Co-TeachingCo-TeachingA Collaborative Approach to Inclusion

Presented by Julie DerbyshirePresented by Julie Derbyshire

What What wordswords do you do you think of when you think of when you

hear of the concept hear of the concept Co-TeachingCo-Teaching ?? ??

Let’s brainstorm !Let’s brainstorm !

Collaboration

Communication

Mentoring Teamwork

Professional Development

Partnership

Meets the needs of the students

Why Co-Teaching?Why Co-Teaching?• TeamingTeaming promotes cooperative planning and promotes cooperative planning and

effective teaching. A special education teacher effective teaching. A special education teacher is assigned to a grade level team, and general is assigned to a grade level team, and general and special education teachers work together.and special education teachers work together.

• CollaborationCollaboration encourages shared encourages shared responsibility between the regular education responsibility between the regular education and special education teachers. Students and special education teachers. Students receive age-appropriate academics, support receive age-appropriate academics, support services, and necessary modified instruction. services, and necessary modified instruction.

InclusionInclusion Why does co-teaching Why does co-teaching

work?work?• Students receive instructional supports Students receive instructional supports

in the general education classroom; in the general education classroom; • Teachers use a variety of strategies, Teachers use a variety of strategies,

including curriculum and instructional including curriculum and instructional accomodations/modifications and accomodations/modifications and cooperative learning;cooperative learning;

• When co-teaching is being used, When co-teaching is being used, inclusion is practically invisible (the way inclusion is practically invisible (the way it is meant to be). it is meant to be).

What do you think are the What do you think are the benefits?benefits?

So many benefits (and many more) !!!

Shared resources !

Shared knowledge !

Addresses different learning styles!

More teacher contact !

Each teacher is supported

Wider variety of assessment tools are used !

More time to observe students

Can identify struggling students more easily

Regular education and special education Regular education and special education teachers must teachers must work togetherwork together to create to create

environments that promote optimum environments that promote optimum integration conditions. The degree to integration conditions. The degree to

which the which the cooperativecooperative relationship exists relationship exists may be the key to the success of may be the key to the success of

““inclusioninclusion” programs. Mainstreaming ” programs. Mainstreaming and inclusion were designed with the and inclusion were designed with the understanding they would be understanding they would be TEAMTEAM

processes. processes.

Page 35 , Teaching Kids with Learning Difficulties in the Regular ClassroomPage 35 , Teaching Kids with Learning Difficulties in the Regular Classroom

What is collaboration ?What is collaboration ?• Shared responsibilityShared responsibility• Reciprocity of ideas and teachingReciprocity of ideas and teaching• Problem SolvingProblem Solving• Interactive CommunicationInteractive Communication• Conflict ResolutionConflict Resolution

How and why the team How and why the team approach?approach?

For special educators…For special educators…• Special education teachers can be used to prevent Special education teachers can be used to prevent

learning or behaviour problems from becoming learning or behaviour problems from becoming unmanageable in the regular classroom.unmanageable in the regular classroom.

• Assist the teachers with specific intervention strategies Assist the teachers with specific intervention strategies (following observation).(following observation).

• Locate and bring into the school staff development Locate and bring into the school staff development programs which will help regular classroom teachers programs which will help regular classroom teachers (professional development).(professional development).

• Help monitor the success of changes made to instruction. Help monitor the success of changes made to instruction.

• Have them locate additional services – support services Have them locate additional services – support services which might be available.which might be available.

• Help classroom teachers develop the individual education Help classroom teachers develop the individual education plan and help monitor progress.plan and help monitor progress.

Options for Co-teaching (Cook and Friend, 2000)

Whatever model is chosen, the special educator needs to be involved in the co-teaching process with the regular classroom teacher.

The needs of the exceptional student(s) are the focus these models but not exclusive to exceptional students!!.

Let’s talk about options!Let’s talk about options!

The 5 different co-teaching The 5 different co-teaching approaches!approaches!

Lead and SupportLead and Support

One teacher leads and another One teacher leads and another offers assistance and support to offers assistance and support to

individual or small groups.individual or small groups.

Station TeachingStation TeachingStudents are divided into two groups. Students are divided into two groups. Each teacher provides instruction to Each teacher provides instruction to half the class. In the middle of the half the class. In the middle of the

period, the next day or even the next period, the next day or even the next week, the students switch to the other week, the students switch to the other teacher (station). Each teacher is to teacher (station). Each teacher is to

present a parallel task.present a parallel task.

Parallel TeachingParallel TeachingTeachers plan the lesson together, but Teachers plan the lesson together, but

the content is delivered to half the class the content is delivered to half the class (heterogeneous groups). This is a (heterogeneous groups). This is a

model that is suggested for dividing up model that is suggested for dividing up students with behavioural issues.students with behavioural issues.

Alternative Alternative TeachingTeaching

One teachers works with a small One teachers works with a small group of students with a specific group of students with a specific

need (pre-teach, re-teach, need (pre-teach, re-teach, supplement, enrich) while the supplement, enrich) while the

other works with the rest of the other works with the rest of the class. class.

