Crafting a Co-Teach Classroom

Goals and Objectives for Co-Teach Model

State Board Goal: All students willachieve their full educational potential.

District Goal: Students' academic performance and achievement level will reflect excellence in learning and attainment of both high expectations and high standards.

Goals and Objectives for Co-Teach Model

Objective 23: Improve the academicoutcomes of students in special populations(such as Limited English Proficient, gifted-talented, and special education) bystrengthening the curricula designed to meettheir needs.

Activity 21: Improve special education students' programs and learning outcomes by implementing the district's plan of action for improvement (CAP) and by monitoring each campus's progress in providing the least-restrictive environment.

Inclusionary Models

• Co-Teaching Model• In-Class Support Model• Modifications Only

Co-Teaching Models

• 1-Teach, 1-Observe• 1-Teach, 1-Drift• Station Teaching• Parallel Teaching• Alternative Teaching• Team Teaching

1-Teach, 1-Observe

• Whole class• One teacher instructing• One teacher pitching in or adding

to

1-Teach, 1 Drift

• One group with one teacher providing direct instruction to students

• One teacher monitoring with purpose, answering questions, prompting

Station Teaching

• Clear teaching responsibilities• Multiple groups/cooperative

learning• Small group instruction with

teachers• Groups working independently

Parallel Teaching

• Parallel teaching of two equally sized groups

• Two teachers teaching the same content simultaneously with equal responsibilities

Alternative Teaching

• Full use of both professionals• Small group of students instructed

apart from the whole group• Pre-teach, reteach and extension

to meet individual needs

Team Teaching

• Use of a variety of groupings and instructional arrangements

• Instruction becomes a conversation, not turn-taking

• Both teachers contribute in large group instruction and monitoring

Inclusionary Models

• Co-Teaching Model• In-Class Support Model• Modifications Only

In-Class Support Model

• General Education Teacher/Special Education Teacher

• General Education Teacher/Special Education Paraprofessional

• Roles and Responsibilities

Inclusionary Models

• Co-Teaching Model• In-Class Support Model• Modifications Only

Nuts and Bolts of Co-Teaching

• Roles and Responsibilities• Routines and Procedures• Building Relationships

Roles and Responsibilities

• Curriculum and instruction• Assessment and grade reporting• Behavior management

Routines and Procedures

• Daily routines• Classroom management

procedures• Classroom organizational

preferences

Building Relationships

• Individual beliefs and values• Personal and professional

strengths and challenges

Meeting the Challenges

• Finding planning time for collaboration

• Training• Yours, Mine, and Ours• Scheduling• Administrator as a Co-Teach

Advocate

Time for Collaboration

• Common planning times• Use of volunteers and substitutes• Before and after scheduled school

planning with duty relief• Collaboration = Committee

Involvement

Training

• Who should be involved?• When should it occur?• What should be included?

Yours, Mine and Ours

Effective Co-Teach classrooms create an atmosphere that models

the target objective:

“Students will have a clear understanding that their

teachers want them to be successful.”

Scheduling

• Master Schedule Considerations• ARD Schedule Considerations

Administrator as Co-Teach Advocate

• Administrators are critical members of coteach team.

• Administrators ensure that many details that contribute to coteaching success are in place.

• Review Co-Teach Administrator Advocate handout