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Building TowardsEffective Team Teaching

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Key Messages

The needs of pupils, based on evidence, should determine

which form of supplementary SEN teaching support is most

appropriate..

The range of teaching supports should strike a balance between

team-teaching, group and individual support.

Team teaching can be used to support the priority learning

needs of pupils, for early intervention and

proactive/preventative approaches..

Team teaching can facilitate effective collaboration,

between classroom teachers and SEN teachers leading to improved learner outcomes,

learning experiences and teacher practices

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ieInclusion

Walk in my shoes

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Inclusion in the Irish context is defined as a process of:

Inclusive Education

“…addressing and responding to the diversity of needs of learners through

enabling active participation in learning, cultures, and communities, and removing barriers to education

through the accommodation and provision of appropriate structures

and arrangements” NCSE (2010)

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Guiding Principles

(Guidelines for Primary Schools, Supporting Pupils with Special

Educational Needs in Mainstream Schools, DES 2017)

Teaching resources provided should facilitate the development of truly inclusive schools.

Supports provided should be based on identified needs as outlined in the Continuum of Support Guidelines.

The class teacher has primary responsibility for all pupils.

SET supports should be used solely for the support of pupils with identified special educational needs, including those pupils for whom English is an Additional Language (EAL) and early intervention & prevention.

Pupils with the greatest levels of need should have access to the greatest level of support.

Schools with more than one support teacher should establish and maintain a core team of teachers to meet the needs of pupils with special educational needs.

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ie6 Actions

Identification of pupils with S.E.N.

Setting targets

Planning teaching methods and approaches

Organising early intervention and prevention programmes

Organising SEN teaching resources

Tracking, recording and reviewing progress

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A Continuum of Support

School Support Plus for a Few

School Support for Some

Whole School and Classroom Support for All

Academic SuccessSocial, Emotional and Behavioural

Competence

Individualised

& Specialist

Support

Response to

Groups and

Individuals

Preventative

& Proactive

Approaches

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Continuum of Support

Classroom SchoolSchool Support

Plus

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Assessment at each stage of the Continuum

Numeracy Literacy

Other

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ieAssessment Continuum

-KWL-Two Stars & a Wish-PMI-Rubric-Learning Log

-Teacher/Child(Rubrics, portfolio)-Teacher/Teacher-Teacher/Parent

-Work samples-Pupil Journal-E portfolios(Seesaw)

-Concept Maps-Mind maps-Tree Diagrams-Minimal Defining Lists

-Instructional Framework-Pupil Questioning

-Rubric-Checklist-Target Child-Time sample-Shadow study

-Drumcondra-Sigma T / Micra-T-Ballard Westwood-Etc.

-Rubrics-Checklists

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ieTarget Setting

DESGuidelines

Appendix 1: Target Setting

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ie6 Actions

Identification of pupils with S.E.N.

Setting targets

Planning teaching methods and approaches

Organising early intervention and prevention programmes

Organising SEN teaching resources

Tracking, recording and reviewing progress

Planning teaching methods and approaches

Organising early intervention and prevention programmes

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ieWhat is Team Teaching?

Essentially it is characterised by:

• two or more professionals working together in a

classroom(DES, 2007)

• ‘…. a group of two or more teachers working

together to plan, conduct and evaluate the

learning activities for the same group of learners.’ (Goetz, 2000)

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Terminology

Team-teaching

In-class Support

Co-operative teaching

Co-teaching

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Reflective Template

Build Trust / Break Trust

Building Effective Relationships

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ieStarting the Journey

Professional Conversations

Purposes and Aims

Defining of roles

Planning and

Teaching

Timeframe Review and Reflection

Assessment and

Monitoring

Pupil Voice

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Lead and Support

Parallel Teaching

Station Teaching

Alternative Teaching

Teaming Teaching

Models of Team Teaching

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Literacy Team Teaching

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Lead and Support

Parallel Teaching

Station Teaching

Alternative Teaching

Teaming Teaching

Sharing Models of Team Teaching

• What elements of good practice relating to team teaching can be seen?

• Why might these models have been chosen?

• Are there any alternative models that could have been chosen?

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Early Intervention and Prevention

“In view of the substantial international evidence that early-intervention and prevention programmes can lead to improved outcomes for pupils, school leaders should ensure that some teaching resources are used for this purpose”.

(p.14 Guidelines, DES 2017)

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(p.14 Guidelines, DES 2017)

Supporting Pupils in Junior Classes

Station Teaching

“Schools may find it helpful to deploy additional teaching resources in junior classes to strengthen station teaching approaches which target the promotion of language, literacy and numeracy skills.”

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Numeracy Team Teaching

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.ieBest Practice for Planning

Factors for consideration in weekly plans:

Collaborative

Priority learning needs / skills

Assessment

Monitoring

Reviews

Actions arising

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Reflection

What will you take from today

to guide best practice of

team teaching in your school?

Thank You

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• PDST Website

• PDST school based support

• Upcoming Seminars:

- Team Teaching for Mathematics: The Next Steps

- Making Connections: Inclusion in Literacy through Team Teaching

Additional Support