WELCOME!!

Please complete individually the sheet “What Is My Style and What Is Your Style?”

On a Post-it, please write any questions

you need addressed through the training today.

Co-Teaching for General Education Teachers:

Sharing the Experience

Goals Discuss the belief system that

underlines the elements and principles of successful co-teaching.

Understand the role of both teachers in the co-teaching model to meet the expectations of school site.

Goals (continued) Demonstrate knowledge of how

various personality types see the world.

Explore relationships with a network of teachers that provide support and opportunities for dialogue.

Goals (continued) Explore and outline ways to plan,

present and implement co-teaching strategies to develop a collaborative relationship within the classroom.

Develop a support system for co-teachers.

Co-Teaching Defined

“A partnership in which two educators collaborate and plan in a cooperative fashion to jointly and directly teach students.”

Marilyn FriendThe Power of 2

Co-Teaching: Activity One

Co-Teaching Is Co-Teaching Is Not

The Access Center: Improving Outcomes for All Students K-8

Co-Teaching: What It Is, What It Is NOT

Determining what two teachers can do together that one person cannot easily do alone.

An attitude of sink or swim together, and learn by sharing.

Integrating students but adults still maintain responsibility for their own separate populations.

Homogeneous grouping of all at-risk students in one classroom with two teachers.

Co-Teaching Is Co-Teaching Is Not

Co-Teaching: What It Is, What It Is NOT

Mutual planning and evaluation of learner outcomes and proposed strategies.

Determining and defining roles and responsibilities for working together in different capacities.

Collaborative teaching without collaborative planning.

One person delivering content; the other is responsible for crowd control.

Co-Teaching Is Co-Teaching Is Not

Co-Teaching: What It Is, What It Is NOT

Taking time to debrief and reflect on instruction.

Use of effective communication and conflict management skills.

Use of peer coaching.

Creating learned helplessness.

Pulling students to the back of the room rather than forming groups according to needs.

Parallel teaching without communication.

Co-Teaching Is Co-Teaching Is Not

Co-Teaching: What It Is, What It Is NOT

Sharing of ideas, strategies, and techniques.

Supporting and enhancing each other’s learning.

One teaches while the other takes a break.

Co-Teaching Is Co-Teaching Is Not

Video Clip: Marilyn Friend

Know Yourself

The first step to successful co-teaching is getting to know yourself (e.g., beliefs, skills, strengths, knowledge, experience, and personal stressors).

Working Together: Tools forCollaborative Teaching

Achiever Persuader Supporter Analyst

Interpersonal Styles

Working Together: Tools forCollaborative Teaching

Complete individually “Pulling Together for the Future”(first column only) on page 6 and “As a Partner or a Team Player” on

page 7.

Know Your Partner

Now that you know yourself better, let’s take some time to get to know your co-teacher(s).

Know Your Partner

Share with your co-teacher(s) what you wrote about yourself.

Be sure to fill in your partner’s side of the chart.

Know Your Partner

Discuss and chart the following: Commonalities Differences Styles

Reflection

Write a reflection on:

How will this information help youwith co-teaching?

Video Clip: The Power of 2

Know How to Work with Your Partner

Most professionals agree that co-teaching must be based on teachers’ shared fundamental beliefs about their teaching, their students, and their classroom expectations.

Collaboration Is Key

Deliberate Structured Systematic Ongoing

Co-teaching Beliefs that Lead to a Collaborative Working Relationship

Non-negotiables

Respect each other. Leave your pride at the door. Spend time talking and getting to

know each other’s skills, interests and educational philosophies.

Non-negotiables

Avoid disagreeing with or undermining one another in front of the students.

Agree to disagree (professionally). Both teachers must take a lead role

in the class. Both teachers must work with all

students.

Non-negotiables

Instructional interactions reflect both teachers’ professionalism.

Know each other’s strengths and weaknesses.

Clearly define classroom roles, responsibilities and expectations.

Guidelines for Meetings

Arrive on time. Establish priorities, assign tasks

and set timelines. Bring relevant information and

materials. Create an agenda and stick to it.

Guidelines for Meetings

Review content prior to meeting. Think creatively. Respect all contributions. Meet weekly. Conclude your meeting with a

celebration of success.

Guidelines for Communication

All meetings with families should reflect participation from both teachers.

Both teachers’ names should be posted on the classroom door, board and correspondence.

Guidelines for Communication

Develop teacher-to-teacher signals that can be used during instruction (e.g., when it’s time to move on, when extra time is needed, when teachers need to briefly meet).

Create consistent teacher-to-student signals (e.g., to indicate transitions, to gain attention, to make an announcement).

Guidelines for Planning

Weekly co-planning is based on regularly scheduled meetings, rather than “fitting it in.”

Take turns leading in planning and facilitating.

Know the content.

Guidelines for Planning

During planning, focus on content goals, the learners, and effective teaching strategies.

Find out who is the expert in various content to be taught.

Each teacher must maintain his/her own copy of daily lesson plans, grade book, etc.

Identify Personal “Non-Negotiables”

Deal with the “little” things first. These typically become the deal-

breakers down the road. Preventing road blocks early can

make your lives easier.

Topics to Discuss

Instructional content and expectations for students.

Planning. Instructional format. Parity, or how it will be

clear that both educators have the same status in the classroom.

Space. Noise and each educator’s

tolerance for it. Instructional routines.

Organizational routines. The definition of “help”. Discipline procedures. Safety matters. Feedback. Student evaluation,

including grading. Teaching chores. Substitute issues. Confidentiality. Pet peeves.

