CO-TEACHINGCO-TEACHING

A Promising Practice Intended to A Promising Practice Intended to Improve Learning Outcomes for Improve Learning Outcomes for

All StudentsAll Students

Presented by: Tracy Huckell Presented by: Tracy Huckell Student Services Coordinator Student Services Coordinator

GSSDGSSD May 2010May 2010

Overview of PresentationOverview of Presentation

What Co-Teaching IsWhat Co-Teaching IsBenefitsBenefitsCo-teaching ApproachesCo-teaching ApproachesThe Teaching PartnershipThe Teaching PartnershipStages of Co-TeachingStages of Co-TeachingOther ConsiderationsOther ConsiderationsVideos of Co-Teaching PartnershipsVideos of Co-Teaching Partnerships

What is Co-Teaching?What is Co-Teaching?

Involves two or more professionals delivering Involves two or more professionals delivering instruction to a diverse or blended group of instruction to a diverse or blended group of students in a single physical space students in a single physical space

A sharing of teaching responsibilitiesA sharing of teaching responsibilities

A service delivery model that is based on the A service delivery model that is based on the

philosophy of inclusion and supports philosophy of inclusion and supports

collaborative practices among professionals.collaborative practices among professionals.

Rationale for Co-TeachingRationale for Co-Teaching

“Co-teaching arrangements … are one promising option for meeting the learning needs of the many students who once spent a large part of the school day with special educators in separate classrooms.”

Friend, 2007, p. 48

Rationale for Co-TeachingRationale for Co-Teaching

Promotes principles of inclusion and collaborative Promotes principles of inclusion and collaborative practice among teacherspractice among teachers

Provides a number of benefits for students, Provides a number of benefits for students, teachers, and organizationsteachers, and organizations

““Educators must pull together by sharing their work Educators must pull together by sharing their work through collaboration; too much knowledge and through collaboration; too much knowledge and too many skills are needed for any single too many skills are needed for any single professional to keep up with and master all of professional to keep up with and master all of them.”them.”

Friend & Pope, 2005, p.59Friend & Pope, 2005, p.59

Benefits to StudentsBenefits to Students Access to general education curriculum and classroom teacherAccess to general education curriculum and classroom teacher Increases individualized instruction and teacher attentionIncreases individualized instruction and teacher attention Enhances academic performanceEnhances academic performance Reduces stigma associated with the “pull-out” modelReduces stigma associated with the “pull-out” model Stronger peer relationships and social skillsStronger peer relationships and social skills Better attitudes about themselves, academic performance and Better attitudes about themselves, academic performance and

social skillssocial skills Increased participation of students with disabilitiesIncreased participation of students with disabilities Continuity of instruction during teacher absenceContinuity of instruction during teacher absence Students exposed to positive models of adult collaboration and team Students exposed to positive models of adult collaboration and team

workwork All students have the opportunity to gain an appreciation of diversity All students have the opportunity to gain an appreciation of diversity

within their learning and social communitywithin their learning and social community

Benefits to TeachersBenefits to Teachers Opportunity for professional growth through the sharing of Opportunity for professional growth through the sharing of

knowledge, skills, and resources ie. teaching strategies, styles, knowledge, skills, and resources ie. teaching strategies, styles, ways to differentiateways to differentiate

Increases job satisfaction and decreases feelings of isolationIncreases job satisfaction and decreases feelings of isolation Reduces student-teacher ratioReduces student-teacher ratio Student support teachers increase their understanding of general Student support teachers increase their understanding of general

education curriculum and classroom expectationseducation curriculum and classroom expectations General educators increase their ability to adapt/modify lessons General educators increase their ability to adapt/modify lessons Improves communication between special and general education Improves communication between special and general education

teachersteachers Ability to intensify instructionAbility to intensify instruction Second set of eyes valuable for difficult situations…extreme Second set of eyes valuable for difficult situations…extreme

behavior, subtle bullying etc.behavior, subtle bullying etc.

