Co-Teaching
The Short CourseDr. Wendy Fetner Dover
Rock Hill School District 3Rock Hill, South Carolina
I’ve Been in Your Shoes…Co-Teaching: Where do we start?
A Match Made Where? Co-teaching is really all about teaming.
Whether you and your partner(s) Chose to work together (a love match), Schedules threw you together
(marriage of convenience) Or were told you would work together
(an arranged marriage), You are on the same team. Teams are
made of individuals, and that’s what makes is SO very interesting!
Video Clip – (Shared Beliefs)
Making a Good Match
General Educators – Develop a “Dream List” that answers the question… “What would you like most from a
special education co-teacher and an administrator”?
Special Educators and Administrators – What skills, abilities, and materials do you have to offer? (a dowry, so to say!)
Video Clip – (Prerequisite Skills)
Co-Teaching Today’s Agenda
A Review of Co-teaching Basics
Roles and Responsibilities
Instructional Arrangements
Getting Organized:
Team Processes
So,Why Co-teach? (k-8)
Most popular model of inclusion Least Restrictive Environment and
continuum of services (IDEA-04) Content instruction by content specialists and
highly qualified teachers (NCLB-01) No more off grade level PACT Testing
Only 2% allowed to take PACT ALT Resource and self-contained models of pull-out
for content instruction less workable or justifiable
It’s just a good instructional practice – if it’s done right!
Tell Me Again Why We Are Doing This! (secondary)
Most popular model of inclusion Least Restrictive Environment and
continuum of services (IDEA-04) Content instruction by content specialists and highly
qualified teachers (NCLB-01) Resource and self-contained models of pull-out for
course credit is not an option Highly qualified special ed. teachers at secondary
level – exemption if they assist and support It’s just a good instructional practice – if it’s done
right!
There’s More Than One Way… 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
ConsultationSupported Instruction
Co-TeachingResource/Pull-out
LESS Support Intensive
MORE Support Intensive
Continuum of Inclusive Models
Consultation
Consultation Model
Student support services personnel provide indirect, out-of-class support to general classroom staff.
Planning
Strategies
Problem-solving
Student information
Program information
Observations
Resources and materials
“Inclusive” Classroom
Supported InstructionCo-Teaching ModelStudent support services
personnel provide direct in-class support to students as they participate in the general education classroom
2 Adults in the roomIdividual accountabilityExchange of informationCollaborative planningShared instructionBoth engaged in
instructionProgress monitoringConstructive feedback
Pull-Out
Pull-out ModelStudent support services
personnel provide direct instruction, support. Or modifications to student with special needs outside the general classroom.
Resource Class- IEP skill
development- Limited academic
support, enrichment and acceleration
Self-contained Class- Functional
curriculum- Curricular
modifications - Limited academic
support
The Difference Between Co-teaching and SupportingCo-Teaching Certified teachers or
therapists only GenEd teacher and SpEd
teacher plan together Regular and scheduled
planning Both teachers come
prepared Format for planning
Shared Instruction Active engagement
throughout instructional time Use of a definable
instructional arrangement More of an equal partnership
Supported Instruction May be 2 certified teachers/
therapists OR a certified teacher/ therapist and an assistant
Less planning or ongoing communication may be evident
Special Ed. personnel obviously in assisting role
General education has primary responsible for instruction and direction
Teach and Support/Assist is prevailing instructional arrangement
Less of an equal partnership
Sooooo,
… exactly what are we talking about?
Video Clip – (Co-Teaching Defined)
To Recap - Co-teaching is (Friend & Cook, 2000)
Planning and delivering instruction collaboratively
Through a blend of direct and indirect support and services
In a subject content area To students with diverse needs Primarily in a single general classroom
setting.
From the Literature…
This approach increases instructional options, improves educational programs, reduces stigmatization for students, and provides support to the professionals involved. (Cook & Friend, 1995)
Teachers share the planning, presentation, evaluation, and classroom management in an effort to enhance the learning environment for all students. In this way, the teachers can provide more integrated service for all students, regardless of their learning needs.”(Gately & Gately, 2001)
Key Components of Successful Co-Teaching Defined roles and responsibilities Varied instructional arrangements Starting with a plan and commitment to
ongoing co-planning Formal information sharing Administrative understanding and support Appropriate levels of modification
Our Plans for the Future…
SHOULD
SHOULD NOT
Co-Teaching at Castle Heights Middle School …
SHOULD be collaborative – “we” do it Planned schedule and student
placements (hand schedule SpEd students first and keep a workable balance)
Be student need driven Use strengths of each teacher Include differentiated instruction Actively involve both teachers in
classroom tasks (grading, instructing, etc.)