Forging a PartnershipAreas to

CompromiseRecommended

Non-NegotiablesPersonal Non-Negotiables

Respect each other.Leave your pride at the door.Spend time talking and getting to know each other’s skills, interests and educational philosophies.Avoid disagreeing with or undermining one another in front of the students.Agree to disagree (professionally).Both teacher must take a lead role in the class.Both teachers must work with all students.Instructional interactions reflect both teachers’ professionalism.Know each other’s strengths and weaknesses.Clearly define classroom roles, responsibilities and expectations.

Video Clip: The Power of 2

Co-Teaching Approaches

In order for you to be successful as a teaching team, it is important that you understand some of the most effective methods used in co-teaching. Six of the most common approaches to co-teaching are:

•One teach, one observe•Station teaching•Parallel teaching•Alternative teaching•Teaming•One teach, one assist

One Teach, One Observe When to use:

In new co-teaching situations When questions arise about specific students To check student progress To access behavior

Amount of planning – low Sample applications:

Which students initiate conversations in cooperative groups?

Which students do/do not begin work in a timely manner?

What does ________ do when he/she is confused during an assignment?

Station Teaching When to use:

When content is complex but not hierarchical In lessons in which part of planned instruction is

review When instruction is comprised of several topics

Amount of Planning – Medium Sample Applications:

In social studies to examine the geography, economy, and culture of a region or country

In math, to teach a new process while reviewing applications of other concepts already presented

Parallel Teaching When to use:

When a lower adult-student ratio is needed to improve instructional efficiency

To foster student participation in discussions For activities such as drill and practice, re-teaching,

and test review Amount of Planning – Medium Sample Applications:

More students would have a chance to share their alternative ending to the story if they are split into two groups.

Student use of the science materials could be more closely monitored if the group is divided in half.

Alternative Teaching When to use:

In situations where students’ mastery of concepts taught or about to be taught varies

When extremely high levels of mastery are expected for all students

When enrichment is desired When some students are working in a parallel curriculum

Amount of Planning – High Sample Applications:

The large group completes an assignment related to the concepts just taught; the small group receives additional direct instruction.

The large group checks homework; the small group is pre-taught vocabulary related to the day’s lesson.

The large group is working on projects in cooperative groups; the small group is being assessed. All students will be assessed across two days.

Teaming When to use:

When two heads are better than one or experience is comparable or complementary

During a lesson in which instructional conversation is appropriate

Amount of Planning – High Sample Applications:

In science, one teacher explains the experiment while the other demonstrates using the necessary materials.

In social studies, the teachers debate U.S. foreign policy. In English, the teachers act out a scene from a piece of

literature. One teacher talks while the other demonstrates note-

taking on the board or overhead projector.

One Teach, One Assist When to use:

When the lesson lends itself to delivery by one teacher When one teacher has particular expertise for the

lesson In new co-teaching situations In lessons stressing a process in which student work

needs close monitoring Amount of Planning – Low Sample Applications:

Are all students following as they learn how to take notes?

“This is my absolute favorite topic to teach. Am I wrong to want to teach it myself?”

Video Clip: The Power of 2

As we watch the Power of 2, please use page 18, “Analyzing Co-Teaching Approaches”, to take notes on each of

the six approaches to collaborative teaching.

Implementing Working with your co-teacher(s),

complete the column “Specific Application for My Classroom” from page 18.Analyzing Co-Teaching Approaches.

With your co-teacher(s), analyze your current teaching practices. Using the “Next Steps” format, page 21, identify practices you will need to stop, will need to start and will want to continue.

Sharing the Experience

A wonderful aspect of co-teaching is that it allows you to take risks, learn from each other, and grow as professionals.

Co-teaching provides a safety net when you take risks in your instruction. When you try something new and it doesn’t work, you have another teacher in the room who can step in with another technique or lesson that works, or point out the area of difficulty, or assist in redirecting the lesson . . .

Co-teaching is an experience that is as good as you allow it to be. You have the opportunity to work with another educator daily. Make the most of it. Enjoy!

Natalie Marston

Charles County, Maryland

Reflection

How will today’s discussions change your co-teaching approaches?

Which approach(es) do you feel will most successfully meet the needs of your students?

References

The Access Center: Improving Outcomes for All Students K-8. (n.d.). Power point presentation for teachers. In Co-teaching (resources). Retrieved March 1, 2007 from

http://www.k8accesscenter.org/index.php/category/co-teaching/ http://www.floridainclusionnetwork.com/ Cook, L. & Friend, M. (2004, April 29). Co-teaching approaches. In Co-teaching: Principles, practices, and pragmatics. Presented at the April 2004 New Mexico Public Education Department Quarterly Special Education Meeting. Retrieved March 1, 2007, from http://www.ped.state.nm.us/seo/library/qrtrly.0404.coteaching.lcook.pdf

Cook, L. & Friend, M. (2004, April 29). The pragmatics of co-teaching. In Co-Teaching: Principles, practices, and pragmatics. Presented at the April 2004 New Mexico Public Education Department Quarterly Special Education Meeting. Retrieved March 1, 2007 from http://www.ped.state.nm.us/seo/library/qrtrly.0404.coteaching.lcook.pdf

DeBoer, A. & Fister, S. (1995). Working together: Tools for collaborative teaching. Longmont, CO: Sopris West Educational Services.

Forum on Education (Producer). (2005). The power of 2 with Marilyn Friend [Motion picture]. (Available from National Professional Resources, Inc. 25 South Regent Street, Port Chester, NY 10573)

Friend, M. (2005). The power of 2: Making a difference through co-teaching (2nd ed.). Bloomington, IN: The Forum on Education.

Marston, N. (n.d.). 6 steps to successful co-teaching: Helping special and regular education teachers work together. Retrieved October 13, 2006 from the National Education Association Web site: http://www.nea.org/teachexperience/spedk031113.html