Transcript So, Are We Co-Teaching Yet?

Co-Teaching
Getting Ready
to Work Together
Dr. Wendy Dover Balough
Rock Hill School District 3
I’ve Been in Your Shoes…
Co-Teaching: Where do we start?
A Match Made Where?
 Co-teaching is really all about teaming.
Whether you and your partner(s)
 Chose to work together (a love match),
 Schedules threw you together (marriage of
convenience)
 Or were told you would work together (an
arranged marriage),
 You are on the same team. Teams are made
of individuals, and that’s what makes is SO
very interesting!
Making a Good Match
 General Educators – Develop a “Dream List”
that answers the question…
 “What
would you like most from a
special education co-teacher?
 Special Educators – What skills, abilities,
and materials do you have to offer? (a dowry,
so to say!)
Getting Ready to Work Together
Today’s Agenda
 Introduction and
 Sorting and
Overview
 Models of CoTeaching
 Just the Two of Us –
a Partnership
 There are 6 Coteaching
Arrangements
Grouping Students
 Co-teaching
Considerations
 Co-planning
 Parting Tips
There’s More Than One Way…
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Collaborative Planning
Systems of Information Sharing
Consultation
Resource Room/Pull-Out Support
Coaching and Modeling
Staff development
Interventions and Strategies
Peer Assisted Learning
Cooperative Learning
Problem Solving
Instructional Assistants
Differentiated Instruction
 Co-teaching
So,Why Co-teach?
inclusion…
AND INCLUSION is really all about
ACCESSING the general curriculum, right?
 You can combine so many inclusive strategies
with co-teaching
 It’s just good instructional practice – if it’s
done right!
 It is one of the most popular models of
Benefits of Co-Teaching
Co-teaching has lots of advantages for lots of
different “stakeholder” groups
 General education teacher
 Special education teacher
 Students with special needs
 Students without special needs
Handout page 2
Key Components
of Co-teaching
 Defined roles and responsibilities
 Varied instructional arrangements
 Starting with a plan and commitment to
ongoing co-planning
 Formal information sharing
 Administrative understanding and support
 Implementation of individual student
accommodations and modifications
(CURRICULAR modifications)
Getting Ready to Work Together
Today’s Agenda
 Intros and Overview
 Sorting and
 Models of Co-
Grouping Students
 Co-teaching
Considerations
 Co-planning
 Parting Tips
Teaching
 Just the Two of Us –
a Partnership
 There are 6 Coteaching
Arrangements
Special Education Service Delivery
General Classroom Services
Pull-out Services and Support
Separate Classroom Services
Alternative Setting
Homebound
Special Education Services
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Indirect
Consultation
Problem Solving
Sharing student
information
Planning
Collaboration (providing
ideas for modifications,
accommodations,
strategies)
Coaching
Behavior interventions
Itinerant support to
students
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Direct
Co-teaching and
Supported instruction
Pull-out
Resource
Special Classroom or
Setting
Direct instruction
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Content
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Skill development
Remedial instruction
Acceleration
Preteach/reteach
Academic support
Social skills
Behavior
Continuum of Inclusive Models
LESS Support Intensive
Consultation
Supported Instruction
Co-Teaching
Resource/Pull-out
MORE Support Intensive
Models of Inclusive Services
Consultation Model
Student support services
personnel provide
indirect, out-of-class
support to general
classroom staff or
students.
Consultation Model
Planning
Strategies
Problem-solving
Shared student information
Shared program information
Observations
Coaching
Resources and materials
Models of Inclusive Services
Collaborative/
Classroom Support
Model
Student support services
personnel provide direct
in-class support to
students as they
participate in the
general education
classroom
Classroom Support
Model
“Inclusive” Classroom
- Co-teaching
- Supported Instruction
Modifications
- Instructional
accommodations
- Curricular modifications
Difference Between Co-Teaching and
Supported Instruction
Co-Teaching
Supported Instruction
 GenEd teacher and SpEd teacher
 Less planning or ongoing
plan together
 Regular and scheduled
planning
 Both teachers come prepared
 Format for planning
 Shared Instruction
 Active engagement throughout
instructional time
 Use of a definable instructional
arrangement
 More of an equal partnership
communication may be evident
 Special Ed. personnel obviously
in assisting role
 General education has primary
responsible for instruction and
direction
 Teach and Support/Assist is
prevailing instructional
arrangement
 Less of an equal partnership
Models of Inclusive Services
Pull-out Model
Student support services
personnel provide direct
instruction, support or
modifications to student
with special needs
outside the general
classroom.
