co-teaching getting ready to work together dr. wendy dover balough rock hill school district 3
TRANSCRIPT
Co-Teaching
Getting Ready to Work Together
Dr. Wendy Dover BaloughRock Hill School District 3
I’ve Been in Your Shoes…Co-Teaching: Where do we start?
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 that’s what makes is SO very interesting!
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? Special Educators – What skills, abilities,
and materials do you have to offer? (a dowry, so to say!)
Getting Ready to Work TogetherToday’s Agenda
Introduction and Overview
Models of Co-Teaching
Just the Two of Us – a Partnership
There are 6 Co-teaching Arrangements
Sorting and Grouping Students
Co-teaching Considerations
Co-planning Parting Tips
There’s More Than One Way… Collaborative Planning Systems of Information Sharing Consultation Resource Room/Pull-Out Support Coaching and Modeling Staff development Interventions and Strategies Peer Assisted Learning Cooperative Learning Problem Solving Instructional Assistants Differentiated Instruction
Co-teaching
So,Why Co-teach?
It is one of the most popular models of inclusion… AND INCLUSION is really all about ACCESSING the general curriculum, right?
You can combine so many inclusive strategies with co-teaching
It’s just good instructional practice – if it’s done right!
Benefits of Co-Teaching
Co-teaching has lots of advantages for lots of different “stakeholder” groups
General education teacher Special education teacher Students with special needs Students without special needs
Handout page 2
Key Components of 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 Implementation of individual student
accommodations and modifications (CURRICULAR modifications)
Getting Ready to Work TogetherToday’s Agenda
Intros and Overview Models of Co-
Teaching Just the Two of Us –
a Partnership There are 6 Co-
teaching Arrangements
Sorting and Grouping Students
Co-teaching Considerations
Co-planning Parting Tips
Special Education Service Delivery General Classroom Services
Pull-out Services and Support
Separate Classroom Services
Alternative Setting
Homebound
Special Education Services
Indirect Consultation Problem Solving Sharing student
information Planning Collaboration (providing
ideas for modifications, accommodations, strategies)
Coaching Behavior interventions Itinerant support to
students
Direct Co-teaching and
Supported instruction Pull-out Resource Special Classroom or
Setting Direct instruction
Content Skill development Remedial instruction Acceleration Preteach/reteach
Academic support Social skills Behavior
ConsultationSupported Instruction
Co-TeachingResource/Pull-out
LESS Support Intensive
MORE Support Intensive
Continuum of Inclusive Models
Models of Inclusive Services
Consultation Model
Student support services personnel provide indirect, out-of-class support to general classroom staff or students.
Consultation ModelPlanning
Strategies
Problem-solving
Shared student information
Shared program information
Observations
Coaching
Resources and materials
Models of Inclusive Services
Collaborative/ Classroom Support Model
Student support services personnel provide direct in-class support to students as they participate in the general education classroom
Classroom Support Model
“Inclusive” Classroom- Co-teaching- Supported InstructionModifications- Instructional
accommodations- Curricular modifications
Difference Between Co-Teaching and Supported Instruction
Co-Teaching 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 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
Models of Inclusive Services
Pull-out Model
Student support services personnel provide direct instruction, support or modifications to student with special needs outside the general classroom.- smaller groups
- more intense or specialized
instruction
Pull-out ModelResource Class- Academic support- Academic enrichment
and acceleration - IEP skill development
Self-contained Class- Academic support- Functional curriculum- Curricular modifications
GO NEXT
ConsultationSupported Instruction
Co-TeachingResource/Pull-out
LESS Support Intensive
MORE Support Intensive
Continuum of Inclusive Models
I Know What I Don’t Want!
Turn taking One teaching while the other prepares instructional
materials, corrects papers, works on the computer… One teaches and the other stands or sits by and
watches One person always dictating what is taught or how it
is taught The assignment of someone to just act as a tutor or
assistant One who does not make the partnership a
commitment or priority
Make the Partnership a Priority
Be there Be responsible Be on time Be prepared Be actively engaged Communicate
OUR Co-Teaching …
IS In the general
classroom A joint responsibility Coordinated
instructional arrangements
Ongoing communication
Formal planning Proactive Dependent on joint
co-planning
IS NOT One doing all the
directing Turn Taking A remedial class A plan to improve
weak teaching skills Minimal
communication Little/no formal
planning Independent actions Reactive
Getting Ready to Work TogetherToday’s Agenda
Intros and Overview Models of Co-
Teaching Just the Two of Us
– a Partnership There are 6 Co-
teaching Arrangements
Sorting and Grouping Students
Co-teaching Considerations
Co-planning Parting Tips
Inclusion I do!
YOU do!
WE do!
Job Titles May Help
General Education Teacher
Classroom Teacher Content Specialist Instructional Leader “Chief Cook” Collaborator Co-Teacher
Special Education Teacher
Consultant Strategist Resource Specialist Coach Case Manager Collaborator Co-Teacher
Overall Roles and Responsibilities
Handout Page 4 Each team read both lists
Top 2 roles and responsibilities for each Any changes? Any to add?
Sharing Information – It’s VERY, VERY Important!
SPED Teacher has…
Specific, individual student information Learning styles & strengths
Specific IEP information Goals/objectives Modifications and
accommodations Present level of
performance FBA/BIP
Student Profile
GenEd Teacher has…
Classroom info and expectations Instructional styles &
preferences Grade level characteristics &
expectations Learning and behavioral
expectations Curriculum knowledge and
understanding Classroom Profile
One More “Partnership” Tidbit
Any problems with communication has to be… …the other person! Are we in sync? Skills: communication, collaboration,
problem-solving, facilitating, empowering, coaching, listening, “our kids” not “my kids”
Getting Ready to Work TogetherToday’s Agenda
Intros and Overview Models of Co-
Teaching Just the Two of Us –
a Partnership There are 6 Co-
teaching Arrangements
Sorting and Grouping Students
Co-teaching Considerations
Co-planning Parting Tips
To “Do” Co-Teaching RIGHT…
You MUST plan for the use of varied instructional arrangements AND use them!
