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6/17/2016
1
Co-teaching, Collaboration
and Classroom
Success
Jodie Dittmar, M. S.
Diagnostic Center, Central
1818 W. Ashlan
Fresno, CA 93705
There’s More Than
One Way to Collaborate… 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
Are we coteaching?
6/17/2016
2
Consider Benefits
and Drawbacks of
co-teaching and collaboration,
related to:
Physical isolat ion of teaching staff
Expert ise(content, educationally specific, etc.)
Resources
Discipline
Curricular planning
Other…..
What is Co-teaching?
Definit ion
OR
Definit ion(s)?
Considering the models……
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3
Co-teaching Models One teach; one observe One teach; one assist
Parallel teaching Station teaching Alternative teaching
Team teaching
Marilyn Friend & Lynne Cook; Interactions: Collaboration Skills for School Professionals,
7t h Edition; 2013
One Teach; One Observe
Advantages:
Lessens planning
Allows for one teacher to gather behavior or student engagement data
Drawbacks:
Can transit ion into one teacher doing the lion’s share of the work
Can create power
perceptions of a “lead teacher”
Interactions; Collaboration Skills for School Professionals; 7t h Ed; Friend & Cook; 2013
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4
Station Teaching
Advantages: Easy & clear division
of labor
Can be effective when teachers have very different teaching styles
Students benefit from lower ratio of
teacher to student
Parity of students (each teacher teaches ALL)
Drawbacks
Noise
More disruptive
Need thoughtful planning of order items are taught to groups (sequence)
Must be cognizant of t ime of lessons (synchronize each group/table’s lesson)
Interactions; Collaboration Skills for School Professionals; 7t h Ed; Friend & Cook; 2013
Parallel Teaching
Advantages:
Lower teacher to student ratio
Good for drill & practice (test rev iew) sessions or projects needing close superv ision
Facilitates tiering of instruction (teach same concepts but differentiate practice)
Drawbacks:
Only ok for initial
instruction if both
teacher’s qualified
Noise, activ ity level
More difficult to ensure fairness in
student mastery (and/or students
can feel something
was unfair in how
others were taught)
Interactions; Collaboration Skills for School Professionals; 7t h Ed; Friend & Cook; 2013
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5
Alternative Teaching
Advantages:
Provides way to address small group with special learning needs to preteach; directly teach or reteach
Highly intensive instruction provided but within gen ed classroom
Provides all students a chance to interact with the teacher
Drawbacks:
Students with disabilit ies can be st igmatized
Struggling students can remain stuck in
group (w/ teacher) for reteaching, etc. while others move
Interactions; Collaboration Skills for School Professionals; 7t h Ed; Friend & Cook; 2013
Teaming
Advantages:
Creates synergy
Can feel safer to attempt innovation
or “risk” (because you have support
Shared instruction in everything (small or whole group, etc.)
Students typically pick up on synergy
and teachers report
it is most rewarding
Drawbacks:
Takes the most t rust and commitment
Must plan together
Teachers must mesh their teaching styles
I f teaming isn’t
comfortable; likely to carry to students
Interactions; Collaboration Skills for School Professionals; 7t h Ed; Friend & Cook; 2013
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6
One Teach; One Assist
Advantages:
Requires lit t le joint planning
Gives role for the teacher who doesn’t feel
competent in a content area, etc
Drawbacks:
Too typical in secondary classrooms
May be distracting
Can limit the special educators credibility; make them an “assistant”
Can encourage “dependent” learners
Difficulty gaining comprehensive studies because of multiple models (and variables) in implementation.
Anecdotal ev idence is strong.
Multiple studies reviewed…..
although not as clearly research validated or as substantial a body of scientific evidence as we would like…. related study evidence is strong.
There are indicators within varied implementations, as well as current research about collaboration (PLC’s, etc.), Universal
Design for learning, differentiation, and both intervention and behavior results that apply.
A growing topic of study, but overall (when done with fidelity) is recommended.
Is Co-teaching effective?
Research
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7
Positive Indications of
Co-teaching Benefits include:
Academic – Students in co-taught settings may benefit from increased emphasis on cognitive strategies & study skills, increased emphasis on social skill, academic progress and improved classroom communities (Murawski, 2006, Walther-Thomas, 1997, Weichel, 2001).
