CoTeaching

1
Architects of Student SuccessDesigning a
Blueprint for Student Success

• Co-Teaching
• for School Improvement

Texas School Improvement Conference


December 11-12, 2008 School Improvement
Resource Center

Austin,
Texas
2
Objectives

• Summarize research on co-teaching
• Discuss foundations of co-teaching
• Describe five models of effective co-teaching
• Identify strategies to enhance the co-teaching
  process

3
Research

• Co-teaching occurs when general and special
  education teachers work collaboratively to teach
  students who represent a range of abilities,
  including students with disabilities, in the
  general education classroom (Bauwens, Hourcade,
  Friend, 1989).
• Collaboration is the key to co-teaching. It is
  an interactive process that enables teachers with
  diverse expertise to provide quality services to
  students with a range of academic and social
  needs (Idol, Nevin, Paolucci-Whitcomb, 2000
  West Idol, 1990).
• In a three-year study of effective co-teaching
  teams, general and special education teachers
  reported increased academic and social gains for
  students with disabilites opportunities for
  professional growth professional satisfaction
  and personal support (Walther-Thomas, 1997).

4
Research

• Effective co-teachers
• -are tolerant, reflective, and flexible.
• -accept responsibility for all students.
• -maintain positive relationships with each
  other.
• -adjust expectations for students with
  disabilities
• in the general education classroom.
• 
  (Olsen et. al, 1997)

5
Foundations

• Collaboration involves
• -shared responsibility
• -reciprocity of ideas and teaching
• -problem-solving
• -interactive communication
• -conflict resolution

6
Foundations

• Establishing a co-teaching relationship
• Write a mission statement
• Establish norms
• Create vehicles for communication and reflection
• Participate in team-building exercises
• Collaboratively analyze student data and discuss
  student needs
• Implementing an effective process
• Establishing a co-teaching relationship
• Identifying individual students needs
• Planning for instruction
• Monitoring students progress

7
Model Lead and Support

• Description
• One lead teacher
• One teacher teaching on purpose
• Grouping
• Whole Class
• Teacher Roles
• One teacher provides the lead in instruction
• One teacher provides on purpose instruction

8
Model Parallel Teaching

• Description
• Two teachers teach same content
• Grouping
• Two large heterogeneous groups
• Teacher Roles
• Each teacher instructs one group

9
Model Alternative Teaching

• Description
• Two teachers teach different content
• Grouping
• Two large homogeneous groups
• Teacher Roles
• Each teacher instructs one group

10
Model Station Teaching

• Description
• Teachers monitor/teach
• Grouping
• Multiple small groups (homogeneous or
  heterogeneous)
• Teacher Roles
• Each teacher monitors or teaches

11
Model Team Teaching

• Description
• Two teachers teach together
• Grouping
• Whole Class
• Teacher Roles
• Teachers work together to teach a lesson

12
Strategies

• Jig-Saw
• Enhances instruction for students with an
  accommodation of a reduced amount of text.
• Possible Sentences
• Enhances instruction for students with an
  accommodation of highlighting important
  information.
• Say Something
• Enhances instruction for students with an
  accommodation of a peer tutor.

13
Recommendations

• Apply a combination of models
• Use flexible grouping
• Incorporate collaborative strategies
• Implement a reflective process

14
Resources

• Bauwens, J., Hourcade, J. J. (1997).
  Cooperative teaching Pictures of
• possibilities. Intervention in School and
  Clinic, 33, 81-85, 89.
• Bauwens, J., Hourcade, J. J., Friend, M.
  (1989). Cooperative teaching A model
• for general and special education
  integration. Remedial and Special Education,
• 10(2), 17-22.
• Olson, M.R., Chamers, L. Hoover, J.H. (1997).
  Attitudes and attributes of general
• education teachers identified as effective
  inclusionists. Remedial and Special
• Education, 1, 117-175.
• Walther-Thomas, C. (1997). Co-teaching
  experiences The benefits and problems
• that teachers report. Journal of Learning
  Disabilities, 30(4), 395-407.
• West, J.F., Idol, L. (1990). Collaborative
  consultation in the education of mildly
• handicapped and at-risk students. Remedial
  and Special Education, 11(1), 22-
• 31.
• West, J.F., Idol, L., Cannon, G. (1989).
  Collaboration in the schools. Austin, Texas
• PRO-ED.

15
Anticipation Guide

• What is co-teaching? ____________________________
  __________________________________________________
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• Why is co-teaching effective? ___________________
  __________________________________________________
  __________________________________________________
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• Describe 5 models of co-teaching.
  __________________________________________________
  __________________________________________________
  __________________________________________________
  ___________________________
• How can the process of co-teaching be enhanced?
  __________________________________________________
  __________________________________________________
  __________________________________________________
  ___________________________

16
Reaction Guide

• What is co-teaching? ____________________________
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  __________________________________________________
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• Why is co-teaching effective? ___________________
  __________________________________________________
  __________________________________________________
  __________________________________________________
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• Describe 5 models of co-teaching.
  __________________________________________________
  __________________________________________________
  __________________________________________________
  ___________________________
• How can the process of co-teaching be enhanced?
  __________________________________________________
  __________________________________________________
  __________________________________________________
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