Need

◦ Chart paper ( pros and cons)

◦ models of co-teaching

◦Handouts

◦ PPt

◦ Internet access

◦ Speakers

CO-TEACHINGA Value-Added Relationship

Dr. Deborah Brady

Do Now◦Please sign in

◦Take a copy of each handout

◦Read the first article, “Collaborative Team Teaching: Challenges and Rewards” which we’ll use later this morning.

◦Create a “name tent” with the large notecard

Agenda K-3 February 12 and 13, 2015

8:30-3:30 with Lunch Break

◦Co-Teaching’s Positives and Concerns◦ Co-teaching survey: What are your team’s priorities?

◦ Essential components for effective co-teaching (and the consequences if they are missing)

10:30 Break

◦ Co teaching models and thinking about when to use each

12: 00 Working Lunch

◦ Co-planning for next class and sharing◦ Weekly planning form

◦ Unit planning form

◦Next Class: ◦ Sharing what you tried

◦ High performing co-teaching (1+1 <2)

◦ Bring in data that you’d like to use for 3rd and 4th workshops (if you are in those workshops)◦ Local, benchmark, standardized (F&P, DRA, DIBELS), writing samples

◦ Focus on using each as a formative assessment

◦ Define the next steps and use for flexible grouping, stations, etc.

Parking LotImportant Issues that we cannot

address todayNext steps for Co-Teaching

K-3 Workshop: Give One/Get OneFind Someone Who…

First year of Co-Teaching

________________

Has been in the same co-teaching team for at least 3

years______________

Co-teaches with at least three different teachers this year

______________

Loves data

______________

Loves teaching writing

______________

Loves teaching reading

______________

Loves teaching math

______________

Has taught 3 or more grade levels

______________

Is in the first three years of teaching

______________

Has taught in more than one district______________

Can hardly wait for vacation

______________

Can hardly wait for retirement

______________

Do Now Reading

◦Read/ write/ Share with new processing partner—

The Good, the Bad, and the Concerns about Co-Teaching. Pick 2 areas that speak to you. Share with your processing partner (not your co-teacher); be prepared to share with the class.

Processing Partner (not your co-teacher)

View Video as Class

“3 teachers new to co-teaching”

If you haven’t read the “Do Now,”

“Collaborative Team Teaching: Challenges and Rewards”

Skim/read it after viewing the video

For Processing: What are the Pros and Cons (Challenges) of Co-teaching?

Then go to the Chart and list your Pros and Concenrs.

Put a check if your idea is there already.

http://www.slideshare.net/eshepherd/coteaching-six-models-for-teacher-success

MS Co-Teaching: https://www.youtube.com/watch?v=8pIe6CZX6PM&app=desktop

Think/Write/Share/New PartnerWhat do you bring to your team? What are

your concerns about co-teaching?Loves to organize

everythingLoves to bring in

new ideasStrong in

mathematicsStrong in Reading

Strong in Writing Strong in de-escalating problems

in the classroom

Strong in maintaining high

expectations for all students

Strong in how to modify lessons that still move students

along effectively

Strong in Literature Likes the rules to be clear

Strong in History/Social

Studies

Like games

Other

Strengths and Concerns of Your Partnership Survey

1.Take the STRENGTHS AND CONCERNS SURVEY on your own in the handout. Put checks in the appropriate column

2.Meet with your partner to prioritize what you think are the major strengths and major concerns of your team

Then discuss your surveys and decide between the two of you:

3.The 2 major concerns on the whole-class chart.

4. If your concern is already there, add a check.

With your Co-Teacher(s)Strengths and Concerns Survey of your Team

StrengthsIn Priority Order

◦1

◦2

◦3

Concerns/NeedsIn Priority Order

◦1

◦2

◦3

Strengths and Concerns DiscussionEssential Element STRENGTHS CONCERNS

The Partnership: Collaborative Relationship    

The Partnership: Expertise of Co-Teachers is fully used    

The Partnership: Has Parity    

The Partnership: Has a Plan to Resolve Conflict.    

Time for Collaboration is Provided  

   

The Classroom Climate Supports Co teaching Practices    

The Classroom Is Heterogeneous    

The Classroom Has Appropriate Space and Materials    

The Classroom: T he Co-teaching Models Are Varied    

The Whole School Climate Supports Co-teaching, Inclusion and Teaching All Students.

   

TOTAL EACH COLUMN   

What Co-Teaching Is NOT

Co-Teaching is NOT

https://m.youtube.com/watch?v=gY9GeuCwWc4

Co-Teaching/Inclusion ModelWhat is the main idea?

◦Heterogeneous group of students◦Shared delivery of instruction◦Shared physical space◦Participation within that group varies based on the needs of the students

◦Why, how did inclusion teaming begin?