Team TeachingTeam TeachingBoth teachers share the planning and Both teachers share the planning and

instruction of students in a coordinated instruction of students in a coordinated fashion. Teachers require planning fashion. Teachers require planning

time together, similar teaching time together, similar teaching philosophies and equal knowledge of philosophies and equal knowledge of

the curriculum. the curriculum.

If you had to choose a If you had to choose a model to implement……model to implement……

• 11stst choice: _______________ choice: _______________

• 22ndnd choice _______________ choice _______________

WHY ????

What things have to be in place to realize the

benefits ?

Logistics !Logistics !1. All staff – especially the administration

have to be committed to the plan.2. Timetables and scheduling are tailored

to accommodate co-teaching (even for planning/duties).

3. The Special Educator is not assuming the role of an Educational Assistant. Co-teachers share equally in the planning, delivery and assessment of the lessons.

4. The Special Educator is not just an observer but an active participant in the class.

5. Co-Teachers do not deliver a separate or different curriculum.

In a nut shell….In a nut shell….(what do we need to do?)(what do we need to do?)

Plan in advance

Define roles and responsibilities

Share physical space

Communicate !!!

Set goals and follow-up

Trust !

FIND TIME TO PLAN

START SMALL

Establishing a co-teaching Establishing a co-teaching relationshiprelationship

Entry

Negociation

Setting Demands

Create the co-teachingTeam.

Establish the co-teaching goalsexpectations and roles.

Develop a shared understandingof classroom expectations and goals.

Considering co-teaching?Discussion….

1. Clarify roles and responsibilities of each teacher (special and regular).

2. Discuss topics such as inclusion (what is your philosophy) or types of modifications/accommodations.

3. Decide on who is the lead teacher for that one subject (who will monitor IEP progress – who will plan for modifications/accommodations etc.)

4. When will you plan for daily lessons? When will you follow-up/take notes?

Work together to….Work together to….• Read and discuss IEPs for students Read and discuss IEPs for students

with exceptionalities in the class;with exceptionalities in the class;• Create a class profile or student Create a class profile or student

profiles to help develop student goals;profiles to help develop student goals;• Discuss modifications/accommodations Discuss modifications/accommodations

needed for the identified students in needed for the identified students in the class (student profile);the class (student profile);

• Discuss possible problems and Discuss possible problems and solutions before they arise.solutions before they arise.

Co-teaching Tip 1Co-teaching Tip 1

With the help of class and student profiles, With the help of class and student profiles, both teachers should get to know and both teachers should get to know and understand all students in the class, not understand all students in the class, not only those identified as exceptional or only those identified as exceptional or following an individual education plan.following an individual education plan.

Co-teaching Tip 2Co-teaching Tip 2

The Special Educator does not always take The Special Educator does not always take the role of re-teaching or remedial the role of re-teaching or remedial support. Teachers are to share support. Teachers are to share responsibilities and responsibilities and ALTERALTER roles from one roles from one lesson to another. That is the power of co-lesson to another. That is the power of co-teaching – teachers then teach to a full teaching – teachers then teach to a full range of abilities represented in the range of abilities represented in the classroom.classroom.

Just as important – they learn from each Just as important – they learn from each other!!other!!

In the best of situations, the special education In the best of situations, the special education staff and the regular classroom teacher work staff and the regular classroom teacher work

as as team-matesteam-mates. .

The specialists are available to help The specialists are available to help ALLALL students who need help, not just those who students who need help, not just those who

have been identified as exceptional.have been identified as exceptional.

HOW AND WHY?

Co-teaching planning Co-teaching planning templatetemplate

Microsoft Word Document

Deiker, L.A.(2002). Deiker, L.A.(2002). Co-Teaching Lesson Plan BookCo-Teaching Lesson Plan Book.. Wisconsin: Knowledge by Design.. Wisconsin: Knowledge by Design

A letter for parentsA letter for parents

Microsoft Word Document

Deiker, L.A.(2002). Deiker, L.A.(2002). Co-Teaching Lesson Plan BookCo-Teaching Lesson Plan Book.. Wisconsin: Knowledge by Design.. Wisconsin: Knowledge by Design

Teacher and Special Teacher and Special Educator WorksheetEducator Worksheet

Microsoft Word Document

Deiker, L.A.(2002). Deiker, L.A.(2002). Co-Teaching Lesson Plan BookCo-Teaching Lesson Plan Book.. Wisconsin: Knowledge by Design.. Wisconsin: Knowledge by Design

Are you ready?Are you ready?• Is change easy?Is change easy?• No!No!• Will changes happen overnight?Will changes happen overnight?• No!No!• Will we struggle and perhaps fail?Will we struggle and perhaps fail?• YesYes• Should we make an effort to co-teach to Should we make an effort to co-teach to

the benefit of the students?the benefit of the students?• YES, YES, YES !!!YES, YES, YES !!!

