Title: CoTeaching
1Co-Teaching
- The Short Course
- Dr. Wendy Fetner Dover
- Rock Hill School District 3
- Rock Hill, South Carolina
2Ive Been in Your ShoesCo-Teaching Where do we
start?
3A 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)
4Making 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)
5Co-Teaching Todays Agenda
6So,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!
7Tell 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!
8Theres 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
9Continuum of Inclusive Models
LESS Support Intensive
Consultation Supported Instruction Co-Teaching R
esource/Pull-out
MORE Support Intensive
10Consultation
- 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
11Inclusive 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
12Pull-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
13The 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
14Sooooo,
- exactly what are we talking about?
- Video Clip (Co-Teaching Defined)
15To 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.
16From 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)
17Key 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
18Our Plans for the Future
19Co-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
20Co-Teaching Todays Agenda
21Inclusion
22Lets Start with WE Do!
- That thing we do together!
- Video Clip (Collaboration)
23Co-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.
24Co-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
25So, How Does this Translate into Teacher Roles
and Responsibilities?
- Overall Program Roles - Basic INCLUSIVE
Responsibilities and Tasks
26Roles 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
27Job 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
28Its 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
29These Lists are Useful ---- HOW?
30Co-Teaching Todays Agenda
31VIDEO CLIP - Co-Teaching Arrangement Examples
- One teach, one observe
- Station teaching
- Parallel teaching
- Alternative teaching
- Teaming
- One teach, one assist
32Worth 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)
33Co-Teaching Todays Agenda
34Getting 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
35On-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
36Barrier IssuesYouve Got to Find a Way Around!
- Grading
- Scheduling
- Planning Time
-
37Finally, 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.
38Finally, 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.
39Finally, 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
40Wow We Are Almost Done!
- What is the first thing you want to do to begin
or strengthen your co-teaching partnership?
41Your 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
42Follow-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