Co-Teaching

The Short CourseDr. Wendy Fetner Dover

Rock Hill School District 3Rock Hill, South Carolina

I’ve Been in Your Shoes…Co-Teaching: Where do we start?

A Match Made Where? Co-teaching is really all about teaming.

Whether you and your partner(s) Chose to work together (a love match), Schedules threw you together

(marriage of convenience) Or were told you would work together

(an arranged marriage), You are on the same team. Teams are

made of individuals, and that’s what makes is SO very interesting!

Video Clip – (Shared Beliefs)

Making a Good Match

General Educators – Develop a “Dream List” that answers the question… “What would you like most from a

special education co-teacher and an administrator”?

Special Educators and Administrators – What skills, abilities, and materials do you have to offer? (a dowry, so to say!)

Video Clip – (Prerequisite Skills)

Co-Teaching Today’s Agenda

A Review of Co-teaching Basics

Roles and Responsibilities

Instructional Arrangements

Getting Organized:

Team Processes

So,Why Co-teach? (k-8)

Most popular model of inclusion Least Restrictive Environment and

continuum of services (IDEA-04) Content instruction by content specialists and

highly qualified teachers (NCLB-01) No more off grade level PACT Testing

Only 2% allowed to take PACT ALT Resource and self-contained models of pull-out

for content instruction less workable or justifiable

It’s just a good instructional practice – if it’s done right!

Tell Me Again Why We Are Doing This! (secondary)

Most popular model of inclusion Least Restrictive Environment and

continuum of services (IDEA-04) Content instruction by content specialists and highly

qualified teachers (NCLB-01) Resource and self-contained models of pull-out for

course credit is not an option Highly qualified special ed. teachers at secondary

level – exemption if they assist and support It’s just a good instructional practice – if it’s done

right!

There’s More Than One Way… Collaborative Planning Systems of Information Sharing and Consultation Resource Room Support (pull-out, “as needed”, etc.) Coaching and Modeling Staff development Peer tutoring/buddy system Cooperative Learning Student Improvement Teams Instructional Assistants Accommodations and Modification Differentiated Instruction

Co-teaching

ConsultationSupported Instruction

Co-TeachingResource/Pull-out

LESS Support Intensive

MORE Support Intensive

Continuum of Inclusive Models

Consultation

Consultation Model

Student support services personnel provide indirect, out-of-class support to general classroom staff.

Planning

Strategies

Problem-solving

Student information

Program information

Observations

Resources and materials

“Inclusive” Classroom

Supported InstructionCo-Teaching ModelStudent support services

personnel provide direct in-class support to students as they participate in the general education classroom

2 Adults in the roomIdividual accountabilityExchange of informationCollaborative planningShared instructionBoth engaged in

instructionProgress monitoringConstructive feedback

Pull-Out

Pull-out ModelStudent support services

personnel provide direct instruction, support. Or modifications to student with special needs outside the general classroom.

Resource Class- IEP skill

development- Limited academic

support, enrichment and acceleration

Self-contained Class- Functional

curriculum- Curricular

modifications - Limited academic

support

The Difference Between Co-teaching and SupportingCo-Teaching Certified teachers or

therapists only GenEd teacher and SpEd

teacher plan together Regular and scheduled

planning Both teachers come

prepared Format for planning

Shared Instruction Active engagement

throughout instructional time Use of a definable

instructional arrangement More of an equal partnership

Supported Instruction May be 2 certified teachers/

therapists OR a certified teacher/ therapist and an assistant

Less planning or ongoing communication may be evident

Special Ed. personnel obviously in assisting role

General education has primary responsible for instruction and direction

Teach and Support/Assist is prevailing instructional arrangement

Less of an equal partnership

Sooooo,

… exactly what are we talking about?

Video Clip – (Co-Teaching Defined)

To Recap - Co-teaching is (Friend & Cook, 2000)

Planning and delivering instruction collaboratively

Through a blend of direct and indirect support and services

In a subject content area To students with diverse needs Primarily in a single general classroom

setting.

From the Literature…

This approach increases instructional options, improves educational programs, reduces stigmatization for students, and provides support to the professionals involved. (Cook & Friend, 1995)

Teachers share the planning, presentation, evaluation, and classroom management in an effort to enhance the learning environment for all students. In this way, the teachers can provide more integrated service for all students, regardless of their learning needs.”(Gately & Gately, 2001)

Key Components of Successful Co-Teaching Defined roles and responsibilities Varied instructional arrangements Starting with a plan and commitment to

ongoing co-planning Formal information sharing Administrative understanding and support Appropriate levels of modification

Our Plans for the Future…

SHOULD

SHOULD NOT

Co-Teaching at Castle Heights Middle School …

SHOULD be collaborative – “we” do it Planned schedule and student

placements (hand schedule SpEd students first and keep a workable balance)

Be student need driven Use strengths of each teacher Include differentiated instruction Actively involve both teachers in

classroom tasks (grading, instructing, etc.)

