Iowa Department of Education 2006 Co-Teaching. Iowa Department of Education 2006 Iowa’s Consultative Model Effective Instruction Effective Behavior Supports

Iowa Department of Education 2006

Co-Teaching


Iowa’s Consultative Model

Effective Instruction

Effective Behavior Supports

Co-teaching Collaborative Consultation


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


Bridge Builders

Supportive beliefs and values

Mutual trust

Mutual respect

Establishment of a sense of community


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.


Co-Teaching:Both:

Collaborative Consultation Model:


Collaborative ConsultationKey Components

1. Individual prerequisites

2. The professional relationship

3. Planning, implementing and evaluating

4. Concerns


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


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


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


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


Planning

• Macro

• Micro


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.


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.


“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


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


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


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)

Documents

Iowa Department of Education 2006 Co-Teaching. Iowa Department of Education 2006 Iowa’s Consultative Model Effective Instruction Effective Behavior Supports