Co-Teaching

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Co-Teaching

• Is what we are doing good for the both of us?
• Is what we are doing good for all of our students?

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Every class has a variety of learners

• Every teacher is faced with the challenge of
  meeting the needs of a classroom filled with a
  variety of learners their abilities, learning
  styles, motivation for learning.
• With a co-teacher, the possibilities of reaching
  all of those students increases exponentially.

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• Educators must pull together by sharing their
  work through collaboration too much knowledge
  and too many skills are needed for any single
  professional to keep up with and master all of
  them.
• Marilyn Friend

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Four key elements to co-teaching

1. Two or more professionals working together in a
   classroom.
2. Instruction occurs with the same physical space,
   which is typically the general education
   classroom
3. Sharing of teaching responsibilities
4. Instruction is provided to a heterogeneous group
   of students

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Lets chat

• Benefits of co-teaching
• The research
• Selection and scheduling issues
• Barriers and cautions
• Assessment
• Student assessment
• Assessing the co-teacher relationship
• Change

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collaboration
inclusion
teaming
team teaching
mainstreaming
job sharing
co-teaching
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Collaboration

• Although it is generally preferred that
  co-teaching be
• collaborative, it might or might not be.
  Collaboration
• generally refers to how individuals interact, not
  the
• activity theyre doing.
• Thus, any activityincluding co-teaching, and
• problem solving, consultation--may or may not be
• collaborative.

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• Collaboration an ongoing process whereby
  professionals
• with different expertise voluntarily work
  together to create
• solutions to problems that are impeding students
  success,
• as well as to carefully monitor and refine those
  solutions.
• Collaboration is enhanced by trust, respect,
  openness, and
• clear communication among the participants.
• Collaboration is a process rather than a specific
  service
• delivery model.
• 
  -
  Knackendoffel

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Inclusion

• Although co-teaching is integral to the inclusive
  practices in
• many schools, it is not a requirement for
  inclusion to occur.
• Inclusion refers to a broad belief system or
  philosophy
• embracing the notion that all students should be
  welcomed
• members of a learning community, that all
  students are part of
• their classrooms even if their abilities differ.

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Teaming or Team Teaching

• The term team teaching is often used to describe
  the situation in which
• two general education teachers combine classes
  and share instruction. In an
• elementary school, this might occur when two
  fourth grade teachers decide
• to open the portable that divides their rooms
  and teach the entire group
• as one. In a secondary school, this might occur
  when an English teacher and
• a history teacher combine two classes to present
  an American studies course.
• Co-teaching is different from this type of team
  teaching in two important ways
• First, in co-teaching the teacher-student ratio
  is drastically improved. Second,
• in co-teaching, two significantly different
  orientations toward teaching are
• blended. Finally, team teaching in the middle
  school literature often refers
• to a process for planning interdisciplinary
  instruction, but not sharing
• instructional delivery.

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Mainstreaming

• Mainstreaming refers to the practice of educating
  students
• with special needs in regular classes during
  specific time
• periods based on their skill. This means regular
  education
• classes are combined with special education
  classes. Schools
• that practice mainstreaming believe that special
  needs
• students who cannot function in a regular
  classroom to a
• certain extent belong to the special education
• environment.

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Job Sharing

• Job Sharing is an employment arrangement where
  two
• people are retained on a part-time or reduced
  basis to fulfill
• the job normally performed by one person.
  Collaboration is
• implicit in the performance of the job to ensure
  that there is
• Continuity in the classroom.

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Co-Teaching

• Thats our job today define
• co-teaching as it fits our needs.

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The Nuts and Bolts of
Co-Teaching

• Co-teaching is a proactive approach to
  education.
• Co-teaching pairs general and special
  educators.
• Co-teaching takes place in heterogeneous,
  integrated settings.
• Co-teachers are simultaneously present in
  the classroom setting.
• Co-teachers maintain joint responsibility
  for classroom instruction.
• Co-teachers work in a coactive and
  coordinated fashion.
• Co-teachers design instruction to meet the
  needs of all students in the class.

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• What do you see when you observe
• co-teaching in action at Nissitissit?

