DCSD ESL JOB ALIKE

DCSD ESL JOB ALIKE Jan. 22, 2010 Highlands Ranch Library 8:30 AM- 3:00 PM Co-Taught by Parke and Janice

Together TODAY!!!!! Yeah!! • 8:30- 8:45 Welcome and introductions • 8:45-9:00 Inside, outside circles One minute per person: 1. Tell one success from this school year (take turns) no discussion, just listen to each other. 2. When you hear the term, Co-Teaching, what are your thoughts? 3. What talents would you bring to Co-Teaching?

“The great thing in this world is not so much where we are, but in what direction we are moving.” -Oliver Wendall Holmes 4 S’s: THINK…. Start Small Show Success!!!! -Parke

What is Co-Teaching?? • Deck of cards • Find your number group • Even numbers will make a list of the characteristics of what co-teaching ……… IS. • Odd numbers will make a list of the characteristics of what co-teaching ……….is NOT. • Each will create a poster to share

Elements of Co-Teaching • “common, publicly agreed-on goal” is possible when teachers coordinate work. • Shared “belief system” that supports both team member with unique expertise. • Demonstrate “parity” with dual roles of teacher/learner, expert/novice, giver/receiver of knowledge + skills.

4. Use a “distributed functionstheory of leadership” in which the task and relationship functions of the traditional lone teacher are distributed among all co-teaching team members.

5. Use the “cooperative process” that includes: • (a.) face-to-face interaction, • (b.) positive interdependence, • (c.) interpersonal skills, • (d.) monitoring co-teacher progress, and • (e.) individual accountability.

Consider… • “Teaching is not filling up a pail, it is lighting a fire.” • -William Butler Yeats

Reflect… • “Take the first step in faith. You don’t have to see the whole staircase, just take the first step.” • -Dr. Martin Luther King, Jr.

Overview of 4 models, a gradual process to a team • 1. Supportive model • ( I am here for you and support the lesson/students. Ex. Model note-taking • 2. Parallel model • ( We are together working with different groups.) • 3. Complementary • (My teaching enhances the lesson, Ex. Lang. Obj.) • 4. Team teaching • (Two teachers share the lesson plans + teaching.)

The 4 models of Co-Teaching Read introduction of model assigned to your group Evaluate the model for your grade level using the graphic organizer Jigsaw

Reflect…… • “Until we understand the assumptions in which we are drenched, we cannot know ourselves.” • - Adrienne Rich • “Fear of difference is fear of life itself.” -M.P.Follett

11:00 Latoyua Tolbert • Elementary ELA Coordinator, CCSD • Questions about how they began, scheduling, finding a partner, and other stepping stones to take on the path to a co-teaching experience: Write your question on a 3x5 card and we will collect them.

Reference books • True Colors, a guide to personalities • Whatever It Takes, R. DuFour, how professional learning communities respond when kids Don’t Learn • We Can’t Teach What We Don’t Know, Gary Howard • Classroom Instruction that Works for ELLs, Jane Hill • Making Content Comprehensible for English Learners, the SIOP model, J. Echevarria, MAVogt, Deborah Short • Whoever Tells the Best Story Wins, Annette Simmons • Teach to Your Strengths, Rosanne Liesveld, JoAnn Miller • Teaching Multilevel Classes in ESL, Jill Bell • Literacy Essentials for ELLs, Maria Uribe, Sally N. Mejia

DCSD ESL JOB ALIKE