A Quick Look at the 4 (more or less!) Models

6 models https://www.youtube.com/watch?v=TCn4qDyuZVE&app=desktop

Co-Teaching Models Jigsaw◦ Count off by 5s and get into your “expert group”

◦ Read the handout labeled with your group’s number, 1, 2, 3, 4 or 5.

◦ First: Use chart paper to summarize: ◦ the positive uses for your model◦ the limitations of using this model◦ then consider how this would work for an at risk student, an average student, and a high

performer.

NOTE: Take notes on each model on the handout. Consider how you might use this model.

Supportive

Parallel

Small Groups Duet

Small Groups

6 “models”One Teaches

One Observes

One TeachesOne Monitors

Parallel teachingTeach the

same content

Two teachers teaching different content

Small Group/Large

group

Both teach equally and

provide equal

support

New to co teachingNeed to observe student(s) for specifics

New teamClose monitoring of student work when one T. is expert

2 teachers teach the same contentSmaller groupsDrill, re-teaching, test review

When content is complexFor reviewSeveral topics

Mastery differsEnrichment/re-teaching

Teachers have been together for a long time; both have content and learning techniques expertise

Supportive Co-teachingGenerally whole class teaching by one teacher and supportive teaching as needed by the second teacher.

Teacher A Teacher B Strengths Possible Concerns

Model I: Supportive Co-Teaching Model

One Teaches/One Observes

 

Directly Teaches the Whole Class

Observes 

Good for the beginning of the Co-Teaching

partnership 

If this method is used as the main model, Teacher B may not have an

equal voice in the partnership.Can be used to develop data for

the course

  One Teaches/One Drifts

Directly Teaches the Whole Class

DriftsMay be

gathering data or supporting

students as the needs present themselves

Saves planning time if there is no common

planning time

Direct teaching to the whole class may become the dominant

instructional model

  One teaches/One Assists or Supports

Directly Teaches the Whole Class

Assists and SupportsMay have

developed a “support kit”

Saves planning timeB provides feedback

about specific concerns 

A and B can alternate roles to provide a balance in the

relationship.

Parallel and Small Groups:  Model Type Teacher A Teacher B Strengths Challenges

Model II: Group

2

Parallel Co-Teaching: Small Group Instruction

ParallelTeaches a heterogeneous group

ParallelTeaches a heterogeneous group

Equal responsibility for content and support.

Provides smaller group If this is the only model used, or if teachers do not change groupings, students see only one teacher’s strengths. 

  Group

3

Station Teaching

Station TeachingTeaches a station  

Station TeachingTeaches a station

Equal responsibility for content and support. Provides smaller group

If this is the only model used, or if teachers do not change groupings, students see only one teacher’s strengths.Teacher A and B may not know the effectiveness of the other group

 Group 3

2 Groups Teaches the same lesson or a complementary lesson (then swaps groups)

Teaches the same lesson or a complementary lesson (then swaps)

When groups are swapped, students see the strengths of each teacher.

Provides smaller group Provides higher adult to student proportion. Teacher A and B may not know the effectiveness of the other group

 Group 4

Skill GroupAdapting Curriculum Teaching

Teaches larger GE group and provides more challenges

Teaches smaller group (usually at risk or target group) and provides scaffolding

Little co-planning time is needed. Each teacher can prepare separately.

Provides smaller group There may be an imbalance in the relationship with Teacher A always in the lead.Teacher A and B may not know the effectiveness of the other group

 Group 4

Learning Styles Approach

Re teaches using learning style to define group

Re-teaches using learning style or modality

Provides hands-on or visual re-teaching

Provides smaller group When used occasionally, this provides targeted supportIf it serves as the usual model, the classroom becomes two separate classrooms

Model III: Complementary Acting Out Category of Model

Model Type Teacher A Teacher B Strengths Challenges

Complementary or Side-by-Side Model(equal partners)

Speak and Add Teacher A Speaks

Teacher B adds visual or kinesthetic supports to direct teaching

Little co-planning time is needed. Each teacher can prepare separately.

There may be an imbalance in the relationship with Teacher A always in the lead.

  Duet Model Sometimes called Team Co-TeachingDescribed as a “high-performing” team

Teaches and supports

Teaches and supports

Requires time for comprehensive co-planning, co-instructing, co-assessment, and co-teaching PD  All models of co-teaching are used based upon student needs and on data analysis.

Uses all of the skills of each educator. Often this capacity is a result of working and learning together over a period of time.

Think, Pair, Share with Co-Teacher(s)Reflect on Models

◦Which models might you use immediately? After some planning?◦How would that model support student needs? ◦Share with your co-teaching partner ◦Which new model might you try first? Next?

