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Building Collaborative Relationships Building Collaborative Relationships to Improve Student Learningto Improve Student Learning

Presented byAuburn Montgomery School of Education

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Objectives

• Identify 5 strategies that promote successful learning for all students

• Identify 5 collaborative teaching approaches

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The IssuesThe Issues

• NCLB is defining the LRE• Accountability• HQT issue in Secondary Schools• Two categories of disabilities

– students who participate in statewide assessment, ie., SAT-10, etc.

– Students who participate in the AAA• Professional Development in

Collaborative Teaching

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The Collaborative Teacher The Collaborative Teacher Certified K-6 and 6-12Certified K-6 and 6-12

• Trained to provide “supplementary aids, services, and support” to students with mild to moderate disabilities

• Course work includes multiple courses in the general education curriculum

• Collaborative Teacher K-6 graduates Highly Qualified to deliver first instruction and serve as a Consultative Teacher

• Collaborative Teacher 6-12 graduates highly trained as a Consultative Teacher

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Roles of Proactive Administrators

• Support for the collaborative process• Provide appropriate resources of time,

materials, and professional development• Develop and implement expectations and

outcomes so all concerned will understand their roles

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Roles of the Secondary Collaborative Teacher

• remediation• tutoring • case management • learning and behavior

strategy instruction• consulting

• direction to paraprofessionals

• modifications & accommodations

• co-teaching

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5 Strategies that Promote 5 Strategies that Promote Collaborative Teaching in Collaborative Teaching in

the Secondary Schoolthe Secondary School

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1. Design an Inclusive School Community1. Design an Inclusive School Community

• Create a climate of collaboration among all faculty and staff

• Build an environment that reflects the needs of all students

• Respect and celebrate diversity

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(con’t)(con’t) Design an Inclusive School CommunityDesign an Inclusive School Community

• Work toward common goals• Utilize academics and extracurricular

activities to create opportunities for promoting community among the administration, faculty, staff, students, and parents

• Talk positively and openly about what the school is doing for students

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2.2. Model Effective Collaborative TeachingModel Effective Collaborative Teaching

• Coll. 6-12 can co-teach but cannot deliver first instruction *

• Match the models of co-teaching with the needs of the students and the expertise of the teachers

* NCLB Regulations

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Models of Collaborative Teaching

• One teach, one helping• Station teaching• Parallel teaching• Alternative teaching• Team teaching

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One Teaching/ One Helping

One teacher plans and instructs, and one teacher provides adaptations and other support as needed.Requires minimal joint planning

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Station TeachingTeachers divide the responsibility of planning and instruction.

Students rotate on a predetermined schedule through stations.

Teachers repeat instruction to each group that comes through; delivery may vary according to student needs.

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Parallel TeachingTeachers share responsibility for planning and instruction.

Class is split into heterogeneous groups, and each teacher instructs half on the same material.

Content covered is the same, but methods of delivery may differ.

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Alternative TeachingTeachers divide responsibilities for planning and instruction.

The majority of students remain in a large group setting, but some students work in a small group for individualized instruction.

Approach allows for highly individualized instruction to be offered.

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Team Teaching

Teachers share responsibilities for planning and instruction.

Teachers work as a team to introduce new content, work on developing skills, clarify information, and facilitate learning and classroom management.

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3. Preserve the Continuum of Services3. Preserve the Continuum of Services

• The Individuals with Disabilities Education Improvement Act of 2004, preserves the philosophy and provision of the least restrictive environment (LRE) and the continuum of services.

• LRE is an IEP team decision

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4. Insure Appropriate Class Size/ Caseloads4. Insure Appropriate Class Size/ Caseloads

• Administrators must be sensitive to how class size may affect student achievement

• When considering inclusion efforts, smaller is better BUT

• General educators must differentiate instruction

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A Word about Caseloads

• The number of students on a special educator’s caseload directly affects the quality and effectiveness of the multiple roles of the special educator.

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5. Plan for Collaboration5. Plan for Collaboration

• Barriers exist• Shared planning time is imperative

– Five suggestions• Early Release/Late Arrival (requires extensive commitment

on the part of the school district and community)• Use of subs to release educators for collaboration efforts• Inventive Scheduling of Teacher Planning Periods• Incorporate instructional strategies that facilitate planning• Use of electronic resources (email, Wiki’s, Google.docs)

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Sample Lesson Planners

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Planning Pyramid

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Dieker Planning Form

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A Quick and Easy Schedule for Collaborative Teaching

• Class Period– 5 min Review/Introduction

Sped– 15 min New Content Gen Ed– 10 min Guided Practice Sped– 20 min Independent Practice Both– 5 min Closure/Feedback Either

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Discussion