Successful COTEACHING STRATEGIES Increasing the Effectiveness of You Inclusive Program Grades 112

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Successful CO-TEACHING STRATEGIES Increasing the
Effectiveness of You Inclusive Program (Grades
1-12)

• Presented by Dr. Marilyn Friend

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Just the Facts

• Who I, along with 4 other teachers, attended
  this conference. Teachers from all grade levels
  and even principals were in the audience.

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Just the Facts

• What A conference that addressed the
  challenges and solutions to teaching in a team
  teaching environment. This conference was funded
  through the Bureau of Education and Research.
• When February 18th, 2005
• Where Decatur GA

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The Committed Relationship
Marilyn makes the an analogy of a team teaching
relationship to a marriage from the 50s. Many
situations now have the special education
teachers acting in accommodating ways to the
content teacher. The content teacher has most of
the control over the lesson, and the special
education teachers waits in the sideline for
opportunities to assist the teacher or students.

However, our teaching practices should move into
the 21st century. When both teachers have a
clear understanding of what the true
responsibilities are of each teacher, then the
teaching aspect will appear to be more of a 50-50
relationship.
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Responsibilities of Each Role
Content teachers and process teachers have
conflicts in the areas of pacing and assessment.
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Classroom Clichés

• We are sanctioning discrimination by stapling
  rosters of special education students at the
  bottom of rosters Dr. Friend goes on to
  indicated that one of the hardest mentalities to
  overcome is the My kids Your Kids mentality
  where the special education teacher want to work
  with only the SPED students and the general
  education teachers want to only work with the
  general education students.

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Suggestions to Achieve Shared Teaching Status

• Both Teachers names on report cards.
• 1 classroom roster
• SSTs and IEPs should be collaborative
• Approaches for tasks This needs to be done.
  Would you mind helping me with . instead of,
  Can you take care of
• Make time for collaboration with team teacher
• Get Happy, Get Quiet, or Get Out. Dont complain
  about things that you cant change, and work hard
  to make improvements on things you can change.

• Radical Idea At the secondary level, do away
  with the Special Education Department. Instead,
  assign each special education teacher to a
  department to specialize in. This will
• Allow the SPED teacher to be responsible to one
  subject area, instead of multiple areas.
• Give a contact person for the general education

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Modifications vs. Accommodations

• Fewer examples
• Civil right, not an educational right.
• Examples Preferential seating, classroom notes,
  extended time on tests, reading the test to the
  students, signing agendas, parental communication
• No impact on grades

• Reduces the Curriculum (cutting out part of a
  test)
• Educational rights, not civil rights

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Changes Coming Up

• By 2005-2006 school year, SPED teachers who
  teach a class (by themselves) must be highly
  qualified. This usually includes taking the
  Praxis II exams and getting certified in more
  than 1 area. If teamed with a general education
  teacher, the SPED teacher doesnt have to be
  highly qualified.