Lunch!

HIGH PERFORMING VALUE-ADDED

TEAMSAgendas, Year-long Goals, Lesson and Unit Planning

High Performing Teams: It’s All About the Partnership

To attain the level of a high-functioning team and to improve student achievement, both teachers must:◦Use multiple models to support students’ needs◦Have parity in planning, teaching, assessing, classroom management decisions both inside and outside the classroom

◦But the true value added component of co-teaching comes from the partnership’s growth which will take place over time as the four areas listed below are consistently considered, critically and reflectively, during the co-teaching meetings and in the classroom. Chapman and Hyatt,

High-Performing Co-Teaching Team When 1 + 1= more than 2

◦ Co-teachers need to have 4 ongoing critical conversations about their relationship and their classroom. Co-teachers need to consistently revisit and reflect on how they:

◦Define the Partnership: Partners develop a shared vision, establish roles and responsibilities, and lay the collaborative foundation that may need adjusting throughout the year. Co-Plan, Co-Teach.

◦ Examine Data: Together they focus on results, use data about students to make instructional improvements and become more adept at adjusting materials and instruction to support each student

◦ Improve Instruction: They focus on ways to provide more value as a twosome than one teacher could do alone and continue to learn together about research-based methods that work for their students

◦ Expand Impact: They recognize that they are part of a school system and that they need to have administrative support for their work together and for professional development that will support the school and the team’s capacity for improving instruction (Chapman and Hyatt 2011, 10-11).

Weekly AgendaMeeting Date

People Present

Minutes Recorded by:

Follow-Ups necessary:

AGENDA

Time5 min

Review Agenda and Positive Results since the last meeting

5 min Review the Co-Teaching Progress Rubric/Tracker to make sure you keep all of your priorities in focus 

5-10 min

Review student needs, student work, student data

30 min Plan for the next week using agreed-upon weekly lesson planning document or daily lesson planning document

10 min Review tasks for participants for the next week

5 min Plan for next meeting: time, place, participants, topics

Weekly Lesson PlanningDay of week/

ContentWhole Class: One teach/One

observes One teaches/One

drifts One teaches/One

assists or supports One teaches/One

adapts the curriculum 

Small Groups Small Group

Parallel Teaching

Alternative

Skill Group

Learning Styles

Stations

 

Materials, Tasks Teacher A

Materials Tasks Teacher B

MondayContent:

   

TuesdayContent:

     

WednesdayContent:

     

ThursdayContent:

     

FridayContent:

     

3-days a Week Co-Teaching PlanDay of week/

ContentCo-teaching

ModelsMaterials, Tasks

Classroom TeacherMaterials, Tasks Special Educator

Materials , TasksPara-Educator

MondayContent:

Classroom Teacher alone

Homework ClubIntroduces addition of double digit numbers using number line and manipulatives. Students usual seats are in groups of 4

   

TuesdayContent:

  Homework ClubMini lesson whole class on addingThen three groupsGroup A: word problem solved in 2’s

Re-teach Monday’s lesson to small at risk group

Students at computers work through program on addingGroup C:

WednesdayContent:

  Homework ClubWorks with group C on Problem Solving

Problem solving with group B

Group A on computers

ThursdayContent:

  Math Puzzler—problem solving Group CChallenging

Math Puzzler—problem solving Group B—at standard

Math Puzzler problem solving Group Sat standard

FridayContent:

Teacher alone Math Read aloudBack to usual seats to illustrate math read aloud new problem

   

Elementary Unit Plan (in handout)Unit/LessonCharacter traits and adjectives leading up to writing a paragraph about a characterStandard(s) (District or State)Common Core Reading Literature (RL), Speaking and Listening (SL), and Writing (W) standards:SL 3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.W 3. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.L.3. 4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on

grade 3 reading and content, choosing flexibly from a range of strategies.What students will know and be able to do at the end of the unit/lesson. Retell part of a read-aloud story when they’re given the text. Share their story with the class.Collect powerful vocabulary words that they want to use in their writing.Create a museum collection and list the words that a collector would need to now.Assessments: Formative: (observation, conference, quizzes, group work, rubrics)Summative: (test, performance-based task, etc.)Sequence of Lesson/Activities: How will you support and scaffold students’ learning as they move toward mastery?

1. Whole class introduction/mini-lesson, etc.: Jane read a story. Richard gave instructions for group work and modeled how to write a summary of a selected part of the text to share.2. Flexible group activities: The students move to a second group and read a two-page passage closely and work together to create a summary to share.3. Wrap-up/Evaluation (exit slip, hand in work, observation, quiz, etc.) Students handed in their summaries. Day 2 Students begin their collection journals as a class. They select words they liked from The Boy Who Loved Words and Richard posts them on the class word wall for powerful words. Students begin their journals then break up into groups based on books that they are reading. The ELL group is together. Students select words from their books and enter them into their journals. They select 4 words to share with the class. Each student in the group picks his or her favorite word. The whole class meets and each student contributes a word for the powerful word collection.  

