Our Targets For Today

1. Our Targets For Today • Effective Communication • Teaching with parity • Resolving conflicts between co-teaching partners • Implementing Co-Teaching Models in the general education setting • Using the Three Stage Co-Teaching Development Self-Assessment Rubric to identify areas of strength and need

2. Developing a Common Vision A vision without a plan is just a dream. A plan without a vision is just drudgery. But a vision with a plan can change the world.

3. 1. What do you see that resonates with your passion for education and your vision of the ideal? 2. What experiences is he providing to prepare students for success as adults? Green Bronx Machine http://www.youtube.com/watch?v=lcSL2yN39JM

4. Creating a Shared Vision • What would our students experience if we had the power to plan their learning experiences any way we wanted? • What would the ideal learning environment look like? • What experiences could we provide that would best prepare students for successful adulthood? • Who could we ask to join us as learning collaborators in this endeavor? • How would we assess our students? • How would we grow as professionals? • How would we know we were successful? Critical Conversations in Co-Teaching: A Problem-Solving Approach Carrie Chapman and Cate Hart Hyatt

5. What is co-teaching? • Two or more adults • Simultaneously instructing a • heterogeneous group of students • In a coordinated fashion

6. Co-teaching Is not….. • One teacher acting like a helper • Just ‘showing up’ • Ignoring the needs of students with IEP’s • Teaching the same old way

7. What Are the Benefits of Co-Teaching? Blanket the Table State an example out loud, write it on the paper and drop it on the desk. The goal is to blanket the table with ideas in the time provided

8. Whatare the benefits of C0-Teaching? Professional Growth Differentiation Teacher Access and Availabilitiy Behavior Management Student Engagement

9. Key Points About Adult Learning • Control • Depth of Experience • Mutual Respect/Collaboration • Need for Relevance • Practical and Problem Centered

11. Co-Teaching is About Building the Capacity of ALL Teachers Through Collaboration

13. Gifted Pull Out Intensive Intervention Intensive Interventions ELL Pull Out Reading Recovery Intensive Intervention Intensive Intervention Math Programs for Nonreaders at Third Grade Read 180 Intensive Intervention Intensive Intervention SRA ABA Test Taking Pull Outs

14. General Education 80% Tier 3 Tier 2 X 100%

15. 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.

16. Teacher Based Teams In co-teaching, two significantly different orientations toward teaching are blended. (Friend & Cook, 2004)

17. Coaching Prompts 5-Step Process Card

18. Co-Teaching Rubric

19. TBTs and the Rubric? • Which of the 8 Categories Align to Teacher Based Teams? • How? • Communication • Physical Arrangement • Instructional Presentation • Classroom Management • Curriculum Familiarity and Differentiation • IEP Goals, Modifications and Specialized Instruction • Instructional Planning • Assessment/Data/Progress Monitoring

21. ON YOUR OWN:Continue with the other 7 areas on the rubric and determine what stage you (team) are in based on the examples.

22. AS A TEAM:Compare your results and determine where you are in each of the eight categories. Record your Responses on the Team Rubric Response Sheet Continue by creating your Team S.M.A.R.T. Goal

23. S.M.A.R.T Goal By January 29, 2013, we will reach Stage ______ in the rubric area/s of ______________________ as determined by using the self-reflection rubric and gathered evidence that support the criterion in that Stage. (We will check our S.M.A.R.T. goal on January 29 and set a new one to be completed by May 2013.)

24. Action Plan Template

25. 6 Co-teaching Approaches One teach One Observe: (use occasionally) Station/rotation teaching: (use frequently) Parallel teaching: (use frequently) Teaming: (use occasionally) One teach, one assist: (seldom) Alternative teaching: (use occasionally) Marilyn Friend - More Power!