Benefits to Schools and DivisionsBenefits to Schools and Divisions

Promotes and sustains inclusive practices Promotes and sustains inclusive practices Enhances sense of community within general education Enhances sense of community within general education

classrooms when students with diverse needs are classrooms when students with diverse needs are educated along side their non-disable peerseducated along side their non-disable peers

Fewer referrals for special education services…needs Fewer referrals for special education services…needs are better addressed in the classroomare better addressed in the classroom

Parent satisfaction Parent satisfaction Staff more united…greater appreciation for the Staff more united…greater appreciation for the

knowledge & expertise of othersknowledge & expertise of others

Co-Teaching ApproachesCo-Teaching Approaches

SupportiveSupportive

TeachingTeaching

One teacher leads and the other One teacher leads and the other observes or offers assistanceobserves or offers assistance

Parallel Parallel

TeachingTeaching

Teachers work with groups and Teachers work with groups and present the same information. present the same information.

ComplementaryComplementary

TeachingTeaching

A teacher enhances the A teacher enhances the instruction provided by the other instruction provided by the other teacher (i.e., mini lesson)teacher (i.e., mini lesson)

Team Team

TeachingTeaching

Both teachers share the planning Both teachers share the planning and the instruction in a and the instruction in a coordinated fashion.coordinated fashion.

Supportive Co-teachingSupportive Co-teaching One teacher leads the instruction and the other One teacher leads the instruction and the other

observes or assists students…similar to observes or assists students…similar to teacher/EA partnershipteacher/EA partnership

Often overused as it requires the least amount of Often overused as it requires the least amount of changechange

Does not capitalize on the expertise and talents Does not capitalize on the expertise and talents of both teachersof both teachers

It is important that the supportive teacher not It is important that the supportive teacher not become ‘velcroed’ to individual studentsbecome ‘velcroed’ to individual students

Should take place most often in the classroom, Should take place most often in the classroom, but may have short periods of time with a child but may have short periods of time with a child or group outside the classroom if necessaryor group outside the classroom if necessary

Parallel Co-teachingParallel Co-teaching

Involves co-teachers presenting the same or Involves co-teachers presenting the same or different content to groups of students. different content to groups of students.

In one variation, called “Station Teaching”, co- In one variation, called “Station Teaching”, co- teachers presents different content to small groups teachers presents different content to small groups of students. Students rotate through the of students. Students rotate through the classroom stations. One of the stations may classroom stations. One of the stations may require students to work independently. require students to work independently.

This approach provides more individualized This approach provides more individualized support and allows students to receive content support and allows students to receive content from two different teachers using different from two different teachers using different strategies. (ie. same concept introduced in strategies. (ie. same concept introduced in different ways in order to reinforce)different ways in order to reinforce)

Complementary Co-teachingComplementary Co-teaching One teacher enhances the instruction of another. This One teacher enhances the instruction of another. This

can be accomplished by performing a demonstration or can be accomplished by performing a demonstration or providing a mini-lesson within a lesson. providing a mini-lesson within a lesson.

Capitalizes on the teaching strengths of both teachers, Capitalizes on the teaching strengths of both teachers, but requires more planning time, more flexibility, and a but requires more planning time, more flexibility, and a higher degree of trust than the first two approaches. higher degree of trust than the first two approaches.

A variation of this approach is what is called “alternative A variation of this approach is what is called “alternative teaching” where one teacher teaches the whole class, teaching” where one teacher teaches the whole class, while the other pre-teaches, re-teaches, or enriches the while the other pre-teaches, re-teaches, or enriches the lesson to a small group of students. This approach can lesson to a small group of students. This approach can provide greater individualized instruction.provide greater individualized instruction.

Team Teaching Co-teachingTeam Teaching Co-teaching

Involves both teachers sharing in the planning Involves both teachers sharing in the planning and the delivery of the instruction in a and the delivery of the instruction in a coordinated fashion. coordinated fashion.

