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Co-Teaching

Co-Teaching. Building a Solid Foundation for a Successful Partnership. I collect Pez dispensers. I have been indoor skydiving. I went to a Metallica concert. I was an Army Reservists. I have 1 brother and 2 sisters. I am the biggest Badger fan in the school. I make candles.

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Co-Teaching

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  1. Co-Teaching Building a Solid Foundation for a Successful Partnership

  2. I collect Pez dispensers. I have been indoor skydiving. I went to a Metallica concert. I was an Army Reservists. I have 1 brother and 2 sisters. I am the biggest Badger fan in the school. I make candles. 8. I love to scrapbook. 9. I ran a half-marathon. 10. I love the Brewer Racing Sausages. 11. I jumped off a cliff in Jamaica. 12. I was on the pom squad in high school. 13. My favorite Brewer is Corey Hart. 1st Quiz of the Course!! Number your paper 1 – 13 & Guess WHO…

  3. Kim Trendel • Nationally Board Certified- Exceptional Needs, Ages 5-21 • 11th year of teaching at FPMS • Cross-categorical teacher • Teach math • 4th year co-teaching • Spoken at conferences for the last 3 years on team and co-teaching

  4. Michelle Koenig • Nationally Board Certified-EA Math • 10th year of teaching • FHS & FPMS • Currently teaching 8th grade math & algebra • 4th year co-teaching • Spoken at conferences the last 3 years on team and co-teaching

  5. Let’s begin! First, some introductory information . . .

  6. Our Definition Equal partnership in planning and implementing curriculum, and assessing student work to best meet the need of all students in the same classroom. There are different models to reach this goal based on instructional and student need. K. Trendel & M. Koenig 2010

  7. Are all models of teamteaching the same? We think that there is a difference between team teaching and co-teaching. You will probably start team teaching (as we did), but our goal is to get you to the co-teaching level… this is where students will be taken to the next level.

  8. Teacher Benefits of Co-Teaching • Share work load (copies, lesson plans, assessments, classroom management) • Someone to process ideas with • Play off each other in the classroom • Tag team with difficult students • Not a one way street • Dealing with absent students

  9. More Teacher Benefits… • Share strengths • Sharing of teaching strategies • Know “regular” classroom expectations and curriculum to benefit self-contained students • Inclusion of SWD teachers in the departments • SWD teachers seen as teachers instead of just “helper” in the room

  10. Student Benefits of Co-Teaching • Getting caught up after an absence • More individualized instruction • SWD do not stand out • Smaller teacher: student ratio • More engaging environment • More likely to ask for help • Teachers are more accessible to students

  11. And we still have more to share! • Handouts

  12. Population of our Co-Teaching Hour • Students labeled with a disability (SLD, EBD, or OHI) • Math Lab students • Students that are basic or minimal on WKCE • Students that struggle in math • Students that “hate” math

  13. What results have we seen? • 2007-08 SY • -2-5% points higher on tests compared to non-team teach hours • -19 students increased or maintained their grades from 1st to 4th quarter • 2008-09 SY • -14 students increased or maintained their grades from 1st to 4th quarter

  14. Data (2006-07 SY)

  15. Data (2008-09 SY)

  16. Data (2008-09 SY)

  17. Data (2009-10 SY)

  18. Data (2009-10 SY)

  19. What results have we seen? Student comments • “We get help faster.” • “We cover more material.” • “It is more fun.” • “You can learn two different ways to do math and pick the one that works for you.” • Q: What worked well for you this year? A: Having 2 teachers.

  20. More student comments . . . • “When I started working with Mrs. Trendel & Mrs. Koenig it (math) got easier.” (This student was moved into our co-teaching class mid-year. • “We have a lot of fun and learn a lot, too.” • “I actually liked math class this year.” • “I will never forget the niceness of my teachers, how much I’ve learned, and the wonderful experience of math with you two.”

  21. What results have we seen? Parent comments • “Jeff actually likes math this year.” • “These are the best math grades Cody has ever received.” • “My daughter tells me she LOVES your class! [Student] is dyslexic. All odds were against her. Keep up the great work.”

  22. More Parent Comments! • Because of you and your teaching methods my daughter who did NOT like math and could not read until the 4th grade now not only LOVES math, but embraces it. The biggest part of the success is you are a TEAM! You’re both funny and make learning fun . . . The Math Divas!! You both take extra time if you see someone does not get it. You have a song and dance for everything . . . You make the kids not only laugh but also REMEMBER. • I can only hope the Franklin Public School system knows how LUCKY they are to have a team of great teachers like you and Mrs. Trendel.

