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Co-Teaching Presented by Dr. Eugenia Damron RESA 2 Special Education Director A recorded version of this presentation will be posted to

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1 Co-Teaching Presented by Dr. Eugenia Damron RESA 2 Special Education Director A recorded version of this presentation will be posted to

2 “Our challenge as educators is to make sure that we provide all children in our public schools the opportunity for success. Teachers of children with special needs understand this challenge more than most. They are dedicated individuals who have a passion for teaching and high expectations that every child can learn given an opportunity.” – James B. Phares, Ed.D.

3 Understanding definition of Co-Teaching Identify components of effective Co- Teaching Identify practical strategies Combination of the works Anne Beninghof Marilyn Friend Objectives

4 Two or more adults simultaneously instructing a heterogeneous group of students in a coordinated fashion. -Anne Beninghof What is Co-Teaching?

5 Provides Specialized Instruction “…the content, methodology, or delivery of instruction to address the unique needs of the child…” IDEA 2004 Why do We Need to Co-Teach?

6 Improved Student Outcomes

7 Support for Personalized Learning – Targeted instruction within the classroom – Meeting the needs of all students – Focusing on the social/behavioral and academic needs of every child Co-Teaching and SPL

8 The West Virginia Support for Personalized Learning (SPL) framework is a state-wide initiative that suggests flexible use of resources to provide relevant academic, social/emotional and/or behavioral support to enhance learning for ALL students. SPL is designed to improve outcomes for students with a variety of academic and behavioral needs. Framework

9 ALL Students can learn and achieve high standards as a result of effective teaching. ALL students must have access to a rigorous standards-based curriculum and research-based instruction. Intervening at the earliest indication of need is necessary for student success (Prek-12). A comprehensive system of multi-level instruction is essential for addressing the full range of student needs. ALL members of the school community must continue to gain knowledge and develop expertise in order to build capacity and sustainability. Core Principles


11 Policy 2510

12 Co-Teaching and Next Generation CSOs

13 What can I do as a co-teacher to help my students master NxGs? spl/Documents/spl_guid ance_document.pdf spl/Documents/spl_guid ance_document.pdf


15 SPL Glossary Pages 43-45

16 Where do we start?

17 What do co-teachers do together that is substantively different and better for kids than what each teacher would do alone? Murawski and Lochner, 2010

18 Each teacher is equally valued and makes unique contributions to the learning experience Both have equal power in decision- making Teachers are respectful of each other Collaboration

19 Team Development Wheel of Stages 1 Forming 2 Storming 3 Norming 4 Performing Parity

20 1. How will we establish parity among ourselves? 2. When/How will we plan? 3. How will roles be determined? 4. How will we handle grading, parent phone calls, IEP meetings, etc. 5. How will we handle various behaviors? 6. How will we divide up routines/tasks? 7. Where will the co-teacher’s materials/supplies be kept? Parity Questions to Discuss

21 1. Put both teachers’ names on classroom materials 2. Put both names on door outside classroom 3. Use plural language 4. Share responsibility of handling logistics (attendance, etc.) 5. Establish roles 6. Understand/Respect one another’s teaching styles. 7. Both should represent the class at problem solving team meetings. Ways to Establish Parity

22 Differences in teaching styles Differences in philosophical approaches Ethics and belief systems Feelings of insecurity Issues of trust Issues of confidence in each other Organization style Potential Barriers

23 Planning

24 Plan for planning in advance Exchange teaching materials before you meet Honor starting and ending times Stick to task Schedule your next collaborative meeting before you end Keep a short log of your meetings Speak from “we” point of view Planning

25 3 Components of “True” Co-teaching Co- Plan Co- Instruct Co- Assess

26 Effective Co-Teaching Models

27 What It Is… Teacher A has primary responsibility for planning lesson/unit of study. Teacher B shares in delivery, helps monitors and evaluate. One Teach/One Assist Lead and Support

28 What It Is… Teacher A has primary responsibility for planning and delivering a unit of instruction. Teacher B determines and provides adaptations for students who are struggling. One Teach/One Assist Adaptation

29 What It Is… Teacher A has primary responsibility for designing and delivering Teacher B adds and expands with questions, rephrasings, anecdotes, or may record important information on board or charts. One Teach/One Assist Speak and Add/Chart Model

30 One Teach, One Assist Whole Class A B

31 What It Is… Both teachers plan and instruct. Teachers take turns delivering various parts of lesson. Teaming

32 Whole Class A B

33 What It Is… Both teachers plan and design. The class splits into two groups. Each teacher takes a group for the entire lesson. Parallel Teaching Model

34 Half of Class AB

35 What It Is… Teacher A is responsible for overall instruction while Teacher B is teaching a small group of specific skills they have not learned Example: Targeted Group Station Teaching Model

36 Small Group A B

37 What It Is… Students are divided into 2-4 groups based on their instructional level. Each teacher takes primary responsibility for one or two groups. OR Instruction may take place in groups or whole group setting with differentiated levels. Skills Group Model

38 Have directions spelled out Have predetermined start/end times written down Prepare an activity for early finishers Have rotation signs posted Allow students to work in pairs (if needed) Use independent groups to provide Kinesthetic opportunities Have “Independent Group Rules/Procedures” in place and review at beginning Tips for Managing Independent Groups

39 Co-Teaching Checklist What does co-teaching look like in action. What is the evidence? Look Fors Listen Fors Ask Fors Murawski and Lochner

40 Thank You Power Point and Resource Contributions Karen Ruddle Wendy Murawski Wendy Lochner

41 Eugenia Damron, Ed.D.



44 Thank you for your participation. At the conclusion of this webinar, please download the NCIPP mentor-mentee attachments. If you require additional assistance please contact the Office of Special Programs 304-558-2696

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