Nissitissit
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Building a Culture for Co-Teaching

• Belief in a collaborative school culture
• Commitment to inclusive practices
• Understanding of co-teaching
• Visible reminders
• Assigning partners
• Observing implementation
• Professional development
• Problem solving when dilemmas occur
• Communicating beyond the school
• Letters to parents

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Marilyn Friends definition of co-teaching
includes these elements

• Co-teaching is a service delivery mechanism.
• Two or more professionals with equivalent
  licensure and employment status are the
  participants in co-teaching.
• Co-teachers share instructional responsibility
  and accountability for a single group of students
  for whom they both have ownership.
• Co-teaching occurs primarily in a shared
  classroom or workspace.
• Co-teachers specific level of participation may
  vary based on their skills and the instructional
  needs of the student group.

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My characteristics that are strengths for co-teaching that could interfere with co-teaching
Personal traits
General understanding about schools and students
Knowledge/skills related to my primary area of expertise
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Time to Chat

• Can the role of each co-teacher be defined at any
  given point in the lesson?
• Is each role meaningful and does it enhance the
  learning process?
• Is each teacher well-suited to the role(s) he or
  she is assuming?
• Are both teachers comfortable with process and
  content?
• What evidence is there that both teachers engaged
  in co-planning the lesson?
• What evidence is there that all students are
  being appropriately challenged?

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• Our Essential Question
• What co-teaching models are best matched to our
  needs and those of our students?

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1 Teach, 1 Observe

• One instructs, one observes and collects data
• Roles should not be static
• Teachers should create systematic method for
  taking down observations

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1 Teach, 1 Observe

• Benefits
• Teacher can receive immediate feedback on his/her
  desired moves

• Cautions

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Suggestions for One Teach/One Observe

• Modeling notetaking/writing instructions on
  board.
• Taking roll, following up with students who were
  absent in previous days.
• Collecting homework and scheduling help sessions
  for students who do not have it complete.
• Asking aloud questions students may feel shy
  about asking or questions needed for
  clarification.
• Proximity control
• Setting up materials for stations, labs
• Providing additional examples of work
• On-the-spot help for students who struggle during
  work time.
• Implementing accommodations, assistive tech

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• WHEN TO USE
• In new co-teaching situations
• When questions arise about students
• To check student progress
• To compare target students to others in class
•  
• AMOUNT OF PLANNING
• Low
•  
• SAMPLE APPLICATIONS
• Which students initiate conversations in
  cooperative groups?
• Which students begin/do not being work
  promptly?
• Is Annes inattentive behavior less, about the
  same, or greater
• than that of other students in the class?
• What does James do when he is confused during
  an
• assignment?
•  
• OTHER COMMENTS
• If you use blank NCR form or carbon paper, you
  can make two copies of your data at once--and
  share immediately.

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Station Teaching

• Divide and concur
• Students rotate around stations
• Teachers offer support to all students

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Station Teaching

• Benefits

• Cautions

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• WHEN TO USE
• When content is complex but not hierarchical
• In lessons in which part of planned instruction
  is review
• When several topics comprise instruction
•  
• AMOUNT OF PLANNING
• Medium
•  
• SAMPLE APPLICATIONS
• During language arts instruction when one
  station will address comprehension of a
  recently-read piece of literature, one station
  will focus on editing of a writing assignment,
  and one station will consist of an activity
  related to a skill being taught.
• In social studies to examine the geography,
  economy, and culture of a region or country.
• In math, to teach a new process while reviewing
  applications of other concepts already presented.
•  
• OTHER COMMENTS
• Variations of station teacher, carried out
  across two days, are sometimes more appropriate
  in secondary settings with traditional class
  periods.
• If students cannot work independently, two
  groups can be formed. If a student teacher is
  available, four groups might be arranged.

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Parallel Teaching

• joint planning
• Split the class into two heterogeneous groups
• Diversity in both groups

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Parallel Teaching

• Benefits

• Cautions

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•  
• WHEN TO USE
• When a lower adult-student ratio is needed to
  improve instructional efficiency
• To foster student participation in discussions
• For activities such as drill and practice,
  re-teaching, and test review
•  
• AMOUNT OF PLANNING
• Medium
•  
• SAMPLE APPLICATIONS
• More students would have a chance to share
  their alternative ending to the story if they are
  split into two groups.
• If each teacher took a group of students and
  presented environmental issues--one from the
  point of view of business and industry and one
  from the point of view of environmentaliststhe
  class could later have a spiritedly discussion on
  the topic.
• Student use of the science materials could be
  more closely monitored if the group is divided in
  half.
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• OTHER COMMENTS
• This approach gives each teacher an active--but
  separate--instructional role in the classroom.
• Any topic with multiple dimensions can be
  presented using this approach if the groups are
  then brought back together for discussion.
• Students can be strategically placed in the two
  groups.