Lessons could be divided based on each Lessons could be divided based on each teacher’s strengths or both teachers could teacher’s strengths or both teachers could instruct simultaneously in an almost instruct simultaneously in an almost conversational manner. conversational manner.

This approach requires a good working This approach requires a good working relationship between the teachers and a high relationship between the teachers and a high level of trust.level of trust.

Things to ConsiderThings to Consider

Each co-teaching approach is a valid Each co-teaching approach is a valid optionoption

Some partners evolve through the ‘stages’ Some partners evolve through the ‘stages’ and others try all approaches within a few and others try all approaches within a few weeks of working togetherweeks of working together

The best way to learn to co-teach is to co-The best way to learn to co-teach is to co-teach and learn by doingteach and learn by doing

Implementation Considerations for Implementation Considerations for Teachers involved in Co-TeachingTeachers involved in Co-Teaching

The teaching partnershipThe teaching partnershipPre-planningPre-planningSelecting & scheduling teachersSelecting & scheduling teachersCo-teaching approachesCo-teaching approachesProfessional developmentProfessional developmentCommon planning timeCommon planning timeAssessmentAssessmentAdministrative supportAdministrative support

The Teaching PartnershipThe Teaching Partnership

“Partners much establish trust, develop and work on communication, share the chores, celebrate, work together creatively to overcome the inevitable challenges and problems, and anticipate conflict and handle it in a constructive way.”

Villa, Thousand, & Nevin, 2004, p. 3

Factors in Building and Maintaining Factors in Building and Maintaining Positive RelationshipsPositive Relationships

Trust and respectTrust and respect

Commitment to team goalsCommitment to team goals

Effective interpersonal, collaborative, and Effective interpersonal, collaborative, and conflict resolution skillsconflict resolution skills

Understanding of self and partnerUnderstanding of self and partner

Continuous investment of timeContinuous investment of time

Stages to Co-TeachingStages to Co-Teaching

Beginning StageBeginning Stage

Compromising StageCompromising Stage

Collaborative StageCollaborative Stage

Beginning StageBeginning Stage

Communication may be guardedCommunication may be guardedOften one teacher teaches and the other Often one teacher teaches and the other

assistsassistsOne teacher is typically designated the One teacher is typically designated the

behavior managerbehavior manager

Compromising StageCompromising Stage

Communication is more open and Communication is more open and interactiveinteractive

Planning is sharedPlanning is sharedBoth teachers are involved in the Both teachers are involved in the

instruction through mini-lessonsinstruction through mini-lessonsThere is a mutual development of rules There is a mutual development of rules

and routines for studentsand routines for students

Collaborative StageCollaborative Stage

Effective communication is modeled for Effective communication is modeled for studentsstudents

Planning is continual both outside and Planning is continual both outside and during instructionduring instruction

Both teachers participate simultaneously Both teachers participate simultaneously in presenting the lessonin presenting the lesson

The teachers have a co-developed The teachers have a co-developed classroom management system that classroom management system that includes individual behavior plansincludes individual behavior plans

Obstacles/BarriersObstacles/Barriers

Fear of conflictFear of conflict Dealing poorly with frustrationDealing poorly with frustration Lack of a shared vision or an iLack of a shared vision or an inability to work with nability to work with

colleagues possessing different personalities or colleagues possessing different personalities or philosophiesphilosophies

Poor communication among partnersPoor communication among partners Low self-esteem or a lack of PD – train as partnersLow self-esteem or a lack of PD – train as partners Lack of teacher knowledge & skill in classroom Lack of teacher knowledge & skill in classroom

management, research-based instruction & high quality management, research-based instruction & high quality assessment methodsassessment methods

Lack of willingness to invest the time or effortLack of willingness to invest the time or effort Reluctance to ‘lose’ control of the classroomReluctance to ‘lose’ control of the classroom Lack of administrative support or understandingLack of administrative support or understanding

