Transcript Louisiana’s Co-Teaching Guide

Louisiana’s
Co-Teaching Guide
Presented by:
Kristina L. Posey, La Department of Education
Melanie Lemoine, LaSPDG Co-Director
@laspdg
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People First Language
“People First Language puts the person before the disability and describes
what a person has, not who a person is.”
Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved
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Co-Teaching
• Co-teaching is a research-driven methodology
that:
– Creates a powerful learning environment
– Promotes partnership and collaboration
– Adapts to support a variety of:
• Grade Levels
• Support Models
• Experience Levels
The Co-Teaching Resource Guide
• Created in 2010 as a collaborative effort
between the LDOE and LaSPDG
• A Strategist Team of professionals
• Team included:
– School and district level personnel
– University personnel
– LDOE
– SPDG Staff
– Related service providers
Collaborative Teaching
• Why is this important?
– IDEA requires that all students with disabilities
have access to and show progress in the general
education curriculum, and
– Instructional programs should be delivered in the
Least Restrictive Environment (LRE)
Collaborative Models
• Co-Teaching Support Model
• Consultant Support Model
• Paraeducator Support Model
• These models have been described in depth
during the webinar series Inclusive Practices:
Making it Work!
• These are available for viewing on the SPDG
website http://laspdg.org/content.cfm?id=292
Let’s Take a Poll!
• How would you describe your current
teaching situation?
– Individual
– Collaborative
– Co-Teaching
Co-Teaching Defined
 As defined by Friend and Cook (2010)…
 Co-teaching is a service delivery option for
providing special education or related
services to students with disabilities or other
special needs while they remain in their
general education classes.
 Two or more professionals jointly deliver
meaningful instruction to a diverse, blended
group of students in a single physical space.
The Co-Teaching Resource Guide
• Three Sections
– Planning
– Implementation
– Results
• Resources throughout the document
*The resources included in the document come from a variety of sources and
reflect diverse strategies, implementation, and techniques. They are only a
starting point and can be modified to fit your needs. These resources should
be used as a guide for your own work.
Planning
• Planning for Administrators
– Teacher selection
– Scheduling
– Caseload
• Planning for Classroom Teachers
– Team building & Communication
– Parity
– Classroom management
Planning (continued)
• Planning for Other Stakeholders
– Related Service Professionals
– Families
– Paraeducators
Implementation
• Co-Teaching Approaches
– Station Teaching
– Parallel Teaching
– Alternative Teaching
– Team Teaching
– One Teach, One Assist**
Results
• Tools to assess the effectiveness of planning
and implementation
• Tools to assess overall effectiveness
• Reflective tools for teachers and
administrators
Co-Teaching Approaches
• Subsequent slides delineate:
– General description of the
approach
– Benefits of that particular
approach
– A diagram of classroom
configuration
• Use link to study in more depth
Station Teaching
• Teachers divide the responsibility of planning and
instruction.
• Students rotate on a predetermined schedule
through stations.
• Teachers repeat instruction to each group that
comes through; delivery may vary according to
student needs.
• Approach can be used even if teachers have very
different pedagogical approaches.
• Each teacher instructs every student.
• Website: http://www.powerof2.org
Station Teaching
Benefits
Cautions
Guiding Concepts
Grouping for specific
student needs
Groups need to be
flexible requiring
independent working
skills for 3rd group
Will student learning
be facilitated by
smaller, more intense
instruction? Are class
procedures for
transitioning in
place/practiced?
Allows lesson to be
“chunked”
Pacing for groups need Does concepts/lesson
to be commensurate
lend to chunking?
Concepts with
hierarchies are not a
good fit.
Allows differentiation
and UDL to match
learning style, reteach, accelerate or
accommodate depths
of learning
Avoid “fluff” at
stations.
Noise level may be an
issue
Can students
needs/styles of
learning be met?
Are IEP
accommodations being
provided?
Station Teaching (continued)
Benefits
Cautions
Guiding Concepts
Group carefully so that
those with attention
issues are distributed
evenly to allow maximum
instructional intensity
Which students need
extra attention?
Can accentuate a
particular teacher’s style
Can stifle teacher growth
is same skills used.
What are the
teachers’ talents that
will enhance
instruction?
Responsibility/
workload shared but
separate
Ensure equal work load
Lower studentteacher ratio;
Increased instruction
and attention
Room Configuration for Station
Teaching
Teacher Table
Student Table
Parallel Teaching
• Teachers share responsibility for planning and instruction.
• Class is split into heterogeneous groups, and each teacher
instructs half on the same material.
• Content covered is the same, but methods of delivery may
differ.
• Both teachers need to be proficient in the content being
taught.
• http://education.byu.edu/cpse/co_teaching/videos/Sequence
3.MPG
Parallel Teaching
Benefits
Cautions
Guiding Concepts
Intensive instruction
Mastery of content
required by both
teachers
Would complexity be
lessened in smaller
groups?