Whole Unit Planning

Unit/Lesson NameStandard(s) (District or State)What students will know and be able to do at the end of the unit/lesson. Assessments: Formative: (observation, conference, quizzes, group work, rubrics)Summative: (test, performance-based task, etc.)Sequence of Lesson/Activities: How will you support and scaffold students’ learning as they move toward mastery?1. Whole class introduction/mini-lesson, etc.:2. Flexible group activities: 3. Wrap-up/Evaluation (exit slip, hand in work, observation, quiz, etc.)

Co-teaching Model(s) Supportive Model (Whole Class) Parallel Model (Small Groups) Complementary/Side-by-Side (Whole Class)

Teacher A Responsibilities  

Teacher B Responsibilities

Grouping Strategies (Seating Arrangements) 

Group A Students (identify by table, group, name)

 

Group B Students(identify by table, group, name)

 Paraprofessional Role

(Optional)Paraprofessional Materials

(Optional)Accommodations, Modifications, and Materials for this

unit/lesson 

Accommodations, Modifications, Materials for this unit/lesson

 Evaluation of Group A Evaluation for Group BFollow-up Notes to Share with Co-Teacher Follow-up Notes to Share with Co-Teacher

Elementary LessonUnit/Lesson

Standard(s) (District or State). 

What students will know and be able to do at the end of the unit/lesson.

Assessments: Formative:Summative:

Sequence of Lesson/Activities: How will you support and scaffold students’ learning as they move toward mastery?

Elementary Unit LessonCo-teaching Model

Supportive Model (Whole Class) Parallel Model (Small Groups) Complementary/Side-by-Side (Whole Class)

_____________Responsibilities Richard’s Responsibilities

Grouping Strategies (Seating Arrangements)

Group Students (identify by table, group, name)

 

Group Students(identify by table, group, name)

. 

Accommodations, Modifications, and Materials for this unit/lesson

  

Accommodations, Modifications, Materials for this unit/lesson

Evaluation of Group A 

Evaluation for Group B 

Follow-up Notes to Share with Co-Teacher.

Follow-up Notes to Share with Co-Teacher

Developmental Continuum of High Performing Co-Teaching Teams (use highlighter)

Criteria  Novice Developing Proficient High-Performing

Team

Next Steps

Partnership

Begin to set goals using Co-Teaching Progress Rubric/Tracker

Begin to clarify on roles and responsibilities using Teacher Skills Survey

Begin to set standards for classroom routines, behavior using the Roles and Responsibilities Matrix

Develop daily/weekly communication plan  

Measure progress on goals fairly often and adequatelyRoles and Resp. getting clarified Norms generally observed Meetings mainly effective Problem solving protocol mainly worksDaily/weekly communication plan mostly works Other: 

Measure goal progress generally consistently Roles and Resp. generally consistently clarified Norms observed generally consistently Meetings generally are effective Problem solving protocol works generally effectively Daily/weekly communication plan generally works reliably Other

Goals are mutually shared and measured by each teacher and team consistently Roles and Resp. consistently clarified Norms observed consistently Meetings consistently effective Problem solving protocol works well consistently Daily/weekly communication plan consistently works efficiently Other

 

Co-planning

Begin to plan for full year’s meeting schedule

Develop agenda format

Develop Lesson Plan format (long form)

Develop weekly lesson plan format (short form)

  

The full year’s meeting schedule mainly works The agenda format mainly works Lesson Plan format (long form) mainly works Weekly lesson plan format (short form) mainly works  

The full year’s meeting schedule generally works effectively and consistently The agenda format generally works effectively and consistently Lesson Plan format (long form) generally works effectively and consistently Weekly lesson plan format (short form) generally works effectively and consistently  

The full year’s meeting schedule works effectively and consistently The agenda format works effectively and consistently Lesson Plan format (long form) works effectively and consistently Weekly lesson plan format (short form) works effectively and consistently  

 

Tomorrow◦Develop a new lesson employing the lesson plan form with your

partner

◦Share your lesson with teachers who work on the same grade level

◦ We’ll take a deeper look at the high performing team and give you time to;◦Plan ◦Develop a new Effective Group Work

◦If you are in the second series of workshops, think about the data that you want to use◦ Looking at student work as a co-teaching pair—Grading, modifying◦Collecting and Using Standardized Data

◦Your suggestions