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Alternative Teaching

• Small group of students receives separate
  instruction
• Teachers roles should not be static
• Small group membership and composition should be
  fluid

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Alternative Teaching

• Benefits

• Cautions

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• WHEN TO USE
• In situations where students mastery of
  concepts taught or about to be taught varies
  tremendously
• When extremely high levels of mastery are
  expected for all students
• When enrichment is desired
• When some students are working in a parallel
  curriculum
•  
• AMOUNT OF PLANNING
• High
•  
• SAMPLE APPLICATIONS
• The large group completes a practice exercise
  related to the concepts just taught the small
  group receives additional direct instruction
• The large group checks homework the small
  group is pre-taught vocabulary related to the
  days lesson
• The large group is working on projects in small
  groups the small group is being assessed. All
  students will be assessed across two days.
•  
• OTHER COMMENTS
• For this approach to be successful, the purpose
  for the small group and its membership should
  vary.

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Teaming

• Both teachers are responsible for planning and
  share in the instruction of all students

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Teaming

• Benefits

• Cautions

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Suggestions for Routine Involvement by Sped
Teacher in Team Teaching

• Taking charge of daily warm up/review, priming
  background knowledge
• Connecting new content to Big Idea Unit Overview
• Vocabulary Word Wall/notebook
• Cooperative Learning Process Specialist
• Creating/demonstrating models/examples of larger
  assignments or projects
• Modeling self-talk, self-instruction
• Directly teach and reinforce study skills

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• WHEN TO USE
• When two heads are better than one or
  experience is comparable
• During a lesson in which instructional
  conversation is appropriate
• In co-teaching situations in which the teachers
  have considerable experience and a high sense of
  comfort
• When a goal of instruction is to demonstrate
  some type of interaction to students
•  
• AMOUNT OF PLANNING
• High
• SAMPLE APPLICATIONS
• In science, one teacher explains the experiment
  while the other demonstrates using the necessary
  materials.
• In social studies, the teachers debate U.S.
  foreign policy issues.
• In language arts or English, the teachers act
  out a scene from a piece of literature.
• As the steps in a math process are taught, one
  explains while the other does a Think Aloud
  activity.
• One teacher talks while the other demonstrates
  note-taking on the board or an overhead
  projector.
• OTHER COMMENTS
• This co-teaching approach is affected more than
  any other by individuals teaching styles.
• This is the most interpersonally complex
  co-teaching approach.

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One Teaching, One Assisting

• one teacher teaches while the other supports in
  instructional process

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One Teaching, One Assisting

• Benefits

• Cautions

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• WHEN TO USE
• When the lesson lends itself to delivery by one
  teacher
• When one teacher has particular expertise for
  the lesson
• In new co-teaching situations--to get to know
  each other
• In lessons stressing a process in which student
  work needs close monitoring
•  
• AMOUNT OF PLANNING
• Low
• SAMPLE APPLICATIONS
• This is my absolute favorite lesson to teach.
  Am I wrong to want to teach it myself?
• How well do the students understand the steps
  to follow in long division?
• Are all students following as they learn how to
  take notes?
• Ive never taught geometry or worked with this
  teacher. I need to get a sense of the flow of the
  class.
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• OTHER COMMENTS
• This approach is not particularly useful to
  help focus student attention. Instead, it has
  the risk of distracting students during
  large-group instruction.
• Each teacher should have the opportunity to
  lead instruction and assist if this approach is
  used.

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Reflection

• What are the five most important points that have
  been made during the just-completed segment of
  the workshop?
•  
• a.
• b.
• c.
• d.
• e.

• Based on the information most critical to you,
  what points do you wish to remember to take back
  to school to share with others? 
• a.
• b.
• c.
• d.
• e.

What are the questions or concerns you have (for
the workshop group or colleagues at school) you
have at this time?
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Co-Teaching Benefits

• Lower teacher student ratio
• Classroom of diverse learners
• Teachers can respond effectively to varied needs
  of students
• Another professional can provide different
  viewpoints and more ideas for instruction
• Teachers can be motivational for one another
• Co-teaching can positively affect the general
  educators instructional behavior

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Barriers/Cautions

• Lack of administrative support
• Lack of shared planning time
• Need for in-service training
• Personality matches the relationship between
  co-teachers is critical to success
• Misguided perceptions and/or lack of
  communication
• Poorly defined roles / unclear expectations
• Dividing the class based on SPED and non-SPED
  students

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• Virtually every treatise on inclusive
  practicesconcludes that inclusions success, in
  large part, relies on collaboration among staff
  members and with parents and others, and that
  failures can typically be traced to shortcomings
  in the collaborative dimension of the services to
  students.
• Friend, 2000

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Pet Peeves

• What are your pet peeves about teaching and
  learning and how might they influence a positive
  co-teaching experience?