The Art of Mobilizing Small Changes to Produce Large EffectsThe Art of Mobilizing Small Changes to Produce Large Effects

"Finding Your 15%" is an approach to change. It's an approach that offers a way "Finding Your 15%" is an approach to change. It's an approach that offers a way of unleashing the creative potential of teachers, administrators, elected of unleashing the creative potential of teachers, administrators, elected officials and members of the community in a search for "high leverage" officials and members of the community in a search for "high leverage"

initiatives that can make a genuine difference. The potential results: quantum initiatives that can make a genuine difference. The potential results: quantum gains in the quality of education offered through schools and other educational gains in the quality of education offered through schools and other educational

organizations - without any extra commitment of resources”. organizations - without any extra commitment of resources”.

Gareth MorganGareth Morgan

http://www.imaginiz.com/provocative/concept/http://www.imaginiz.com/provocative/concept/find.htmlfind.html

Questions ???Questions ???

Deiker, L.A.(2002). Deiker, L.A.(2002). Co-Teaching Lesson Plan BookCo-Teaching Lesson Plan Book.. Wisconsin: Knowledge by Design. .. Wisconsin: Knowledge by Design.

Friend, M., and Cook, L. (2000). Collaboration skills for school professionals. New York: Friend, M., and Cook, L. (2000). Collaboration skills for school professionals. New York: Addison-Wesley Longman, Inc.Addison-Wesley Longman, Inc.

Friend, M. & Hurley-Chamberlain, D.(2006). Is Co-Teaching Effective? Friend, M. & Hurley-Chamberlain, D.(2006). Is Co-Teaching Effective? Retrieved February 26, 2008.Retrieved February 26, 2008.http://www.cec.sped.org/AM/Template.cfm?Section=Search&template=/CM/HTMLDisplay.cfmhttp://www.cec.sped.org/AM/Template.cfm?Section=Search&template=/CM/HTMLDisplay.cfm&ContentID=7504&ContentID=7504

Gately, S. & Gately, F. J. (2001). Understanding Co-teaching Components. Gately, S. & Gately, F. J. (2001). Understanding Co-teaching Components. Retrieved February 26, 2008.Retrieved February 26, 2008.http://www.cec.sped.org/Content/NavigationMenu/AboutCEC/International/StepbyStep/2635Vhttp://www.cec.sped.org/Content/NavigationMenu/AboutCEC/International/StepbyStep/2635VOL.33NO.4MARAPR2001_TEC_Article6.pdfOL.33NO.4MARAPR2001_TEC_Article6.pdf

Hollingsworth, H.L. (2001). We Need to Talk: Communication Strategies for Effective Hollingsworth, H.L. (2001). We Need to Talk: Communication Strategies for Effective Collaboration.Collaboration.Retrieved February 22, 2008.Retrieved February 22, 2008.http://www.cec.sped.org/Content/NavigationMenu/AboutCEC/International/StepbyStep/2756http://www.cec.sped.org/Content/NavigationMenu/AboutCEC/International/StepbyStep/2756We%20Need%20to%20Talk%20-%20VOL.33NO.5MAYJUNE2001_TEC_hollingsworth.pdfWe%20Need%20to%20Talk%20-%20VOL.33NO.5MAYJUNE2001_TEC_hollingsworth.pdf

Lawton, M. (1999). Co-teaching: Are Two Heads Better Than One in an inclusion Classroom? Lawton, M. (1999). Co-teaching: Are Two Heads Better Than One in an inclusion Classroom?

Retrieved February 26, 2008. Retrieved February 26, 2008.http://www.edletter.org/past/issues/1999-ma/coteaching.shtmlhttp://www.edletter.org/past/issues/1999-ma/coteaching.shtml

Walsh, J. & Jones, B. (2004). New Models of Cooperative Teaching. Walsh, J. & Jones, B. (2004). New Models of Cooperative Teaching. Retrieved February 27, 2008.Retrieved February 27, 2008.http://www.cec.sped.org/AM/Template.cfm?Section=Search&section=TEC&template=/CM/http://www.cec.sped.org/AM/Template.cfm?Section=Search&section=TEC&template=/CM/ContentDisplay.cfm&ContentFileIDContentDisplay.cfm&ContentFileID=419=419

Weiner, H.M. (2003). Effective Inclusion: Professional Development in the Context of the Weiner, H.M. (2003). Effective Inclusion: Professional Development in the Context of the Classroom. Classroom. Retrieved February 26, 2008.Retrieved February 26, 2008.http://www.cec.sped.org/Content/NavigationMenu/AboutCEC/International/StepbyStep/Resouhttp://www.cec.sped.org/Content/NavigationMenu/AboutCEC/International/StepbyStep/ResourceCenter/InclusiveEducationGeneral/VOL.35NO.6JulyAugust2003_TEC_Article-2.pdfrceCenter/InclusiveEducationGeneral/VOL.35NO.6JulyAugust2003_TEC_Article-2.pdf

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