You MUST do more than Teach and Support
VIDEO CLIP - Co-Teaching Arrangement Examples One teach, one observe Station teaching Parallel teaching Alternative teaching Teaming One teach, one assist
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)
Practicing with Content Activities
Handout p. 16. Content Orientation (Question 1) What content subject area will you be co-
teaching? In broad/general terms, what knowledge or
skills is targeted by the general curriculum? What unit titles or topics will be covered during
the first grading period? Handout p. 12. Briefly describe 3 class
activities, assignments, or projects.
Practicing with Content Activities
Together, develop a way to use each of the instructional arrangements with the 3 activities, assignments, or projects.
Co-Teaching Arrangements: Got to Use All Six! One teach, one observe Station teaching Parallel teaching Alternative teaching Teaming One teach, one assist
Getting Ready to Work TogetherToday’s Agenda
Intros and Overview Models of Co-
Teaching Just the Two of Us –
a Partnership There are 6 Co-
teaching Arrangements
Sorting and Grouping Students
Co-teaching Considerations
Co-planning Parting Tips
ConsultationSupported Instruction
Co-TeachingResource/Pull-out
LESS Support Intensive
MORE Support Intensive
Scheduling Across Those Different Delivery Models
Inclusion Schedule Planner
Handout pages 14-15 Best completed by the teacher with the most
experience with the student We’ve use IEP present levels
Best completed before working on the new schedule We’ve done it in October!
The “values” on page 15 can be changed! These are only SUGGESTED
Once It’s Complete…(Murawski, 2010)
List and count the number of students in each area (by grade) “dump” into EXCEL spreadsheet or make
lists Develop “class lists” for consultative, co-
taught, and resource/pull-out Watch the percentages as you develop the
classes or place them in classes! Load up or spread out?
Scheduling Options
“Loaded Up” SpEd has fewer teachers/teams
to support Requires more direct in-class
support Need to add variety & flexibility
by using direct support creatively
Training and support concentrated to a smaller group
Easier to administrate
“Spread Out” SpEd has more teachers/ teams
to support More resource intensive Planning & communication more
difficult or complex creativity & flexibility a must
from the start Requires more initial
responsibility by GenEd teachers
More equitably More complicated to
administrate – multifaceted
Getting Ready to Work TogetherToday’s Agenda
Intros and Overview Models of Co-
Teaching Just the Two of Us –
a Partnership There are 6 Co-
teaching Arrangements
Sorting and Grouping Students
Co-teaching Considerations
Co-planning Parting Tips
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
Partner Activity
Getting Ready to Work TogetherToday’s Agenda
Intros and Overview Models of Co-
Teaching Just the Two of Us –
a Partnership There are 6 Co-
teaching Arrangements
Sorting and Grouping Students
Co-teaching Considerations
Co-planning Parting Tips
Co-Planning
Without co-planning, it never gets past supported instruction Co-exist Communicate Coordinate Collaborate (problem-solve)
Have to make time for it (p. 20) Must have procedures and a format The time for planning actually decreases if…
Co-Planning IS Different!
3 Stages of Co-Planning
Stage 1GenEd Teacher plans prior to co-planning
meeting Outline curricular content
and related instructional activities
Co-Planning IS Different!
Stage 2Both GenEd and SpEd teacher review curricular
content and develop instructional activities Make judgments about the topics, content,
and activities in relation to students Define changes to content, activities, student
groupings, adult responsibilities Arranging the students Arranging the teachers/adults
Co-Planning IS Different!
Stage 3Both teachers prepare
Materials and resources for students that require significant changes
Collects alternative materials Plans for implementation
On-Going Co-Planning
Can’t be done “on the fly”. Prepare and show up! Gen. Ed. – instructional plans and materials Special Ed. – target student names and
special needs information Include requirements (standards, goals, etc.)
Need a (visual) planning format Co-planning book Planning Ahead Form (p. 21)
Getting Ready to Work TogetherToday’s Agenda
Intros and Overview Models of Co-
Teaching Just the Two of Us –
a Partnership There are 6 Co-
teaching Arrangements
Sorting and Grouping Students
Co-teaching Considerations
Co-planning Parting Tips
Finally, Tips for Co-Teaching
Modification Basics (page 22) Be aware of the target students and consider
individual IEP needs in planning Keep special needs student ratio about 1/3 to
1/4 Don’t always group the students with special
needs together or seat them in one special spot
Schedule consultation or joint planning time.
Finally, Tips for Inclusive Settings
Make sure both teachers have the same “understanding” of things Fill out these forms together!
Brush up on basic communication and “people” skills
Develop a “support group” Trouble shooting p. 23
Incorporate strategies and techniques that have a sound research base.
Finally, Tips for Inclusive Settings
WRITE DOWN roles and responsibilities Review your lists periodically
Co-teaching priorities (is/is not) Co-teaching roles and responsibilities Co-teaching considerations a
Make changes only at natural breaks, like the end of a semester
Review the Work Your Team Need to Do Set co-teaching IS/IS NOT priorities Agree on overall role/responsibilities Share information Be able to explain 6 instructional
arrangements Sort students by level of need Complete your co-teaching considerations Agree to a co-planning schedule and format