collaboration.richmond.elem teams 2013
TRANSCRIPT
Frameworks for Collaboration
Richmond Teams Faye Brownlie Sept. 18, 2013
The Class Review Process Learning in Safe Schools – Brownlie & King, 2nd ed.
Pembroke Press
Meet as a school-based team, with the administrator
Each classroom teacher (CT) joins the team for 45 minutes to speak of her class
TOC’s provide coverage for CTs
Follow the order of strengths, needs, goals, individuals
The CT does not do the recording or the chairing
Implementing Class Reviews
What are the strengths of the class?
What are the needs of the class as a whole?
What are your main goals for the class this year?
What are the individual needs in your class?
Teacher: Class:
Classroom Strengths Classroom Needs
Other Socio-Emotional Learning Language Medical
Goals Decisions
Individual Concerns
Class Review Recording Form
Learning Intentions
I have a better understanding of collaboration and co-teaching.
I have a plan of how to increase the effectiveness of my collaboration and my co-teaching.
I can create a class review and use it to plan for instruction.
What Is Professional Collaboration?
Interactive and on-going process
Mutually agreed upon challenges
Capitalizes on different expertise, knowledge and experience
Roles are blurred
Mutual trust and respect
Create and deliver targeted instruction
GOAL: better meet the needs of diverse learners
Why Collaboration/Co-teaching?
Based on the belief that collaborative planning, teaching and assessing better addresses the diverse needs of students by creating ongoing effective programming in the classroom
It allows more students to be reached
Learning in Safe Schools, page 102 Chapter 9
Based on the belief that collaborative planning, teaching and assessing better addresses the diverse needs of students by creating ongoing effective programming in the classroom
It allows more students to be reached
It focuses on the ongoing context for learning for the students, not just the specific remediation of skills removed from the learning context of the classroom
It builds a repertoire of strategies for teachers to support the range of students in classes
Learning in Safe Schools, page 102 Chapter 9
Why Collaboration/Co-teaching? Based on the belief that collaborative planning, teaching
and assessing better addresses the diverse needs of students by creating ongoing effective programming in the classroom
It allows more students to be reached
It focuses on the ongoing context for learning for the students, not just the specific remediation of skills removed from the learning context of the classroom
It builds a repertoire of strategies for teachers to support the range of students in classes
Imperative students with the highest needs have the most consistent program
Learning in Safe Schools, page 102 Chapter 9
The Vision
A Remedial Model
(Deficit Model) ‘Fixing’ the student
Outside the classroom/ curriculum
A Shi: from….. to
An Inclusive Model (Strengths Based) ‘Fixing’ the curriculum
Within the classroom/ curriculum
to
Transforma)ons within the Inclusive Model
Pull-‐out Support / Physical Inclusion • sDll a remedial model – to make kids fit • In the class, but o:en on a different plan
Inclusion • Classroom Teacher as central support • Resource Teacher – working together in a
co-‐teaching model
No plan, No point
Response To Intervention: Literacy Framework
[Whole Class – Small Group – Individual]
[Small Group – Individual]
[One-to-One]
Questions to Guide Co-Teaching
Are all students actively engaged in meaningful work?
Are all students participating by answering and asking questions?
Are all students receiving individual feedback during the learning sequence?
How is evidence of learning from each day’s co-teaching fueling the plan for the next day?
Co-Teaching Models (Teaching in Tandem – Effective Co-Teaching in the Inclusive
Classroom – Wilson & Blednick, 2011, ASCD)
1 teach, 1 support
Parallel groups
Station teaching
1 large group; 1 small group
Teaming