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CoTeaching

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Co-Teaching. The Short Course. Dr. Wendy Fetner Dover. Rock Hill School ... Sooooo, ... exactly what are we talking about? Video Clip (Co-Teaching Defined) ... – PowerPoint PPT presentation

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Title: CoTeaching


1
Co-Teaching
  • The Short Course
  • Dr. Wendy Fetner Dover
  • Rock Hill School District 3
  • Rock Hill, South Carolina

2
Ive Been in Your ShoesCo-Teaching Where do we
start?

3
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 thats what makes is SO very
    interesting!
  • Video Clip (Shared Beliefs)

4
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 and an administrator?
  • Special Educators and Administrators What
    skills, abilities, and materials do you have to
    offer? (a dowry, so to say!)
  • Video Clip (Prerequisite Skills)

5
Co-Teaching Todays Agenda
6
So,Why Co-teach? (k-8)
  • Most popular model of inclusion
  • Least Restrictive Environment and continuum of
    services (IDEA-04)
  • Content instruction by content specialists and
    highly qualified teachers (NCLB-01)
  • No more off grade level PACT Testing
  • Only 2 allowed to take PACT ALT
  • Resource and self-contained models of pull-out
    for content instruction less workable or
    justifiable
  • Its just a good instructional practice if its
    done right!

7
Tell Me Again Why We Are Doing This! (secondary)
  • Most popular model of inclusion
  • Least Restrictive Environment and continuum of
    services (IDEA-04)
  • Content instruction by content specialists and
    highly qualified teachers (NCLB-01)
  • Resource and self-contained models of pull-out
    for course credit is not an option
  • Highly qualified special ed. teachers at
    secondary level exemption if they assist and
    support
  • Its just a good instructional practice if its
    done right!

8
Theres More Than One Way
  • Collaborative Planning
  • Systems of Information Sharing and
  • Consultation
  • Resource Room Support (pull-out, as needed,
    etc.)
  • Coaching and Modeling
  • Staff development
  • Peer tutoring/buddy system
  • Cooperative Learning
  • Student Improvement Teams
  • Instructional Assistants
  • Accommodations and Modification
  • Differentiated Instruction
  • Co-teaching

9
Continuum of Inclusive Models
LESS Support Intensive
Consultation Supported Instruction Co-Teaching R
esource/Pull-out
MORE Support Intensive
10
Consultation
  • Consultation Model
  • Student support services personnel provide
    indirect, out-of-class support to general
    classroom staff.
  • Planning
  • Strategies
  • Problem-solving
  • Student information
  • Program information
  • Observations
  • Resources and materials

11
Inclusive Classroom
  • Supported Instruction
  • Co-Teaching Model
  • Student support services personnel provide direct
    in-class support to students as they participate
    in the general education classroom
  • 2 Adults in the room
  • Idividual accountability
  • Exchange of information
  • Collaborative planning
  • Shared instruction
  • Both engaged in instruction
  • Progress monitoring
  • Constructive feedback

12
Pull-Out
  • Pull-out Model
  • Student support services personnel provide direct
    instruction, support. Or modifications to student
    with special needs outside the general classroom.
  • Resource Class
  • IEP skill development
  • Limited academic support, enrichment and
    acceleration
  • Self-contained Class
  • Functional curriculum
  • Curricular modifications
  • Limited academic support

13
The Difference Between Co-teaching and Supporting
  • Co-Teaching
  • Certified teachers or therapists only
  • GenEd teacher and SpEd teacher 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
  • Supported Instruction
  • May be 2 certified teachers/ therapists OR a
    certified teacher/ therapist and an assistant
  • Less planning or ongoing 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

14
Sooooo,
  • exactly what are we talking about?
  • Video Clip (Co-Teaching Defined)

15
To Recap - Co-teaching is (Friend Cook,
2000)
  • Planning and delivering instruction
    collaboratively
  • Through a blend of direct and indirect support
    and services
  • In a subject content area
  • To students with diverse needs
  • Primarily in a single general classroom setting.

16
From the Literature
  • This approach increases instructional options,
    improves educational programs, reduces
    stigmatization for students, and provides support
    to the professionals involved.
  • (Cook Friend, 1995)
  • Teachers share the planning, presentation,
    evaluation, and classroom management in an effort
    to enhance the learning environment for all
    students. In this way, the teachers can provide
    more integrated service for all students,
    regardless of their learning needs.
  • (Gately Gately, 2001)

17
Key Components of Successful 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
  • Appropriate levels of modification

18
Our Plans for the Future
  • SHOULD
  • SHOULD NOT

19
Co-Teaching at Castle Heights Middle School
  • SHOULD
  • be collaborative we do it
  • Planned schedule and student placements (hand
    schedule SpEd students first and keep a workable
    balance)
  • Be student need driven
  • Use strengths of each teacher
  • Include differentiated instruction
  • Actively involve both teachers in classroom tasks
    (grading, instructing, etc.)
  • Include planning for partnershhip prior to school
    starting
  • Be the standard model for identified at
    riskcourse
  • SHOULD NOT
  • Be an extra planning period for either teacher
  • Make the SpEd teacher assist only
  • Relegate one teacher to the side lines
  • Be hastily planned
  • Become a pull-out model
  • Be referred to as your students and my
    students

20
Co-Teaching Todays Agenda
21
Inclusion
  • I do!
  • YOU do!
  • WE do!

22
Lets Start with WE Do!
  • That thing we do together!
  • Video Clip (Collaboration)

23
Co-Teaching is a Blend of..
  • Direct Service
  • The Special Education teacher DOES work directly
    with students in a general or special setting.
  • Indirect Service
  • The Special Education teacher does not work with
    the students, but with the teachers and staff who
    provide the direct instruction.

