CoTeaching

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Co-Teaching

• The Short Course
• Dr. Wendy Fetner Dover
• Rock Hill School District 3
• Rock Hill, South Carolina

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Ive Been in Your ShoesCo-Teaching Where do we
start?

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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 thats what makes is SO very
  interesting!
• Video Clip (Shared Beliefs)

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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)

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Co-Teaching Todays Agenda
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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
• Its just a good instructional practice if its
  done right!

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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
• Its just a good instructional practice if its
  done right!

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Theres 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

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Continuum of Inclusive Models
LESS Support Intensive
Consultation Supported Instruction Co-Teaching R
esource/Pull-out
MORE Support Intensive
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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

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Inclusive Classroom

• Supported Instruction
• Co-Teaching Model
• Student support services personnel provide direct
  in-class support to students as they participate
  in the general education classroom

• 2 Adults in the room
• Idividual accountability
• Exchange of information
• Collaborative planning
• Shared instruction
• Both engaged in instruction
• Progress monitoring
• Constructive feedback

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Pull-Out

• Pull-out Model
• Student 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

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The Difference Between Co-teaching and Supporting

• Co-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

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Sooooo,

• exactly what are we talking about?
• Video Clip (Co-Teaching Defined)

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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.

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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)

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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

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Our Plans for the Future

• SHOULD

• SHOULD NOT

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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
  riskcourse

• 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

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Co-Teaching Todays Agenda
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Inclusion

• I do!
• YOU do!
• WE do!

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Lets Start with WE Do!

• That thing we do together!
• Video Clip (Collaboration)

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Co-Teaching is a Blend of..

• Direct Service
• The Special Education teacher DOES work directly
  with students in a general or special setting.

• Indirect Service
• The Special Education teacher does not work with
  the students, but with the teachers and staff who
  provide the direct instruction.

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Co-Teaching is a Blending of
Direct and Indirect

• Direct
• Supported Instruction
• Shared Instruction/ Co-Teaching
• Full-time
• Part-time
• Flex-time
• Academic Support (pull-out)

• Indirect
• 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

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So, How Does this Translate into Teacher Roles
and Responsibilities?

• Overall Program Roles - Basic INCLUSIVE
  Responsibilities and Tasks

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Roles Responsibilities for Inclusion

• Classroom Teachers Role To plan, coordinate,
  schedule, and evaluate curriculum and
  instructional outcomes within a secure, positive,
  and enriched inclusive classroom environment.

• Special Educators Role To provide instruction
  and support which facilitate the participation of
  students with disabilities in general education
  classroom

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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

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Its Best to Make it Clear

• Lets 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

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These Lists are Useful ---- HOW?
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Co-Teaching Todays Agenda
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VIDEO CLIP - Co-Teaching Arrangement Examples

• One teach, one observe
• Station teaching
• Parallel teaching
• Alternative teaching
• Teaming
• One teach, one assist

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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)

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Co-Teaching Todays Agenda
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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

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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

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Barrier IssuesYouve Got to Find a Way Around!

• Grading
• Scheduling
• Planning Time

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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
• Dont always group the students with special
  needs together or seat them in one special spot
• Schedule consultation or
  joint planning time.

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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.

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Finally, Tips for Inclusive Settings

• WRITE DOWN personnel roles and responsibilities
• Review your co-teaching considerations and/or
  co-teaching plan a month after its first
  developed, then at the end of each semester
• Make changes only at natural breaks, like the end
  of a semester
  

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Wow We Are Almost Done!

• What is the first thing you want to do to begin
  or strengthen your co-teaching partnership?

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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

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Follow-up Topics/Handouts

• Modification Basics
• Getting Along (Personality and Communication
  Issues)
• Problematic Situation
• Supervising an Assistant in Inclusive Settings

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The General Classroom SPED Resource
Classroom SPED Self-Contained
Classroom Separate School Hospital/Instituti
on Homebound RETURN