co-teaching overview mason city community school district 2010

Co-Teaching Overview

Mason City Community School District

2010

Co-Teaching Agenda

IntroductionDefinition- What is Co-Teaching?Rationale- Why Co-Teaching?Models of Co-TeachingStrengthening the Partnership

Definition- What is Co-Teaching?

Two teachers of different expertise sharing instructional responsibility for a general education class with a diverse group of learners, including special education students.

Suzanne Robinson


Two (or more) educators Shared instructional responsibility Single group of students Single classroom Specific content Mutual ownership, pooled resources, and joint

responsibility Each individual’s level of participation may vary


Co- Teaching is NOT: Having an extra set of hands in the classroom. Both

teachers are professionals and integral to the instructional process.

One teacher (usually the general educator) always teaching and the other always roaming around and assisting students (usually the special educator).

An arrangement where one person takes the lead on Monday and the other on Tuesday. Variations on this misunderstanding are exchanging lead roles by week or unit.

A convenient means for busy educators to get out-of-class responsibilities completed (phone calls, grading, etc.).

Rationale- Why Co-Teaching?

1. Access to the General Education Curriculum

• IDEA ‘04 and NCLB require the IEP committee to determine and provide the accommodations, modifications, supports, and supplemental aids and services needed by each child with a disability to successfully be involved in, and progress in the general curriculum, while achieving the goals of the IEP.


2. LRE- Least Restrictive Environment

• IDEA ‘04 and NCLB require special classes, separate schooling, or other removal of children with disabilities from the general educational environment occur only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

• Iowa LRE Target: 75% of special education students are in general education 80% of the time.


3. Highly Qualified Teachers

• IDEA ‘04 and NCLB require all students being taught in the content areas by teachers who are highly qualified. Highly qualified in federal terms refers to subject matter competency.

• Co-Teaching guarantees IEP students are taught by a teacher highly qualified in the core subject areas (general educator) and also receive services from a highly qualified teacher who meets their unique needs (special educator).


4. Adequate Yearly Progress (AYP)

• NCLB expects that most students with disabilities reach proficiency as measured on the same assessments used for other students.

• Achieving AYP is more likely when students with disabilities are educated in the general education setting and have access to the same curriculum as other students. While many special educators have been able to provide this level of instruction, it is difficult to maintain the pace of instruction and access to the general education curriculum in a separate special education setting.


5. Research on Co-Teaching

• Rea, McLaughlin, and Walther-Thomas (2002) found that students in the co-taught received significantly higher report card grades and scored higher on the 8th grade ITBS in both language arts and math.

• Wilson and Michaels (2006) surveyed students with disabilities and typical classmates and found both groups were favorable with the aspects of co-teaching and recognized how it gave them access to the curriculum in ways not offered before.

• Gerber and Popp (1999) interviewed students and their parents concerning co-teaching and found both were positive about co-teaching. Students indicated they were earning better grades with co-teaching and their organizational skills had improved.


Meets individual needs of studentsProvides for individualized instructionReduces stigma of pull-out programsProvides opportunities for flexible schedulingCreates positive social interactionsProvides a sense of collegial supportMeets requirements of NCLB and IDEA

Co-Teaching Approaches (Jigsaw)

One Teach/One ObserveStation TeachingParallel TeachingAlternative TeachingTeamingOne Teach/One Assist

One Teach/One Observe

+ Data driven decision-making

+ Requires little joint planning time

+ Teachers learn from each other

- Can result in special educator as being viewed as an assistant.

Station Teaching

+ Each teacher actively engaged in instruction

+ Deliberate grouping of students

+ Increased instructional intensity

+ Increased differentiation

- Noise can be distracting

- Timing of instruction and activities

- Need for student independence

Parallel Teaching

+ Lower teacher:student ratio

+ Shared workload

+ Varied perspectives

+ Allows for better behavior management

- Timing of lessons

- Noise level

- Content comfort and confidence

Alternative Teaching

+ Allows for small group instruction

+ Helps with attention problems

+ Allows for re-teaching, pre-teaching, skills assessment, and enrichment

- Can be stigmatizing to those in small group

- Teacher can be viewed as assistant if always instructs the small group

Teaming

+ Allow for exchange of ideas and creativity

+ Greatest amount of shared responsibility

+ Varied approaches

+ Offer different points of view

- Decreased intensity

- Requires much trust and commitment

- Lack of give and take

One Teach/One Assist

+ Requires little joint planning time

+ Allows for individual student support

- Special educators can be viewed as an assistant

- Students can become dependent on the one who assists

THIS SHOULD NEVER BE THE PRIMARY

APPROACH OF CO-TEACHING!!

Strengthening the Partnership

Expectations for students Instructional Content Instructional Delivery Parity Space (for students and

teachers) Noise Routines Classroom Management and

Discipline

Feedback to each other Student evaluation and

grading Teacher preparation

(printing, set up, etc.) Substitutes Confidentiality Pet Peeves

Co-Teaching Planning

Co-Teaching should be deliberate- based on an understanding of the content to be covered and the needs of the students in the classroom.

Co-Teachers should constantly ask themselves: How is this classroom providing more intense instruction than would have been provided with one teacher in the room?


Gather information about upcoming core content and curriculum to bring to the meeting.

Decide which co-teaching approaches to use, how to group students, which aspects of the content may pose difficulties, and the roles of the general and special educators.

Prepare differentiated materials for special education students and strategies necessary for instruction.


After today’s training, you have 10 hours of paid extended contract time throughout the school year to collaboratively plan for co-teaching instruction.

Timesheets should be turned in to your building administrator throughout the school year.

co-teaching overview mason city community school district 2010

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