24
Co-Teaching is a Blending of
Direct and Indirect
  • Direct
  • Supported Instruction
  • Shared Instruction/ Co-Teaching
  • Full-time
  • Part-time
  • Flex-time
  • Academic Support (pull-out)
  • Indirect
  • Co-planning
  • Sharing student information
  • Observations
  • Problem Solving
  • Collaboration (providing ideas for modifications,
    accommodations, strategies)
  • Behavior Interventions
  • Itinerant Support to Students
  • Accommodation and Modification Development and
    Support

25
So, How Does this Translate into Teacher Roles
and Responsibilities?
  • Overall Program Roles - Basic INCLUSIVE
    Responsibilities and Tasks

26
Roles Responsibilities for Inclusion
  • Classroom Teachers Role To plan, coordinate,
    schedule, and evaluate curriculum and
    instructional outcomes within a secure, positive,
    and enriched inclusive classroom environment.
  • Special Educators Role To provide instruction
    and support which facilitate the participation of
    students with disabilities in general education
    classroom

27
Job Titles May Help
  • General Education Teacher
  • Classroom Teacher
  • Content Specialist
  • Instructional Leader
  • Chief Cook
  • Co-Teacher
  • Special Education Teacher
  • Consultant
  • Strategist
  • Resource Specialist
  • Coach
  • Case Manager
  • Collaborator
  • Co-Teacher

28
Its Best to Make it Clear
  • Lets define a written list of school-wide
    guidelines for the overall roles and
    responsibilities of General Education Teachers
    and Special Education Teachers. For each list
  • Circle the number of the items you want to keep
  • Mark out the number of the items you want to
    delete
  • Write in any changes
  • Add items you want to include

29
These Lists are Useful ---- HOW?
30
Co-Teaching Todays Agenda
31
VIDEO CLIP - Co-Teaching Arrangement Examples
  • One teach, one observe
  • Station teaching
  • Parallel teaching
  • Alternative teaching
  • Teaming
  • One teach, one assist

32
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)

33
Co-Teaching Todays Agenda
34
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
  • Co-Teaching Plan

35
On-Going Planning
  • You HAVE to plan so schedule it and show up
    prepared!
  • Gen. Ed. instructional plans and materials
  • Special Ed. target student names and
    supplemental material
  • You need a planning format
  • Planning Ahead Form
  • Co-Teaching Lesson Plan Book (Dieker, 2002)
  • Calendar
  • Plan book
  • Notebook

36
Barrier IssuesYouve Got to Find a Way Around!
  • Grading
  • Scheduling
  • Planning Time

37
Finally, Tips for Inclusive Settings
  • Be aware of the target students and consider
    individual IEP needs in planning
  • Keep special needs student ratio about 1/3 to 1/4
  • Dont always group the students with special
    needs together or seat them in one special spot
  • Schedule consultation or
    joint planning time.

38
Finally, Tips for Inclusive Settings
  • Make sure both teachers have the same
    understanding of things
  • Get trained together
  • Fill out these forms together!
  • Brush up on basic communication and people
    skills
  • Incorporate strategies and
    techniques that have a sound
    research base.

39
Finally, Tips for Inclusive Settings
  • WRITE DOWN personnel roles and responsibilities
  • Review your co-teaching considerations and/or
    co-teaching plan a month after its first
    developed, then at the end of each semester
  • Make changes only at natural breaks, like the end
    of a semester

40
Wow We Are Almost Done!
  • What is the first thing you want to do to begin
    or strengthen your co-teaching partnership?

41
Your TO-DO list
  • Develop a school list for Inclusion IS/IS NOT
  • Clarify inclusive roles and responsibilities for
    SpEd and GenEd teachers
  • EACH Co-Teaching pairs MUST complete
  • Co-Teaching Considerations sheets
  • Co-Teaching Plan
  • Schedule a regular planning time
  • Decide on a planning format
  • Review the Co-Teaching Approaches weekly
  • Define your administrative support needs

42
Follow-up Topics/Handouts
  • Modification Basics
  • Getting Along (Personality and Communication
    Issues)
  • Problematic Situation
  • Supervising an Assistant in Inclusive Settings

43
The General Classroom SPED Resource
Classroom SPED Self-Contained
Classroom Separate School Hospital/Instituti
on Homebound RETURN
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