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Guidelines for Co-Teaching

1. not evaluative
2. share an understanding of goals
3. Supportive analyze what might have contributed
   to this outcome
4. interactions confidential
5. focus can change to meet the needs of the
   teachers
6. emphasizes probing questions as opposed to
   directive suggestions
7. opportunities to engage in planning as well as
   reflection
8. parity

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Classroom and Behavior Management Considerations

• Learning environment
• Use of space for instruction
• Noise strategies for keeping noise at an
  acceptable level
• Organizational routines
• Procedures for substitute teachers
• Classroom Norms (rules)
• Discipline procedures

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Five Fears

• Fear of MAKING MISTAKES
• Fear of LOOKING LIKE A FOOL
• Fear of HAVING A WEAKNESS EXPOSED
• Fear of NOT BEING LIKED
• Fear of FAILURE

Fears spring from beliefs!
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Honest, Open Communication

• The lynchpin of a strong culture.
• It doesnt mean saying just what is on your mind.
• It means creating the conditions, so others can
  say what they are thinking (straight talk)
• where people can be listened to, and when
  necessary, disagree agreeably (non-defensive)
• where administrators and teachers learn to read
  and understand how emotions impact working
  relationships and performance (self-awareness and
  social awareness)
• Where everyone takes responsibility for the
  mistakes they make, thus improving the chances to
  learn from them.

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Safe Talk Straight Talk
Hints at the real issue and is often unspecific, non-instructive Accurately saying what needs to be said to whom it needs to be said, at the time it needs to be said
Begins with a goal to not hurt or be hurt Behaviorally specific, goal-focused and compassionate
Focused on avoiding discomfort and/or conflict Sensitively timed, usually in the moment
Rarely proactive and rarely supported by meaningful data Objectively serves the speaker, the listener, the organization
Hints at the real issue and is often unspecific, non-instructive Accurately saying what needs to be said to whom it needs to be said, at the time it needs to be said
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• Following are some co-teaching scenarios that
  require straight talk. Keep in mind as you
  consider solutions
• What is the problem?
• What is getting in the way of the collaboration?
• What suggestions do you have for addressing the
  issue?
• How will you start the conversation?
• What will you respond?
• What will you do next?

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Case Study 1

• Ben and Letitia are co-teaching in an eighth
  grade social studies class. Letitia is a very
  experienced social studies teacher, has been as
  this particular middle school for awhile, and is
  looked up to by her peers. Ben is a newly
  certified special education teacher, and while
  enthusiastic, is learning a lot this year about
  the entire set of responsibilities expected of a
  special education teacher. They discussed how
  they would work together at the beginning of the
  year and determined how Ben would participate in
  the instructional planning and teaching process.
  But as the year has progressed and gotten
  progressively busier, Letitia has asked Ben to be
  a "helper" of particular students, and to do many
  clerical tasks. How do they change this
  situation, which neither is particularly happy
  with, but seems to have settled into a routine?

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Worksheet

• Here are the issues
• Here is what I think should be done

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Case Study 2

• Margaret and Lauren have been co-teaching in a
  high school English class for one year. Margaret
  (the general education teacher) has been teaching
  three years and Lauren (the special education
  teacher) about the same, but only one year in the
  same building as Margaret. They have never
  actually designated a time to plan because this
  one co-taught class is the only time that their
  schedules overlap. Therefore, while there are
  substantially different student needs, Lauren
  follows Margaret's lead in what she had planned
  for the day. Little differentiated instruction is
  occurring. Therefore, while they have certainly
  found that two people are better than one for
  getting around to students, these teachers have
  not fully utilized the different expertise that
  they possess.

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Worksheet

• Here are the issues
• Here is what I think should be done

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Case Study 3

• Renee and Nicole have been very good friends ever
  since they started at teaching five years ago.
  They have been co-teaching together in Renee's
  math class since they came. They love this
  arrangement and look forward to their time
  together. However, the positive relationship
  between the teachers is the primary focus of the
  co-teaching program. They enjoy units that
  they've created together, as well as the
  strategies for implementing them. The problem
  that has arisen is that the principal would like
  to see Nicole co-teaching in other classrooms
  where significant student needs have appeared.
  Nicole is resisting doing this, because she
  doesn't want to change her comfortable and
  enjoyable teaching situation. She is one of the
  special education teachers in her building.