Behavioral –increased individual attentions and on task student behavior; more interaction with teachers when general education and special education students are cotaught (Boudah, Schumaker & Deshler, 1997; Murawski, 2006; Zigmond, Magiera & Matta, 2003)
Social – Students reported improved social skills, self-concept & strong peer relations when not pulled out (Bahamonde & Friend, 1999; Jones & Carlier, 1995; Salend & Johansen, 1997; Walther-Thomas, 1997)
Practical – Teachers reported being more energized, creative & able to trust one another. More fun teaching! (Adams & Cessna, 1993; Gately & Gately, 2001; Murawski, 2003)
Current…. (resources)
Primary Intervention
(~80% ) School-/Classroom-Wide Systems for All Students,
Staff, and Settings Secondary Intervention
(~15% ) Specialized Group
Systems for Students with
At-Risk Performance
Tertiary Intervention (~5%) Specialized Indiv idualized Systems for Students with
Intensive Needs
80% of Students
15%
5%
Multi-Tier Support Systems
Adapted from ”What is School-Wide PBS?”
Co-teaching roles in….
6/17/2016
8
What does the evidence say are key elements of
effective co-teaching?
1. Strong administrat ive support, including:
Thoughtful selections of co-teachers
Priorit izing scheduling of co-taught
classes
Staff development and planning t ime
Respecting reasonable rat ios of students with and without disabilit ies in classrooms
Key elements of effective co-teaching (cont’d)
2. Co-teachers who are determined to meet the needs of all students in the classroom.
Respecting each other’s st rengths
Keeping communication open
Identifying student needs
Designing curriculum and lessons in a way ALL students are included and can learn
Support ing every students’ efforts
(scaffolding and support)
6/17/2016
9
The typical dilemmas of all
successful teams include:
Circumventing the limited instructional breaks, number of
children on your responsibility list,
and lack of professional development or collaboration
time….
Meetings
Weekly meetings are noted as a key component in many successful co-teaching partnerships.
Occasional responses to that fact: What?
Weekly?
Have you seen my schedule?
Hahahahahahahahaha!! ;)
6/17/2016
10
Options for creating
shared planning and
communication time Periodically scheduled substitute teaches
Have students watch an engaging video or set up
independent student work time (with a specific
outcome to increase student engagement)
Utilize parent volunteer or para-educator supervision
Trade off supervision with another teacher team
Utilize staff development or staff meeting times;
integrate with PLC planning times
Meet during special instructional times, recess or before
or after school
Set up a communication routine between co-teaching
partners (in person, email, messaging or phone) that
keeps dialogue ongoing… . but makes the time both
efficient and productive
Regular Communication (cont’d)
Use objective methods to measure progress. Ask yourselves:
Are we both clear on our focus and goal(s)?
Do we need (or already have implicit) co-teaching goals to
improve our instruction? (besides district benchmarks, indiv idual student growth, etc.)
Are we both aware of ways our goals are measured?
Are we successful at making that happen? Is that
measurement happening regularly or does it need to be tweaked to be more ongoing, built into instruction, etc?
Are there clear indicators of something we should change?
Are there clear indicators of something we should celebrate?
Be flexible. Make sure both the communication and the actual
co-teaching remain worthwhile for both members of the team.
Choose to remain mutually respectful!
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11
Establish the Basics First
Classroom management
Be “on the same page”
-no div ide and conquer here!
Know your roles (who will do what)
Agree to the same standards/rules/positive reinforcement
Get specific (talk about allowable noise levels, bathroom priv ileges, sharpening pencils, food in the classroom, etc.)
Establishing Co-Teaching Expectations (A model)
Co-teaching in the Differentiated Classroom, grds. 5-12; by Jossey-Bass
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12
Establish specific
curricular expectations Share and determine work expectations including:
Who evaluates which assignments
Late work, neatness, or other work expectations
Who will contact parents
Be honest about your own strengths & weaknesses
Brush up on skills where needed (and in the beginning)
be open to help to do so
Mr. Special Education teacher may need to brush up
on content skills or own that a particular content isn’t
something he/she can teach without help
Mr. General Education teacher may need to learn to
modify curriculum to meet IEP goals or differentiate
for varied learners
Curricular expectations cont’d.
Classroom:
How much of a role will each person play?
How much will each of you be in the direct teaching role?
How much will each of you be in the support ing teaching role?
In which situations will this be different?
Who will teach which groups?