- smaller groups
- more intense or specialized
instruction
Pull-out Model
Resource Class
- Academic support
- Academic enrichment
and acceleration
- IEP skill development
Self-contained Class
- Academic support
- Functional curriculum
- Curricular modifications
GO NEXT
Continuum of Inclusive Models
LESS Support Intensive
Consultation
Supported Instruction
Co-Teaching
Resource/Pull-out
MORE Support Intensive
I Know What I Don’t Want!
 Turn taking
 One teaching while the other prepares instructional
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materials, corrects papers, works on the computer…
One teaches and the other stands or sits by and
watches
One person always dictating what is taught or how it
is taught
The assignment of someone to just act as a tutor or
assistant
One who does not make the partnership a
commitment or priority
Make the Partnership a Priority
 Be there
 Be responsible
 Be on time
 Be prepared
 Be actively engaged
 Communicate
OUR Co-Teaching …
IS
 In the general
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classroom
A joint responsibility
Coordinated
instructional
arrangements
Ongoing
communication
Formal planning
Proactive
Dependent on joint
co-planning
IS NOT
 One doing all the
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directing
Turn Taking
A remedial class
A plan to improve
weak teaching skills
Minimal
communication
Little/no formal
planning
Independent actions
Reactive
Getting Ready to Work Together
Today’s Agenda
 Intros and Overview
 Sorting and
 Models of Co-
Grouping Students
 Co-teaching
Considerations
 Co-planning
 Parting Tips
Teaching
 Just the Two of Us
– a Partnership
 There are 6 Coteaching
Arrangements
Inclusion
I do!
YOU do!
WE do!
Job Titles May Help
General Education
Teacher
Special Education
Teacher
 Classroom Teacher
 Consultant
 Content Specialist
 Strategist
 Instructional Leader
 Resource Specialist
 “Chief Cook”
 Coach
 Collaborator
 Case Manager
 Co-Teacher
 Collaborator
 Co-Teacher
Overall Roles and Responsibilities
 Handout Page 4
 Each team read both lists
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Top 2 roles and responsibilities for each
Any changes?
Any to add?
Sharing Information –
It’s VERY, VERY Important!
SPED Teacher has…
 Specific, individual
student information
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Learning styles &
strengths
 Specific IEP information
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Goals/objectives
Modifications and
accommodations
Present level of
performance
FBA/BIP
 Student Profile
GenEd Teacher has…
 Classroom info and
expectations
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Instructional styles &
preferences
Grade level characteristics &
expectations
Learning and behavioral
expectations
 Curriculum knowledge and
understanding
 Classroom Profile
One More “Partnership” Tidbit
 Any problems with communication has to
be…
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…the other person!
Are we in sync?
Skills: communication, collaboration,
problem-solving, facilitating,
empowering, coaching, listening,
“our kids” not “my kids”
Getting Ready to Work Together
Today’s Agenda
 Intros and Overview
 Sorting and
 Models of Co-
Grouping Students
 Co-teaching
Considerations
 Co-planning
 Parting Tips
Teaching
 Just the Two of Us –
a Partnership
 There are 6 Coteaching
Arrangements
To “Do” Co-Teaching RIGHT…
 You MUST plan for the use of varied
instructional arrangements AND use them!
 You MUST do more than Teach and Support
VIDEO CLIP - Co-Teaching
Arrangement Examples
 One teach, one observe
 Station teaching
 Parallel teaching
 Alternative teaching
 Teaming
 One teach, one assist
Worth Talking About
 Which approach or approaches do you use
most often?
 Which approach seems most appealing?
 How could you and your co-teacher apply
these arrangement in your current
partnership?
 Tag Team Teaching Ideas (handout)
Practicing with Content Activities
 Handout p. 16. Content Orientation
(Question 1)
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What content subject area will you be coteaching?
In broad/general terms, what knowledge or
skills is targeted by the general curriculum?
What unit titles or topics will be covered during
the first grading period?
 Handout p. 12. Briefly describe 3 class
activities, assignments, or projects.
Practicing with Content Activities
 Together, develop a way to use each of the
instructional arrangements with the 3
activities, assignments, or projects.
Co-Teaching Arrangements:
Got to Use All Six!
 One teach, one observe
 Station teaching
 Parallel teaching
 Alternative teaching
 Teaming
 One teach, one assist
Getting Ready to Work Together
Today’s Agenda
 Intros and Overview
 Sorting and
 Models of Co-
Grouping Students
 Co-teaching
Considerations
 Co-planning
 Parting Tips
Teaching
 Just the Two of Us –
a Partnership
 There are 6 Coteaching
Arrangements
Scheduling Across
Those Different Delivery Models
LESS Support Intensive
Consultation
Supported Instruction
Co-Teaching
Resource/Pull-out
MORE Support Intensive
Inclusion Schedule Planner
 Handout pages 14-15
 Best completed by the teacher with the most
experience with the student
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We’ve use IEP present levels
 Best completed before working on the new
schedule
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We’ve done it in October!