Lower student-teacher
ratio;
Pre-planning required
to have equitable
instruction
Would students benefit
from increased
interaction and
feedback?
Would students’
participation increase?
Likelihood of
participation
Monitor group work;
prepare for early
finishers
Would students benefit
from closer monitoring
and supervision?
Allows different
teaching styles
Could students’ needs
be better met by
matching learning styles
to teaching styles?
Room Configuration for Parallel
Teaching
Teacher Table
Student Table
Alternative Teaching
• Teachers divide responsibilities for planning and instruction.
• The majority of students remain in a large group setting, but
some students work in a small group for pre-teaching,
enrichment, re-teaching, or other individualized instruction.
• Approach allows for highly individualized instruction to be
offered.
• Teachers should be careful that the same students are not
always pulled aside.
• Website: http://www.powerof2.org
Alternative Teaching
Benefits
Flexible groups to re-teach,
extend lesson
Multiple means of delivery
Cautions
Avoid static
grouping
Guiding Concepts
Does data indicate need to
group for pre/re-teaching
or extending the
lesson/concept?
At some point is additional
direct instruction needed
for a short period of time
while the larger group
continues? What will be
the re-entry point?
Room Configuration for Alternative
Teaching
Teacher Table
Student Table
Team Teaching
• Teachers share responsibilities for planning
and instruction.
• Teachers work as a team to introduce new
content, work on developing skills, clarify
information, and facilitate learning and
classroom management.
• This requires the most mutual trust and
respect between teachers and requires that
they be able to mesh their teaching styles.
• Great Science Example:
http://www.teachertube.com/viewVideo.php?
title=Michelle_Seigler___Rockets_and_Co_Tea
ching&video_id=240066
Team Teaching
Benefits
Cautions
Guiding Concepts
Varied presentation
styles
Knowledge of roles and
responsibilities must be
clear
Would content delivery be
best through dialogue, roleplay, demonstration,
debate, step-by-step?
Highest degree of
professional
collaboration;
Requires co-teachers to
know each other well
and be in sync to
achieve desired
outcomes
Will all students benefit
from this approach?
Skilled determination
of student’s need for
support
Must be very observant Does data identify weak
to students’ functioning; students? Are IEP
accommodations provided?
Regulation occurs in
real time
Reinforcement/adjustm
ent to delivery must be
seamless
What are expected
observable behaviors that
tell students are on track?
Students self assess
and ask for help
Must be modeled for
students to know when
assistance is needed.
Have students learned how
to identify and advocate for
assistance?
Room Configuration for Team Teaching
Teacher Table
Student Table
One Teach, One Assist
• One teacher plans and instructs, and one teacher provides
adaptations and other support as needed
• Requires very little joint planning
• Should be used sparingly
Can result in one teacher, most often the general educator, taking the
lead role the majority of the time
– Can also be distracting to students, especially those
– who may become dependent on the drifting teacher
• Website: www.powerof2.org
One Teach, One Assist
Benefits
Cautions
Guiding Concepts
Opportunity to collect
behavioral or academic
data
Both teachers may not
be seen as equally
active/empowered
What student specific
information needs to be
collected?
Assist targeted students
during and after whole
class presentation
One teacher may be a
“glorified aide”; loss of
power of 2 teachers
How can strengths of
each teacher be
maximized?
Are teachers clear about
expectation of each
other?
Students receiving help
may become static.
(ie.,“ ‘Sped’ students
come to Ms. Jones”)
Room Configuration for One Teach,
One Assist
Let’s Take a Poll!
• Which co-teaching approach have you had
experience with?
– Station Teaching
– Parallel Teaching
– Alternative Teaching
– Team Teaching
– One Teach, One Assist
Use your chat pod to share success or challenges
with this approach!
Next Steps?
• Given your current situation, what are your
next steps?
(Use the chat box to share)
• Follow-up and Support:
– LaSPDG (www.laspdg.org)
– LDOE (network request)
Questions?
Please use your chat pod if you have
questions related to this presentation (if
time permits, we will answer them, if not,
please email questions to contacts below)
You may email questions to Melanie
Lemoine [email protected] or Kristina
Posey [email protected]
REMINDER: CLU Credit
• IF YOU HAVE NOT ALREADY DONE SO DURING THIS
WEBINAR…..
– In order to receive a certificate of participation for today’s webinar
(1 CLU credit contingent upon the approval of your employing
school system) you will need to type the following information into
the chat pod at this time:
• Full name
• Parish you are representing
• Your complete email address
• Your certificate will be emailed to you by Friday afternoon; if
you do not receive it, please email
Wendy Allen [email protected]
www.laspdg.org
The contents of this PowerPoint presentation were developed under a grant from the US Department of
Education, #H323A110003. However those contents do not necessarily represent the policy of the US
Department of Education, and you should not assume endorsement by the Federal Government.
@laspdg
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