Include planning for partnershhip prior to school starting
Be the standard model for identified “at risk”course
SHOULD NOT Be an extra planning period for either
teacher Make the SpEd teacher “assist only” Relegate one teacher to the side lines Be hastily planned Become a pull-out model Be referred to as “your” students and
“my” students
Co-Teaching Today’s Agenda
A Review of Co-teaching Basics
Roles and Responsibilities
Instructional Arrangements
Getting Organized:
Team Processes
Inclusion I do!
YOU do!
WE do!
Let’s Start with “WE” Do!
That thing we do together!
Video Clip – (Collaboration)
Co-Teaching is a Blend of..
Direct ServiceThe Special Education
teacher DOES work directly with students in a
general or special setting.
Indirect ServiceThe Special Education
teacher does not work with the
students, but with the teachers and
staff who provide the direct instruction.
Co-Teaching is a Blending of Direct and Indirect
DirectDirect Supported Instruction Shared Instruction/ Co-
Teaching Full-time Part-time Flex-time
Academic Support (pull-out)
IndirectIndirect Co-planning Sharing student information Observations Problem Solving Collaboration (providing
ideas for modifications, accommodations, strategies)
Behavior Interventions Itinerant Support to Students Accommodation and
Modification Development and Support
So, How Does this Translate into Teacher Roles and Responsibilities? Overall Program Roles - Basic INCLUSIVE
Responsibilities and Tasks
Roles & Responsibilities for Inclusion
Classroom Teacher’s Role: To plan, coordinate, schedule, and evaluate curriculum and instructional outcomes within a secure, positive, and enriched inclusive classroom environment.
Special Educator’s Role: To provide instruction and support which facilitate the participation of students with disabilities in general education classroom
Job Titles May Help
General Education Teacher
Classroom Teacher Content Specialist Instructional Leader “Chief Cook” Co-Teacher
Special Education Teacher
Consultant Strategist Resource Specialist Coach Case Manager Collaborator Co-Teacher
It’s Best to Make it Clear
Let’s define a written list of school-wide guidelines for the overall roles and responsibilities of General Education Teachers and Special Education Teachers. For each list…
Circle the number of the items you want to keep Mark out the number of the items you want to delete Write in any changes Add items you want to include
These Lists are Useful ---- HOW?
Co-Teaching Today’s Agenda
A Review of Co-teaching Basics
Roles and Responsibilities
Instructional Arrangements
Getting Organized:
Team Processes
VIDEO CLIP - Co-Teaching Arrangement Examples One teach, one observe Station teaching Parallel teaching Alternative teaching Teaming One teach, one assist
Worth Talking About
Which approach or approaches do you use most often?
Which approach seems most appealing? How could you and your co-teacher apply
these arrangement in your current partnership?
Tag Team Teaching Ideas (handout)
Co-Teaching Today’s Agenda
A Review of Co-teaching Basics
Roles and Responsibilities
Instructional Arrangements
Getting Organized:
Team Processes
Getting On Paper – Initial or Clarifying Planning Co-Teaching Considerations
Content Orientation Collaboration Plans Introductions Co-teaching Tasks and Responsibilities Substitute Plans Room Set-up Student Considerations Feedback
Co-Teaching Plan
On-Going Planning
You HAVE to plan – so schedule it and show up prepared! Gen. Ed. – instructional plans and materials Special Ed. – target student names and supplemental
material You need a planning format
Planning Ahead Form Co-Teaching Lesson Plan Book (Dieker, 2002) Calendar Plan book Notebook
Barrier IssuesYou’ve Got to Find a Way Around! Grading Scheduling Planning Time
Finally, Tips for Inclusive Settings
Be aware of the target students and consider individual IEP needs in planning
Keep special needs student ratio about 1/3 to 1/4
Don’t always group the students with special needs together or seat them in one special spot
Schedule consultation or joint planning time.
Finally, Tips for Inclusive Settings
Make sure both teachers have the same “understanding” of things Get trained together Fill out these forms together!
Brush up on basic communication and “people” skills
Incorporate strategies and techniques that have a sound research base.
Finally, Tips for Inclusive Settings
WRITE DOWN personnel roles and responsibilities
Review your co-teaching considerations and/or co-teaching plan a month after it’s first developed, then at the end of each semester
Make changes only at natural breaks, like the end of a semester
Wow – We Are Almost Done!
What is the first thing you want to do to begin or strengthen your co-teaching partnership?
Your TO-DO list
Develop a school list for Inclusion IS/IS NOT Clarify inclusive roles and responsibilities for SpEd
and GenEd teachers EACH Co-Teaching pairs MUST complete
Co-Teaching Considerations sheets Co-Teaching Plan
Schedule a regular planning time Decide on a planning format Review the Co-Teaching Approaches weekly Define your administrative support needs
Follow-up Topics/Handouts
Modification Basics Getting Along (Personality and
Communication Issues) Problematic Situation Supervising an Assistant in Inclusive Settings