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Worksheet

• Here are the issues
• Here is what I think should be done

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Case Study 4

• Marcus and Toby are co-teaching in a 9th grade
  English class. Marcus has taught in the English
  department at this high-school for 25 years. Toby
  has taught Special Education (primarily in
  Learning Centers) for 15 years, the last 10 in
  this high-school. There is and has been
  resistance from teachers in the English
  department to participate in this school-wide
  effort to provide sections of co-taught classes
  in all the core areas. Marcus and Toby have been
  reluctant partners for half the school year and
  are making a case to their respective department
  heads to pull students with IEPs out of the
  section and teach them in a separate section in
  the Learning Center. Little effort has gone into
  co-planning and coordinating instruction between
  the two teachers. Toby has taken a "hands off"
  approach because she perceives Marcus to be
  unwilling to change Marcus feels he knows how to
  teach English well, and that some students just
  shouldn't be in general education classes if they
  do not put forth the "effort".

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Worksheet

• Here are the issues
• Here is what I think should be done

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Case Study 5

• Ellen is a middle school teacher in an urban
  school district in a school with many "at risk"
  students. She has been there for two years. Alden
  in a new special education teacher in the
  district with an emergency certificate in
  teaching. She has started a Special Education
  teacher education program at a local university,
  but can only take one class each semester.
  Learning "on-the-job" describes her situation
  aptly. Ellen and Alden are co-teaching during the
  language arts block. While there are two teachers
  in the classroom, Ellen often feels that Alden is
  as needy as her students. She also feels that she
  is barely above water herself in learning the
  curriculum and addressing the needs of the
  students. Alden feels the same. How can these two
  teachers turn this novice learning experience
  into one that works for students and assists them
  (the teachers) in learning the instructional
  skills that they obviously do not have yet and
  need to be successful with many students "at
  risk" or with special needs?

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Worksheet

• Here are the issues
• Here is what I think should be done

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Finding Time for Collaboration

•  Most professionals express concern about the
  time needed to form collaborative working
  relationships with their colleagues, particularly
  for activities such as co-teaching. They also
  worry about setting realistic expectations
  regarding time for collaboration. Although there
  is no secret to enable you to make more minutes
  in the day, there are some ways professionals can
  make the most of the time they do have available.

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• 1. Have two classes team to release one teacher
  (e.g., two English teachers, a social studies
  teacher and an English teacher, a math teacher
  and a science teacher).
• 2. Use other adults to help cover
  classes--including principals, assistant
  principals, counselors, social workers,
  volunteers, paraprofessionals, psychologists, and
  supervisors. Of course, be sure to follow local
  policies on who can supervise groups of students.
• 3. Find funds for substitute teachers--some
  sources include grants from your state or local
  foundations, parent-teacher organizations, and
  disability advocacy groups.
• 4. Find volunteer substitutes--retired
  teachers, members of social or civic
  organizations, teacher trainees from local
  universities
• 5. Use instructionally relevant videotapes or
  other programs supervised by part of the staff to
  release the other part of the staff for planning.

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• 6. When school-based staff development sessions
  are scheduled, arrange for them to begin late or
  conclude early with the saved time being used to
  collaboration.
• 7. Experiment with a late arrival or early
  dismissal day. This time can occur once per week,
  once per month, or once per grading period.
  Typically, the school day is lengthened and the
  additional minutes are banked to provide the
  release. The time thus created must be used in
  working with colleagues. It is not additional
  individual preparation time nor is it time to be
  spent on large-group, formal meetings.
• 8. Stay late after school once per month, but
  make it enjoyable by bringing snacks, flowers,
  music, or other pleasant atmosphere items. If
  you bring walking shoes, you can accomplish both
  exercise and collaboration!
• 9. Treat collaboration as the equivalent of
  school committee responsibilities, especially if
  you are operating a pilot program. Time that
  others in school spend in committee meetings is
  spent working collaboratively.
• 10.Divide labor for instruction to save time.
  That is, have each teacher take the lead for
  preparing materials for different lessons, making
  enough copies for all involved.
• 11. Reduce other work to have time to meet--for
  example, have students correct each others work
  or create self-correcting materials.
• 12. For special educators, reserve time in the
  daily schedule that is not obligated to specific
  responsibilities. Use this time flexibly with
  lunch, planning, and other time to meet with
  teachers.

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Reflection