1 / 42

Co-Teaching

Co-Teaching. The Short Course Dr. Wendy Fetner Dover Rock Hill School District 3 Rock 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)

anthony-avery
Download Presentation

Co-Teaching

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Co-Teaching The Short Course Dr. Wendy Fetner Dover Rock Hill School District 3 Rock Hill, South Carolina

  2. I’ve Been in Your Shoes…Co-Teaching: Where do we start?

  3. 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)

  4. 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)

  5. Co-TeachingToday’s Agenda

  6. 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!

  7. 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!

  8. 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

  9. Continuum of Inclusive Models LESS Support Intensive Consultation Supported Instruction Co-Teaching Resource/Pull-out MORE Support Intensive

  10. 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 Consultation

  11. 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 “Inclusive” Classroom

  12. 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 Pull-Out

  13. 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 The Difference Between Co-teaching and Supporting

  14. Sooooo, … exactly what are we talking about? Video Clip – (Co-Teaching Defined)

  15. 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.

  16. 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)

  17. 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

  18. SHOULD SHOULD NOT Our Plans for the Future…

  19. 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 at Castle Heights Middle School …

  20. Co-TeachingToday’s Agenda

  21. Inclusion I do! YOU do! WE do!

  22. Let’s Start with “WE” Do! That thing we do together! Video Clip – (Collaboration)

  23. 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. Co-Teaching is a Blend of..

  24. 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 Co-Teaching is a Blending of Direct and Indirect

  25. So, How Does this Translate into Teacher Roles and Responsibilities? • Overall Program Roles - Basic INCLUSIVE Responsibilities and Tasks

  26. 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 Roles & Responsibilities for Inclusion

  27. 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 Job Titles May Help

  28. 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

  29. These Lists are Useful ---- HOW?

  30. Co-TeachingToday’s Agenda

  31. VIDEO CLIP - Co-Teaching Arrangement Examples • One teach, one observe • Station teaching • Parallel teaching • Alternative teaching • Teaming • One teach, one assist

  32. 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)

  33. Co-TeachingToday’s Agenda

  34. 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

  35. 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

  36. Barrier IssuesYou’ve Got to Find a Way Around! • Grading • Scheduling • Planning Time

  37. 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.

  38. 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.

  39. 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

  40. Wow – We Are Almost Done! What is the first thing you want to do to begin or strengthen your co-teaching partnership?

  41. 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

  42. Follow-up Topics/Handouts • Modification Basics • Getting Along (Personality and Communication Issues) • Problematic Situation • Supervising an Assistant in Inclusive Settings

More Related