"So, Are We Co-Teaching Yet?"
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) 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) 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) Co-Teaching Today’s Agenda A Review of Co-teaching Roles and Responsibilities Basics Instructional Getting Organized: Arrangements Team Processes 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! 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! 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 Continuum of Inclusive Models LESS Support Intensive Consultation Supported Instruction Co-Teaching Resource/Pull-out MORE Support Intensive Consultation Consultation Model Planning Student support services Strategies personnel provide Problem-solving indirect, out-of-class Student information support to general classroom staff. Program information Observations Resources and materials “Inclusive” Classroom Supported Instruction Co-Teaching Model 2 Adults in the room Student support services Idividual accountability personnel provide direct Exchange of information in-class support to Collaborative planning students as they Shared instruction participate in the Both engaged in general education instruction classroom Progress monitoring Constructive feedback Pull-Out Pull-out Model Resource Class Student support services - IEP skill personnel provide direct development instruction, support. Or - Limited academic modifications to student support, enrichment with special needs and acceleration outside the general Self-contained Class classroom. - Functional curriculum - Curricular modifications - Limited academic support The Difference Between Co-teaching and Supporting Co-Teaching Supported Instruction Certified teachers or May be 2 certified teachers/ therapists only therapists OR a certified GenEd teacher and SpEd teacher/ therapist and an teacher plan together assistant Regular and scheduled Less planning or ongoing planning communication may be Both teachers come evident prepared Special Ed. personnel Format for planning obviously in assisting role General education has Shared Instruction primary responsible for Active engagement instruction and direction throughout instructional time Teach and Support/Assist is Use of a definable prevailing instructional instructional arrangement arrangement More of an equal partnership Less of an equal partnership Sooooo, … exactly what are we talking about? Video Clip – (Co-Teaching Defined) 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. 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) 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 Our Plans for the Future… SHOULD SHOULD NOT Co-Teaching at Castle Heights Middle School … SHOULD SHOULD NOT be collaborative – “we” do it Be an extra planning period for either Planned schedule and student teacher placements (hand schedule SpEd Make the SpEd teacher “assist only” students first and keep a workable Relegate one teacher to the side lines balance) Be hastily planned Be student need driven Become a pull-out model Use strengths of each teacher Be referred to as “your” students and Include differentiated instruction “my” students 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 Co-Teaching Today’s Agenda A Review of Co-teaching Roles and Responsibilities Basics Instructional Getting Organized: Arrangements Team Processes Inclusion I do! YOU do! WE do! Let’s Start with “WE” Do! That thing we do together! Video Clip – (Collaboration) Co-Teaching is a Blend of.. Direct Service Indirect Service The Special Education The Special Education teacher DOES work teacher does not directly with work with the students in a students, but with general or special the teachers and setting. staff who provide the direct instruction. Co-Teaching is a Blending of Direct and Indirect Direct Indirect Supported Instruction Co-planning Shared Instruction/ Co- Sharing student information Teaching Observations Full-time Problem Solving Part-time Collaboration (providing ideas for modifications, Flex-time accommodations, strategies) Academic Support (pull-out) Behavior Interventions Itinerant Support to Students Accommodation and Modification Development and Support So, How Does this Translate into Teacher Roles and Responsibilities? Overall Program Roles - Basic INCLUSIVE Responsibilities and Tasks Roles & Responsibilities for Inclusion Classroom Teacher’s Special Educator’s Role: To plan, Role: To provide coordinate, schedule, instruction and support and evaluate curriculum which facilitate the and instructional participation of students outcomes within a with disabilities in secure, positive, and general education enriched inclusive classroom classroom environment. Job Titles May Help General Education Special Education Teacher Teacher Classroom Teacher Consultant Content Specialist Strategist Instructional Leader Resource Specialist “Chief Cook” Coach Co-Teacher Case Manager Collaborator Co-Teacher 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 These Lists are Useful ---- HOW? Co-Teaching Today’s Agenda A Review of Co-teaching Roles and Responsibilities Basics Instructional Getting Organized: Arrangements Team Processes VIDEO CLIP - Co-Teaching Arrangement Examples One teach, one observe Station teaching Parallel teaching Alternative teaching Teaming One teach, one assist 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) Co-Teaching Today’s Agenda A Review of Co-teaching Roles and Responsibilities Basics Instructional Getting Organized: Arrangements Team Processes 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 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 Barrier Issues You’ve Got to Find a Way Around! Grading Scheduling Planning Time 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. 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. 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 Wow – We Are Almost Done! What is the first thing you want to do to begin or strengthen your co-teaching partnership? 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 Follow-up Topics/Handouts Modification Basics Getting Along (Personality and Communication Issues) Problematic Situation Supervising an Assistant in Inclusive Settings