essentialized Standards of Learning (VESOL) to Standards of Learning (SOL) - Navigating the Transition Push-in therapy sessions and billing Medicaid Follow this podcast to receive content from distinguished co-teachers twice each month throughout the school year. Please visit our website for links to additional resources related to co-teaching.Subscribe to Co-Teachers in Classrooms Getting Coffee for bimonthly interviews with co-teachers brought to you by the Training and Technical Assistance Center at Virginia Tech. Click here for a copy of today’s transcript.

    56 min

  6. 11/13/2025

    Interview with Diann Eaton

    Co-Teachers in Classrooms Getting Coffee (Season 3 Episode 5) What happens when families and educators truly partner to support every learner? We sat down with Diann Eaton, Co-Director of the T/TAC at Virginia Tech, to explore how co-teaching and family engagement can transform classrooms and strengthen school communities. During this conversation, Diann mentions a variety of recommended resources for families including: Parent Educational Advocacy Training Center (PEATC) - specific to Virginia - website includes an opportunity to subscribe to their newsletter  The Virginia Family’s Guide to Special Education from the Virginia Department of Education Critical Decision Points from the I’m Determined Project - helps families navigate key milestones during their child’s education Virginia Family Special Education Connection - comprehensive website to support families Choosing Outcomes and Accommodations for Children (COACH 3) - available from our lending library Follow this podcast to receive content from distinguished co-teachers twice each month throughout the school year. Please visit our website for links to additional resources related to co-teaching. Subscribe to Co-Teachers in Classrooms Getting Coffee for bimonthly interviews with co-teachers brought to you by the Training and Technical Assistance Center at Virginia Tech. Click here for a copy of today’s transcript.

    41 min

  7. 10/22/2025

    Interview with Dr. Jocelyn Washburn

    Co-Teachers in Classrooms Getting Coffee (Season 3 Episode 4) High-leverage practices (HLPs) — it’s one of the biggest buzzwords in special education right now. But how do these practices actually inform what co-teachers do? We sat down with Dr. Jocelyn Washburn, one of the authors of recent HLP books, to dig into her personal experience with co-teaching and how these strategies impact real classrooms. Related books: High Leverage Practices in Inclusive Classrooms - Available for checkout from our library High Leverage Practices for Intensive Interventions - Available for checkout from our library Coming in 2026: High Leverage Practices for Inclusive Classrooms 3rd Edition. Learn more about Dr. Washburn’s research and writings. Pillar graphic of 22 HLPs for Students with Disabilities. Follow this podcast to receive content from distinguished co-teachers twice each month throughout the school year. Please visit our website for links to additional resources related to co-teaching. Subscribe to Co-Teachers in Classrooms Getting Coffee for bimonthly interviews with co-teachers brought to you by the Training and Technical Assistance Center at Virginia Tech. Click here for a copy of today’s transcript.

    25 min

  8. 10/08/2025

    Chapter 1: The Co-Teaching Spokes Ranked

    Co-Teachers in Classrooms Getting Coffee (Season 3 Episode 3) Chapter 1 exploration- Kitty and Sue rank the “Co-Teaching Spokes” from Co-Teaching Do’s, Don’ts, and Do Betters” by Wendy Murawski and Toby Karten.  This conversation delves into the principles of co-teaching as outlined in the book 'Co-Teaching Do's, Don'ts and Do-Betters' by Toby Karten and Wendy Murowski. The hosts discuss their rankings of co-teaching priorities, the importance of instructional models, behavioral interventions, and the integration of social emotional learning. They explore the nuances of MTSS and PBIS, and how differentiated instruction and UDL play a role in effective teaching practices. The conversation emphasizes the interconnectedness of these concepts and the need for collaboration between general and special educators. To see the transcript for this episode, click here. Takeaways The foundational principles of co-teaching are interconnected. Specially Designed Instruction (SDI) is crucial for special education. Universal Design for Learning (UDL) accommodates diverse learners. Co-teaching models enhance instructional delivery. Behavioral interventions are essential for student success. MTSS and PBIS are frameworks for supporting students' needs. Differentiated instruction tailors learning to individual students. Social emotional learning should be integrated into all lessons. Effective co-teaching requires collaboration and shared expertise. Understanding by design is key to effective lesson planning. To see Figure 1.1, The Co-Teaching Spokes To see the Relevance Wheel from Total Participation Techniques

    25 min
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Join Kitty Wade and Sue Schulz from the T/TAC at Virginia Tech as they talk with co-teachers from Virginia.

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