Include planning for partnershhip prior to school starting

Be the standard model for identified “at risk”course

SHOULD NOT Be an extra planning period for either

teacher Make the SpEd teacher “assist only” Relegate one teacher to the side lines Be hastily planned Become a pull-out model Be referred to as “your” students and

“my” students

Co-Teaching Today’s Agenda

A Review of Co-teaching Basics

Roles and Responsibilities

Instructional Arrangements

Getting Organized:

Team Processes

Inclusion I do!

YOU do!

WE do!

Let’s Start with “WE” Do!

That thing we do together!

Video Clip – (Collaboration)

Co-Teaching is a Blend of..

Direct ServiceThe Special Education

teacher DOES work directly with students in a

general or special setting.

Indirect ServiceThe Special Education

teacher does not work with the

students, but with the teachers and

staff who provide the direct instruction.

Co-Teaching is a Blending of Direct and Indirect

DirectDirect Supported Instruction Shared Instruction/ Co-

Teaching Full-time Part-time Flex-time

Academic Support (pull-out)

IndirectIndirect Co-planning Sharing student information Observations Problem Solving Collaboration (providing

ideas for modifications, accommodations, strategies)

Behavior Interventions Itinerant Support to Students Accommodation and

Modification Development and Support

So, How Does this Translate into Teacher Roles and Responsibilities? Overall Program Roles - Basic INCLUSIVE

Responsibilities and Tasks

Roles & Responsibilities for Inclusion

Classroom Teacher’s Role: To plan, coordinate, schedule, and evaluate curriculum and instructional outcomes within a secure, positive, and enriched inclusive classroom environment.

Special Educator’s Role: To provide instruction and support which facilitate the participation of students with disabilities in general education classroom

Job Titles May Help

General Education Teacher

Classroom Teacher Content Specialist Instructional Leader “Chief Cook” Co-Teacher

Special Education Teacher

Consultant Strategist Resource Specialist Coach Case Manager Collaborator Co-Teacher

It’s Best to Make it Clear

Let’s define a written list of school-wide guidelines for the overall roles and responsibilities of General Education Teachers and Special Education Teachers. For each list…

Circle the number of the items you want to keep Mark out the number of the items you want to delete Write in any changes Add items you want to include

These Lists are Useful ---- HOW?

Co-Teaching Today’s Agenda

A Review of Co-teaching Basics

Roles and Responsibilities

Instructional Arrangements

Getting Organized:

Team Processes

VIDEO CLIP - Co-Teaching Arrangement Examples One teach, one observe Station teaching Parallel teaching Alternative teaching Teaming One teach, one assist

Worth Talking About

Which approach or approaches do you use most often?

Which approach seems most appealing? How could you and your co-teacher apply

these arrangement in your current partnership?

Tag Team Teaching Ideas (handout)

Co-Teaching Today’s Agenda

A Review of Co-teaching Basics

Roles and Responsibilities

Instructional Arrangements

Getting Organized:

Team Processes

Getting On Paper – Initial or Clarifying Planning Co-Teaching Considerations

Content Orientation Collaboration Plans Introductions Co-teaching Tasks and Responsibilities Substitute Plans Room Set-up Student Considerations Feedback

Co-Teaching Plan

On-Going Planning

You HAVE to plan – so schedule it and show up prepared! Gen. Ed. – instructional plans and materials Special Ed. – target student names and supplemental

material You need a planning format

Planning Ahead Form Co-Teaching Lesson Plan Book (Dieker, 2002) Calendar Plan book Notebook

Barrier IssuesYou’ve Got to Find a Way Around! Grading Scheduling Planning Time

Finally, Tips for Inclusive Settings

Be aware of the target students and consider individual IEP needs in planning

Keep special needs student ratio about 1/3 to 1/4

Don’t always group the students with special needs together or seat them in one special spot

Schedule consultation or joint planning time.

Finally, Tips for Inclusive Settings

Make sure both teachers have the same “understanding” of things Get trained together Fill out these forms together!

Brush up on basic communication and “people” skills

Incorporate strategies and techniques that have a sound research base.

Finally, Tips for Inclusive Settings

WRITE DOWN personnel roles and responsibilities

Review your co-teaching considerations and/or co-teaching plan a month after it’s first developed, then at the end of each semester

Make changes only at natural breaks, like the end of a semester

Wow – We Are Almost Done!

What is the first thing you want to do to begin or strengthen your co-teaching partnership?

Your TO-DO list

Develop a school list for Inclusion IS/IS NOT Clarify inclusive roles and responsibilities for SpEd

and GenEd teachers EACH Co-Teaching pairs MUST complete

Co-Teaching Considerations sheets Co-Teaching Plan

Schedule a regular planning time Decide on a planning format Review the Co-Teaching Approaches weekly Define your administrative support needs

Follow-up Topics/Handouts

Modification Basics Getting Along (Personality and

Communication Issues) Problematic Situation Supervising an Assistant in Inclusive Settings