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    3. CO-TEACHING: An emerging model for successful student teaching MarcMarc

    4. Rationale High Stakes Accountability Second adult in the classroom setting Exceptional Educations Inclusion Model Growing expectation of collaboration marcmarc

    5. History of Co-Teaching: Inclusion The inclusion classroom paved the way for Co-Teaching in the student teaching process. Wather-Thomas (1997)-co-teaching in 23 schools - improved academic, social skills, attitudes, self-concepts and in children w/disabilities Walsh & Snyder (1993) -14% increase in state competency tests LindaLinda

    6. Characteristics of Co-Teaching Co-teaching - two or more professionals delivering substantive instruction to a diverse group of students in a single physical space. Teachers must share ownership for the success of all the students in a co-teaching setting. Co-teaching partners must share decision making, resources, responsibility, and accountability. Establishing and Supporting Mutual respect lindalinda

    7. What Co-Teaching Is Not One person teaching one topic followed by another who teaches a different aspect of the days lesson. One person teaching while another person prepares instructional materials at the photocopier or corrects student papers. One person teaching while the other sits and watches. When one person's ideas prevail regarding what will be taught and how it will be taught jennyjenny

    8. Five Basic Models One Teach, One Support Parallel Teaching Alternate Teaching Station Teaching Team Teaching Jenny-introJenny-intro

    9. Five Basic Models One Teach, One Support: One teacher does all the teaching while the other moves about the room helping individual students and observing behaviors. Allows opportunity for modeling appropriate instructional / discipline proceduresOne teacher does all the teaching while the other moves about the room helping individual students and observing behaviors. Allows opportunity for modeling appropriate instructional / discipline procedures

    10. One teach, one support Advantages Ideal beginning teaming method for student teachers - Incorporates the student teacher on the first day. The cooperating teacher can model instruction and discipline techniques. Sets the scene so that roles can be reversed later in the semester. Works well throughout the semester; it can be used as the structure for seamless switching back and forth between teacher and student teacher within a class period. Marc-explain Jenny- Walk around the room and make sure everyone understands (Ask Questions for understanding)) Switch roles Supplies to give outMarc-explain Jenny- Walk around the room and make sure everyone understands (Ask Questions for understanding)) Switch roles Supplies to give out

    11. Parallel Teaching Classroom is divided with both instructors teaching the same information at the same time. Ex: differentiated instruction, art, small groups Linda-explain slide Small groups Jenny-describe your student teaching words to describe Marc-describe.-discussion Linda-synthesize information on your feet Classroom is divided with both instructors teaching the same information at the same time. Ex: differentiated instruction, art, small groups Linda-explain slide Small groups Jenny-describe your student teaching words to describe Marc-describe.-discussion Linda-synthesize information on your feet

    12. One instructor works with most of the class while the other works with an identified group either inside or outside the classroom Dont model Dont model

    13. Classroom is divided into various teaching stations Provides mobility rather than confinement Great for hands-on learners Allows some students to work at an accelerated pace or alone Marc-Explain and give examples. We are getting example clips from art.Classroom is divided into various teaching stations Provides mobility rather than confinement Great for hands-on learners Allows some students to work at an accelerated pace or alone Marc-Explain and give examples. We are getting example clips from art.

    14. Two teachers serve as one. Both are actively engaged in management and instruction. Allows both teachers to utilize their respective strengths Presents both teachers a co-equals Provides practice and models exploratory discussion Both teachers are actively engaged in management and instruction. Real topic Two teachers serve as one. Both are actively engaged in management and instruction. Allows both teachers to utilize their respective strengths Presents both teachers a co-equals Provides practice and models exploratory discussion Both teachers are actively engaged in management and instruction. Real topic

    16. Why Co-teach? In todays world of high stakes testing and accountability (EOCs, EOGs, APs, ABCs, Gateways and NCLB), no classroom teacher can afford to turn his or her classroom over to a student teacher for the duration of student teaching. In todays world, the student teacher deserves the opportunity to work side by side with the career teacher, learning from him or her every day, before entering the education profession. MarcMarc

    17. Why Co-Teach One more time Our students and their parents are our clients. Co-Teaching offers them the best instruction we can present. It also offers the student teacher extensive opportunities to find his or her own teaching style. Highly effective teachers in todays classroom recognize collaboration and communication as imperative to student academic success. MarcMarc

    18. Works Cited Ashe County PDS. Marc Gamble, Pat Morrison Alex Rollins, Rebecca Wells. ASU Public School Partnership. Linda McCalister, Kathy Howell. MidValley Consortium for Teacher Education. A Co-teaching Resource Handbook for Cooperating Teachers, Student Teachers and College/University Supervisors. Virginia Department of Education. August 2000. Online. Internet. 6 Feb. 2007. Available: www.teachercenter.mnscu.edu/staff/featured/JTEpiece.pdf