Presentation on theme: "Presented by Dr. Eugenia Damron RESA 2 Special Education Director"— Presentation transcript:
1Presented by Dr. Eugenia Damron RESA 2 Special Education Director Co-TeachingPresented byDr. Eugenia DamronRESA 2 Special Education DirectorA recorded version of this presentation will be posted to
2I’d like to welcome first year teachers and mentors to our last session of eight in our two-year webinar series. During the first year we will provide you with information that relates to compliance with the Individuals with Disabilities Education Improvement Act (IDEA) and Policy 2419.We would like to thank the National Center to Inform Policy and Practice (NCIPP) in Special Education Professional Development at the University of Florida. The partnership between the Office of Special Programs (OSP) and NCIPP will assist with the retention of special education teachers in West Virginia.“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.
3Combination of the works ObjectivesUnderstanding definition of Co-TeachingIdentify components of effective Co-TeachingIdentify practical strategiesCombination of the worksAnne BeninghofMarilyn FriendWhat do you want to see happen in your school?
4What is Co-Teaching? Two or more adults simultaneously instructing a heterogeneous group of studentsin a coordinated fashion.-Anne BeninghofWhat else do you think it is? Shared beliefs about teaching and learningWillingness to learn from another professionalCommon goal
5Why do We Need to Co-Teach? Provides Specialized Instruction“…the content, methodology, or delivery of instruction to address the unique needs of the child…”IDEA 2004This is what the law says; but we do it for lots of reasons….share with your table what those reasons are.
6Improved Student Outcomes Co-teaching is a collaborative instructional practice identified within the WVDE framework for Support for Personalized Learning. The diverse learners in our classrooms need instructional staff with a wide range of expertise and skills, including strategies for collaboration. Additionally, accessing current and WVDE Next Generation/Common Core standards is necessary for all students. Co-Teaching is typically considered one such practice as educational systems implement the 2001 NCLB Act and 2004 IDEA reauthorization.It is a common consideration when students with exceptionalities, disabilities or giftedness, are educated in the general education setting, but the broader definition includes two or more people with shared responsibility for instruction in a classroom. That can mean an interdisciplinary instructional team, such as English/Language Arts and History or Math and Introduction to Drafting .Students identified with exceptionalities who receive instruction within the CORE or TARGETED Instruction areas of the Support for Personalized Learning framework may benefit from effective co-teaching..
7Co-Teaching and SPL Support for Personalized Learning Targeted instruction within the classroomMeeting the needs of all studentsFocusing on the social/behavioral and academic needs of every childIf you have had SPL training, you’ve seen the following slides; but I want to stress them as a part of co-teaching. Keep in mind SPL is not a Special Ed. Initiative; so you see how we have to be doing this for all students; co-teaching makes that easier.
8FrameworkThe 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.Read to yourself. What do you know about SPL?
9Core PrinciplesALL 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.Who do we have to do this for?Who has to do it?
17What do co-teachers do together that is substantively different and better for kids than what each teacher would do alone?Murawski and Lochner, 2010
18CollaborationEach teacher is equally valued and makes unique contributions to the learning experienceBoth have equal power in decision-makingTeachers are respectful of each other
19Team Development Wheel of Stages ParityTeam Development Wheel of StagesForming1Storming2Norming3Performing4the quality or state of being equal or equivalentStage 1 – Forming: Extreme PolitenessStage 2 – Storming: Honest Expressions of differencesStage 3 – Norming: Rule Development (Sometimes written, sometimes unwritten)Stage 4 – Performing: Working Together EffectivelySometimes you will move back and forth through the stages.
20Parity Questions to Discuss 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?Use wikki stix; which question is most critical to your success?
21Ways to Establish Parity 1. Put both teachers’ names on classroom materials2. Put both names on door outside classroom3. Use plural language4. Share responsibility of handling logistics (attendance, etc.)5. Establish roles6. Understand/Respect one another’s teaching styles.7. Both should represent the class at problem solving team meetings.
22Potential Barriers Differences in teaching styles Differences in philosophical approachesEthics and belief systemsFeelings of insecurityIssues of trustIssues of confidence in each otherOrganization styleUse the plate, write something down, pass it to next table.
24Planning Plan for planning in advance Exchange teaching materials before you meetHonor starting and ending timesStick to taskSchedule your next collaborative meeting before you endKeep a short log of your meetingsSpeak from “we” point of viewAlso go through ideas on pages from manual.