 The “values” on page 15 can be changed!
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These are only SUGGESTED
Once It’s Complete…(Murawski, 2010)
 List and count the number of students in each
area (by grade)
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“dump” into EXCEL spreadsheet or make
lists
 Develop “class lists” for consultative, co-
taught, and resource/pull-out
 Watch the percentages as you develop the
classes or place them in classes!
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Load up or spread out?
Scheduling Options
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“Loaded Up”
SpEd has fewer teachers/teams
to support
Requires more direct in-class
support
Need to add variety & flexibility
by using direct support
creatively
Training and support
concentrated to a smaller group
Easier to administrate
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“Spread Out”
SpEd has more teachers/ teams
to support
More resource intensive
Planning & communication
more difficult or complex
creativity & flexibility a must
from the start
Requires more initial
responsibility by GenEd
teachers
More equitably
More complicated to
administrate – multifaceted
Getting Ready to Work Together
Today’s Agenda
 Intros and Overview
 Sorting and
 Models of Co-
Grouping Students
 Co-teaching
Considerations
 Co-planning
 Parting Tips
Teaching
 Just the Two of Us –
a Partnership
 There are 6 Coteaching
Arrangements
Getting On Paper – Initial or
Clarifying Planning
 Co-Teaching Considerations
 Content Orientation
 Collaboration Plans
 Introductions
 Co-teaching Tasks and Responsibilities
 Substitute Plans
 Room Set-up
 Student Considerations
 Feedback
 Partner Activity
Getting Ready to Work Together
Today’s Agenda
 Intros and Overview
 Sorting and
 Models of Co-
Grouping Students
 Co-teaching
Considerations
 Co-planning
 Parting Tips
Teaching
 Just the Two of Us –
a Partnership
 There are 6 Coteaching
Arrangements
Co-Planning
 Without co-planning, it never gets past
supported instruction
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Co-exist
Communicate
Coordinate
Collaborate (problem-solve)
 Have to make time for it (p. 20)
 Must have procedures and a format
 The time for planning actually decreases if…
Co-Planning IS Different!
3 Stages of Co-Planning
Stage 1
GenEd Teacher plans prior to co-planning
meeting
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Outline curricular content
and related instructional
activities
Prepare
Review
Together and
Develop
Gen Ed Teacher
Plans
Co-Planning IS Different!
Stage 2
Both GenEd and SpEd teacher review curricular
content and develop instructional activities
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Make judgments about the topics, content,
and activities in relation to students
Define changes to content, activities, student
groupings, adult responsibilities
Prepare
Arranging the students
Review
Arranging the teachers/adults Together and
Develop
Gen Ed Teacher
Plans
Co-Planning IS Different!
Stage 3
Both teachers prepare
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Materials and resources for students that
require significant changes
Collects alternative materials
Plans for implementation
Prepare
Review
Together and
Develop
Gen Ed Teacher
Plans
On-Going Co-Planning
 Can’t be done “on the fly”. Prepare and show
up!
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Gen. Ed. – instructional plans and materials
Special Ed. – target student names and
special needs information
Include requirements (standards, goals, etc.)
 Need a (visual) planning format
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Co-planning book
Planning Ahead Form (p. 21)
Getting Ready to Work Together
Today’s Agenda
 Intros and Overview
 Sorting and
 Models of Co-
Grouping Students
 Co-teaching
Considerations
 Co-planning
 Parting Tips
Teaching
 Just the Two of Us –
a Partnership
 There are 6 Coteaching
Arrangements
Finally, Tips for Co-Teaching
 Modification Basics (page 22)
 Be aware of the target students and consider
individual IEP needs in planning
 Keep special needs student ratio about 1/3 to
1/4
 Don’t always group the students with special
needs together or seat them in one special
spot
 Schedule consultation or
joint planning time.
Finally, Tips for Inclusive Settings
 Make sure both teachers have the same
“understanding” of things
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Fill out these forms together!
 Brush up on basic communication and
“people” skills
 Develop a “support group”
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Trouble shooting p. 23
 Incorporate strategies and
techniques that have a sound
research base.
Finally, Tips for Inclusive Settings
 WRITE DOWN roles and responsibilities
 Review your lists periodically
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Co-teaching priorities (is/is not)
Co-teaching roles and responsibilities
Co-teaching considerations a
 Make changes only at
natural breaks, like the
end of a semester
Review the Work Your Team
Need to Do
 Set co-teaching IS/IS NOT priorities
 Agree on overall role/responsibilities
 Share information
 Be able to explain 6 instructional
arrangements
 Sort students by level of need
 Complete your co-teaching considerations
 Agree to a co-planning schedule and format