6/17/2016
13
Frontloading
Instruction in your Classroom At any given t ime, one may be t he st age director
and t he ot her the choreographer… so det ermine:
Environmental supports
Time and Scheduling supports
Organizational supports
Metacognitive Supports
Good Teaching Creates Better Learning
I do it.
We do it.
We do it.
You all do it.
You (individually) do it.
(Tip: This is also true when teaching new behaviors!)
Active Learning
6/17/2016
14
Is Everyone Engaged… in what you’re teaching?
ALL students need to be engaged in responding.
A self engaged student:
• Assesses what they already know
• Weighs information against what they perceive
• Makes predictions
• Seeks assistance or internalizes successes
Active Learning
Differentiated Classrooms
A truly differentiated classroom can serve all students in a school. It builds on the premise that students are different in their readiness, interests, and needs in each curriculum area. In the differentiated classroom, the teacher varies the material, the instructional approach, and the manner in which the students demonstrate their learning. Inclusion, A Service, Not
a Place…a Whole School Approach; Alan Garner, Ph.D. and Dorothy Kerzner Lipsky, Ph.D., 2002
Universal Design for Learning
6/17/2016
15
Conflict between assigned
co-teachers
Conflict generally is caused when two individuals want different outcomes but must sett le for the same one, when they want the same outcome but it cannot be available to both, when there is a difference in perceptions of personal power, or when one individual internally experiences conflict ing reactions to a situat ion. These causes are influenced by a wide variety of personal and organizat ional variables.
Friend & Cook; Interactions; collaboration Skills for School Professionals, 7t h Edition, 2013
Avoiding conflict
You: The Owner Of Realistic,
Practical Planning & Implementation
Given my role… What can I do to
create success?
Avoiding conflict
6/17/2016
16
The Key to Communication
and Subsequent Solutions
Seek first to understand….
then to be understood.
Collaborat ion
What I hearing you saying is…..
The so what? Blaming is a waste of t ime
Blaming just adds addit ional barriers
Blaming or complaining might even be just ified,
but is a choice we make to simply “stay put” (Being right over being productive)
If administrat ive leadership and involvement is directing objective discussion, so much the better, but ult imately….
you may only have power in improving your own corner of the world!
Avoiding conflict
6/17/2016
17
Collaboration Creates Success
General Education Teachers, Special Education Teachers
& Paraprof essionals
: Be
RESPECTFUL of all participants
When dev eloping Instructional, intervention
and behav ior plans
When carrying out and when troubleshooting
plans day to day
Practical ideas Increase: Ef ficiency
Ef fectiveness
SUPPORT & REINFORCE
EACH OTHER’S EFFORTS
Collaborate Consistently
6/17/2016
18
“Ineffective people live day after day with
unused potential. They experience synergy only
in small, peripheral ways in their lives. But creative experiences can be produced
regularly, consistently, almost daily in people's lives. I t requires enormous personal security,
openness and a spirit of adventure.
The main thing is to keep the main thing the
main thing!
(Student Progress!)
Never Let Go Of: Win-Win
Steven Covey
We Can Be Co-Teaching Change Agents (Elizabeth Stein; May 2016)
1. Be the Change
2. Push Beyond the Status Quo
3. Stay focused – stay passionate
4. Cultivate relationships
http://www.middleweb.com/30073/we-need-
to-be-co-teaching-change-agents/
6/17/2016
19
At the end of the year you will
want to ask yourself…
What have I done to shape the path for students to become better versions of themselves this year?
How have you guided students to exceed beyond their comfort zone?
How have your actions propelled you and your co-teaching to create successful and meaningful learning for students?
Did your actions deepen you and your co-teacher’s instructional decisions?
Have your actions this year created long term results – with the potential for evolving outcomes?
One thing about championship
teams is that they’re resilient.
No matter what is thrown at them, no matter how deep the hole, they find a way to bounce back and
overcome adversity.
Nick Saban
6/17/2016
20
Diagnostic Center of Central California
Jodie Dittmar, M.S. 559-228-2214 [email protected]
Practical Application Resource You Can Use TODAY…
Have my co-teaching partner & myself discussed?
Personal perceptions of co-teaching
Any fears I have of co-teaching
Environment (noise, movement, control, etc.)
Personal space needs (my stuff)
Planning & communication -
opportunities and commitment
What is going well….what must change?
( Only prioritize one thing to solve if possible)
Start with three good things about this new venture… that relates to you, your classroom, your students, your content area, or your perspectives on the year!