26. Level 1 Co-Teaching(whole group) • A process by which one teacher assumes the main teaching responsibility of the classroom and one teacher assumes a support role (Kunkel)

27. Level One Practices30% • Speak and Add Write • One Teach, One Facilitate (Assess, Take Data, Handle Materials) • Two Facilitate the whole group • Turn Taking – teachers in front of the room together • Cooperative Learning Groups with 1 or 2 teacher facilitation CAUTION: The biggest problem is one of enabling student dependence on a co-teacher who is facilitating the room

28. An Example: Speak and Add(Level 1 on the rubric. ) Pros: • require the least planning together. • is ‘on the spot’ instructional support. Cons: • Co-teacher can quickly be perceived as aide unless there is active engagement on the co-teacher’s part • Is expensive

30. Level 2 Co-Teaching • An approach that adds value to instruction by specifically increasing the instruction intensity and the opportunities for students to respond  • Both teachers teach at the same time to smaller groups of students • Focus is on data based interventions using flexible, small group instruction • Teach specific skills or address needs identified by data • Specific IEP instruction

31. Level 2 in Action Sit Now sit up straight and pay attention, class!

32. Sonya’s power point for groups

33. 2 Levels of Co-Teaching Level 1 Co-teaching - 30% One teacher assumes main teaching responsibility, one teacher assumes a support role. (Kunkel) One Teach, One Observe One Teach, One Assist Teaming Level 2 Co-teaching - 70% Each teacher as specific teaching responsibilities Teaches to planned objectives Conducts a smaller group of students, simultaneously Alternative Teaching Station Teaching Parallel Teaching (Sonya Kunkel)

34. Basis for Selecting a Co-Teaching Approach • Student characteristics and needs • Teacher characteristics and needs • Curriculum, including content and instructional strategies • Pragmatic considerations

35. An Example • Pretest – One Teach/One Observe – collect formative data • Lesson – Flip/Flop Switch • Teacher A – works with group 1 on target • Teacher B – pre-teach, vocabulary with group 2 that needs scaffolds • switch • Teacher A – teach lesson group 2 • Teacher B – enrich, re-teach with group 1 • Practice – parallel groups – both teachers support skill practice • Differentiated practice – 3 station tiered/ no rotation

36. What is Collaboration? • “Collaboration is an interactive process in which colleagues share ideas, strategies, and tools…” Chapman and Hyatt • “Collaboration … is a systematic process in which teachers work together to analyze and improve their classroom practice.” DuFour

37. Why Collaborate? “You cannot have students as continuous learners and effective collaborators, without teachers having the same characteristics.” Michael Fullan “The single most important factor” for successful school improvement initiatives and “the first order of business” for those seeking to enhance the effectiveness of their school. Easton & Louis “The basic building block of the intelligent organization” Pinchot & Pinchot “Collaboration is the essence of teachers’ professional community in schools.” Garmston and Wellman

38. Communication Style Inventory • Complete the Communication Style Inventory • GD – The Controller/Director • OD – The Social/Promoter • OI – The Supporter/Relater • GI – The Analyzer/Thinker

39. 4 Corners Groups • How does our style benefit teaming? • How does it hamper teaming? Your Co- Teaching Team • What are our individual styles? • What does this mean for our communication with each other?

40. Four Stages of Group DevelopmentTuckman STAGE STAGE STAGE STAGE

41. Willing to Be Disturbed After reading selection from Turning to One Another • Reflect on the words and phrases that resonated with you • Share your initial thoughts and reactions • Are you willing to be disturbed, go out of your own comfort zone as you begin to collaborate together? • If you are not willing to be disturbed, what are the implications for your partnership? • What are the implications and concerns you feel in this process?

42. Parity Questions • How will we establish parity among ourselves and with our students? • When and how will we plan? Will we keep one plan book? • How will roles be determined? How will we both work with all students? • What about grading, parent phone calls, IEP meetings, communications with guidance or administration? • What will we tell students, parents, and other staff? • How will be handle various behaviors in the classroom? • What bugs you the most? • What routines work best for you? • What do you like to do the best, your successes? • What tasks do you hate to do? • How will we set up the room? • Will both teachers have adult size furniture in the room?

43. Station Rotation

44. Count off…..1, 2, 3, 4 1. 2. Challenge Questions 3. 4.

45. Contact • Bill Nellis, bnellis@sst6.org • Becky Rees, brees@sst6.org • Valerie Robb, vrobb@sst6.org • Jean Snyder, jsnyder@sst6.org