253 Components of “True” Co-teaching 2 TEACH LLCSummer 20103 Components of “True” Co-teachingPlanCo-Co-InstructCo-AssessFor there to be “true” co-teaching you and your co-teacher must co-plan, co-instruct and co-assess. If you are not doing all three you are not co-teaching you are collaborating, supporting, hanging out, etc. The goal for co-teaching is for the student to benefit from having two professionals in the classroom offering more than if one teacher was in the classroom alone. If you are doing the same thing you do in a classroom with one teacher then there is no true co-teaching going on.We will be providing further professional development in each of these areas. We will start with Co-Planning, the crux of all of co-teaching.Murawski, 2010
26Effective Co-Teaching Models Sheet in your packet
27One Teach/One Assist Lead and Support What It Is…Teacher A has primary responsibility for planning lesson/unit of study.Teacher B shares in delivery, helps monitors and evaluate.
28One Teach/One Assist Adaptation 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.
29One Teach/One Assist Speak and Add/Chart Model What It Is…Teacher A has primary responsibility for designing and deliveringTeacher B adds and expands with questions, rephrasings, anecdotes, or may record important information on board or charts.
30A B One Teach, One Assist Whole Class One teacher has the primary responsibility for teaching a lesson and the other provides unobtrusive assistance to students when needed. The teacher who provides assistance circulates throughout the room during the lesson. The primary role of the teacher providing assistance is to make adaptations, provide classroom management, communication, charting, paperwork management and other supports needed. This approach should be used least often, since a paraprofessional can easily provide this kind of support. Richard Villa identifies this approach as “complementary co-teaching” and describes the role of assisting as providing supplemental or complementary instruction, such as note taking on a transparency or paraphrasing statements.B
31TeamingWhat It Is…Both teachers plan and instruct. Teachers take turns delivering various parts of lesson.Hold up a Green Sheet for a ProPurple for a Con
32Whole ClassEach teachers shares delivery of the same instruction to the whole group. This approach requires pre-planning so the lesson is presented smoothly. One example of this approach is to portray different roles creatively.AB
33Parallel Teaching Model What It Is…Both teachers plan and design. The class splits into two groups. Each teacher takes a group for the entire lesson.
34A B Half of Class Half of Class Teachers co-plan and teach the same content and information, but in a smaller class group. This approach is helpful to use when the learning experience needs to be varied for a group of students. One group of students may benefit from supports, such as manipulatives or handouts, while the other does not. Another variation might be to provide different levels of reading difficulty for the same content. When using this approach, the groups should change occasionally. This approach does not look like one group of average students, one group of students with disabilities and one group of students with advanced skills. Strategic and flexible groups according to interest, readiness and learning profile are recommended.AB
35Station Teaching Model What It Is…Teacher A is responsible for overall instruction while Teacher B is teaching a small group of specific skills they have not learnedExample: Targeted Group
36A B Small Group Small Group Small Group This approach is generally comprised of three smaller groups of students. Each teacher teaches a portion of the content to one group then repeats the same instruction for each of the other groups. Often a “third” station is used to allow independent work by students.AB
37Skills Group Model 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.ORInstruction may take place in groups or whole group setting with differentiated levels.
38Tips for Managing Independent Groups Have directions spelled outHave predetermined start/end times written downPrepare an activity for early finishersHave rotation signs postedAllow students to work in pairs (if needed)Use independent groups to provide Kinesthetic opportunitiesHave “Independent Group Rules/Procedures” in place and review at beginning
39Co-Teaching Checklist 2 TEACH LLCSummer 2010Co-Teaching ChecklistWhat does co-teaching look like in action.What is the evidence?Look ForsListen ForsAsk ForsMurawski and LochnerIn the co-teaching setting there will be evidence of true co-teaching. Your students will be able to see it and hear it. There will be evidence in your co-planning; your co-instruction and your co-assessment.Murawski, 2010
40Power Point and Resource Thank YouPower Point and ResourceContributionsKaren RuddleWendy MurawskiWendy Lochner
44Thank you for your participation. At the conclusion of this webinar, please download theNCIPP mentor-mentee attachments.If you require additional assistance please contact the Office of Special ProgramsWe hope this information has been informative and helpful.Thank you for your participation, your questions and comment will be reviewed and taken into consideration before the next webinar.Please remember to complete the evaluation.