  23. How do we make it work? • Dedicated to this model • Similar Philosophy (Grading, Classroom Management, children & Instruction) • OUR classroom, OUR students • Make time to meet & plan (outside of scheduled time) • Open to new ideas & strategies • Sense of humor • Share the work load

  24. More Tips • Make the development of the team a top priority. • Don’t just assume the team will work well together; work on making the group function at the top of its game. • Students need to see teachers as equals • Set clear goals for the team, and then ensure its activities lead to those goals.

  25. Still More Tips… • Communicate clearly and honestly to survive and grow stronger from conflict. • Honor individual and team success. • Assume responsibility for assigned roles. • Be prepared for team discussions and work.

  26. Let’s start collaborating!! 4 Topics We Will Tackle • Logistics • Classroom roles/management • Instruction • Personal

  27. Logistics Subtopics • Room setup • Planning time • Materials • Routines • Communicating with parents

  28. Co-planning:What should happen & when

  29. Finding Planning Time Ideas • Lunch meetings • Before or after school meetings • Request release time from administration • Staff development days • Journaling notebook back & forth • During assemblies when supervision can be covered by others • Swapping coverage during other teachers’ planning periods • Use of technology (e-mails, Skype) • When other professionals are teaching your class (i.e. guidance)

  30. Classroom roles/management Subtopics • Roles of each teacher • Rules/how to handle students • Communication with parents regarding discipline concerns

  31. Words of Wisdom “A strong team includes a variety of different teaching styles.Students will respond differently to these different teachers. … It is also essential that the teachers value and support each other in those roles.”- Glen Lawson

  32. Instruction Subtopics • Strengths/likes vs. weaknesses/dislikes in the curriculum • Grading • Actual planning of lessons • Who will teach what & when • What model to use

  33. Personal Subtopics • What are your pet peeves? • Tasks you like & dislike doing • Communication • Handling conflict

  34. Tips for Handling Conflict • Hear each person out fully & without emotion • Use honesty with respect in your conversations • Speak from the “I” point of view, not “you” • Agree to disagree on unimportant matters • To resolve conflict: • Name it. • “I feel” statements • Agree on a resolution (be willing to compromise!) • Revisit in two weeks

  35. Let’s talk models!

  36. Team teach vs. Co-teach What’s the Difference? Team Teaching: • Sharing in planning • Share instruction load • Share in creation of assessments • Provide accommodations and modifications Co-Teaching: • Share in planning • Share instruction load • Share in creation of assessments • Both actively assess student work • *Embed specialized instruction*

  37. Models Co-Teaching • Active Partnership • Differentiated Split Class • Station Teaching Team-Teaching • Monitoring • Parallel Teaching

  38. Monitoring Teacher • This situation occurs when one teacher assumes the responsibility for instructing the entire class, while the other teacher circulates the room and monitors student understanding and behavior. • Roles shift between teachers during the class period or week.

  39. Monitoring Video

  40. Parallel Instruction • In this setting the class is divided into small 2 larger groups/smaller groups/partners and both teachers circulate and provide individualized support.

  41. Parallel Teaching Video

  42. Active Partnership • The teachers actively share the instruction of content and skills to all students • Examples: One teaches while one constructs concept map, dialog between teachers is exchanging and discussing ideas in front of learners

  43. Active Partnership & Monitoring Video

  44. Differentiated Split Class • This type of teaching involves dividing the class into smaller groups according to learning needs. Each educator provides the respective group with the instruction required to meet their learning needs. • This could be remedial or enrichment instruction. • Flexible grouping

  45. Differentiated Split Video

  46. Station Teaching • Students are divided into groups and rotate through organized stations. Both teachers are teaching at their own station. There are two ways to accomplish this task: Same material is taught but teacher stations address different learning styles or different material related to the same concept is taught in both teacher stations.

  47. Our Evolution Year One • First semester: monitoring & parallel teaching • Second semester: monitoring (roles switched) and parallel teaching Year Two • Monitoring, parallel, and active participation Year Three • Monitoring, parallel, active participation, & differentiated split Year Four • Monitoring, parallel, active participation, differentiated split, station teaching

  48. Flexible Grouping • How we make it work • Using MAPS scores to create groups

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