Iowa Department of Education 2006 Co-Teaching. Iowa Department of Education 2006 Iowa’s...
-
Upload
ethan-rogers -
Category
Documents
-
view
218 -
download
1
Transcript of Iowa Department of Education 2006 Co-Teaching. Iowa Department of Education 2006 Iowa’s...
Iowa Department of Education 2006
Co-Teaching
Iowa Department of Education 2006
Iowa’s Consultative Model
Effective Instruction
Effective Behavior Supports
Co-teaching Collaborative Consultation
Iowa Department of Education 2006
Collaboration as a Tool
Collaboration –
is a style for interaction
between co-equal parties
voluntarily engaged
in shared decision making
as they work toward a common goal
Marilyn Friend
Iowa Department of Education 2006
Bridge Builders
Supportive beliefs and values
Mutual trust
Mutual respect
Establishment of a sense of community
Iowa Department of Education 2006
Why engage in collective effort rather than an individual one, even when you wonder, “What’s in it for me?” Self- interest is isolating. When you work in collaboration, you’re responsible to each other, and therefore much less likely to shirk your responsibilities or cheat your partner. Team work is not only performance-enhancing, it’s comforting.
Iowa Department of Education 2006
Co-Teaching:Both:
Collaborative Consultation Model:
Iowa Department of Education 2006
Collaborative ConsultationKey Components
1. Individual prerequisites
2. The professional relationship
3. Planning, implementing and evaluating
4. Concerns
Iowa Department of Education 2006
1. Individual Prerequisites (Highly Qualified Teacher Roles)
Core Content TeacherContent ExpertAssigns grade/teacher of recordAssures progress in courseCertifies student has met course requirements
“Other” Teacher
Strategy expert
Ensures student makes progress toward his/her goals
Ensures appropriate accommodations
Iowa Department of Education 2006
2. The Professional RelationshipBoth/All• Focus on what is best for each student• Open communication skills
• Positive interpersonal traits
• Compatibility of perspective on effective teaching
• Identification of needed supplemental materials
• Problem solving
• Ongoing assessment of student progress
• Collegial exchange of teaching strategies
Iowa Department of Education 2006
2. Professional Relationship (continued)
Responsibility of general educator• Clearly defined content outcomes• Consistent behavioral expectations
Responsibility of special educator• Curriculum adaptation • Skills deficit remediation• Assessment modification• Effective behavior supports• Strategies instruction
Iowa Department of Education 2006
Planning• Planning process
– Problem solving process
– Multidisciplinary team input
• Planning content around learning objectives– Accommodations/modifications
– Reteaching/preteaching
– Skills acquisition
– Strategy needs
• Planning actions– Division of tasks
Iowa Department of Education 2006
Planning
• Macro
• Micro
Iowa Department of Education 2006
Macro Planning
• Big Picture Planning—Planning Pyramid
• Unit Overview– Big Ideas (What is it you want them to understand, know, and be able to do at the end of
the unit?)– Instructional Activities (How will you guide/facilitate student learning?)– Assessment (How will you know your students have learned the intended outcomes?)– Timeline– Materials/Resources
• Task (app. 30-45 min.)– General education teacher will provide a unit overview.– Discuss Planning Pyramid (what all, most, and some students will learn)– Together, complete the Unit Planning Form. – Challenge yourself to differentiate your instructional plan.
Iowa Department of Education 2006
Micro Planning
• “Nuts and Bolts”
• Day to Day/Weekly
• Variety of Lesson Plan Formats– Need to put it in writing
• Task (app. 60-75 minutes)– Review formats and samples. As a team, select one.– Challenge yourself to “craft a new course” and intensify
instruction for your students.– Begin micro planning.
Iowa Department of Education 2006
“Disappointing results come from the fact that most new programs, materials,or staff are intended to produce more of what the system is already producing and will not change the outputs of the system significantly.”
“The current system in place was never designed to successfully teach all children. If we set out on a new mission, we will have to craft a new system.”
Lawrence Lezotte in Learning for All
Iowa Department of Education 2006
1. You grow collaboration
2. People need to work as part of a team
3. When the system is working it is seamless
4. It doesn’t look the same from year to year
5. It is a relentless effort
6. Reluctance is overcome through continual PD
Iowa Department of Education 2006
Capacity building is not just workshops and professional development for all. It is the daily habit of working together, and you can’t learn this from a workshop.
You need to learn it by doing it and having mechanisms for getting better at it on purpose. Michael Fullan
Iowa Department of Education 2006
Resources
The Power of 2 by Marilyn FriendDVD - Disc 1 - Program Sections: (all times approximate)Introduction to 2nd Edition (3 mins)Co-Teaching Defined (2.45 mins)Essential Components of Co-teaching 5-Part Framework
Shared Systems of Beliefs (4.45 mins)Prerequisite Skills (7 mins) Collaborative (6.30) Classroom Practice (27.30)Administrative Roles and Perspective (12 mins)
Marilyn's Wrap (3 mins)DVD - Disc 2 - Bonus Material Sections:More On Co-Teaching Approach (9.25 mins)Elem. & MS Teacher Rountables (28 mins)HS Teacher Rountable (24 mins)Administrator Interview (19 mins)Drs. Friend & Burrello Reflect (14 mins)Introducing Andrew (13 mins)