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