Roles and ResponsibilitiesRoles and Responsibilities

““The biggest challenge for educators is in The biggest challenge for educators is in deciding to share the role that has deciding to share the role that has traditionally been individual: to share the traditionally been individual: to share the goals, decisions, classroom instruction, goals, decisions, classroom instruction, responsibility for students, assessment of responsibility for students, assessment of student learning, problem solving, and student learning, problem solving, and classroom management. The teachers classroom management. The teachers must begin to think of it as our class.”must begin to think of it as our class.”

Ripley, in Cramer, 2006, p.13Ripley, in Cramer, 2006, p.13

Key to Successful Co-TeachingKey to Successful Co-Teaching

The three ‘C’s of Co-teaching are:The three ‘C’s of Co-teaching are:CommunicateCommunicateCommunicate in a different wayCommunicate in a different wayCommunicate again!Communicate again!

““Do you see what I mean?”Do you see what I mean?”““Does that sound right to you?”Does that sound right to you?”““Can you share your thoughts about how we Can you share your thoughts about how we

should do this?”should do this?”

Pre-Planning – 8 ComponentsPre-Planning – 8 Components

1.1. Interpersonal communicationInterpersonal communication

2.2. Physical arrangementPhysical arrangement

3.3. Familiarity with the curriculumFamiliarity with the curriculum

4.4. Curriculum goals and modificationsCurriculum goals and modifications

5.5. Instructional planningInstructional planning

6.6. Instructional presentation Instructional presentation

7.7. Classroom management Classroom management

8.8. AssessmentAssessment

SchedulingScheduling

Co-teaching can be used with any grade Co-teaching can be used with any grade level - preschool to high school.level - preschool to high school.

Co-teaching can be used with any subject Co-teaching can be used with any subject area, although the literature refers most area, although the literature refers most often to language arts and mathematics.often to language arts and mathematics.

Common Planning TimeCommon Planning Time Schedule co-teachers prep time together Schedule co-teachers prep time together Provide substitute coverage a few times during Provide substitute coverage a few times during

the yearthe year Use school-wide activity days Use school-wide activity days Plan before and after schoolPlan before and after school Combine two classes and release teacherCombine two classes and release teacher Release teachers from some committee Release teachers from some committee

responsibilitiesresponsibilities Administration cover classes from time to timeAdministration cover classes from time to time

Changing the Way We ThinkChanging the Way We Think

“The real issue is not just about adding or manipulating time, but changing the fundamental way that teachers do business when they do sit down face-to-face to plan.”

Villa, Thousand, & Nevin, 2004, p. 80

Professional Development Professional Development Should Include:Should Include:

An understanding of co-teachingAn understanding of co-teachingDevelopment of interpersonal, Development of interpersonal,

collaborative, and conflict resolution skillscollaborative, and conflict resolution skills Instructional strategiesInstructional strategiesKnowledge and skills for differentiating Knowledge and skills for differentiating

instructioninstructionCharacteristics of learners with different Characteristics of learners with different

learning needslearning needs

What a Better Way to TeachWhat a Better Way to Teach

“The practice of co-teaching has the potential to be a wonderful strategy for meeting the needs of all students. Working in partnership with another teacher, bouncing ideas off of one another, planning and orchestrating the perfect lesson, having two pair of eyes and four hands, creating something that is better than that which each partner brings alone…what better way to teach?”

Kohler-Evans, 2006, p. 3

Closing ThoughtClosing Thought

““All students benefit when their All students benefit when their teachers share ideas, work teachers share ideas, work cooperatively, and contribute to one cooperatively, and contribute to one another’s learning. There is a another’s learning. There is a growing research base to support this growing research base to support this claim.”claim.”

Villa, Thousand & Nevin, 2004, xiiiVilla, Thousand & Nevin, 2004, xiii