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Presented by Dr. Eugenia Damron RESA 2 Special Education Director

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

2 I’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.

3 Combination of the works
Objectives Understanding definition of Co-Teaching Identify components of effective Co-Teaching Identify practical strategies Combination of the works Anne Beninghof Marilyn Friend What do you want to see happen in your school?

4 What is Co-Teaching? Two or more adults simultaneously instructing
a heterogeneous group of students in a coordinated fashion. -Anne Beninghof What else do you think it is? Shared beliefs about teaching and learning Willingness to learn from another professional Common goal

5 Why 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 2004 This is what the law says; but we do it for lots of reasons….share with your table what those reasons are.

6 Improved 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. .

7 Co-Teaching and SPL 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 If 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.

8 Framework 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. Read to yourself. What do you know about SPL?

9 Core Principles 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. Who do we have to do this for? Who has to do it?


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


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 Collaboration 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

19 Team Development Wheel of Stages
Parity Team Development Wheel of Stages Forming 1 Storming 2 Norming 3 Performing 4 the quality or state of being equal or equivalent Stage 1 – Forming: Extreme Politeness Stage 2 – Storming: Honest Expressions of differences Stage 3 – Norming: Rule Development (Sometimes written, sometimes unwritten) Stage 4 – Performing: Working Together Effectively Sometimes you will move back and forth through the stages.

20 Parity 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?

21 Ways to Establish Parity
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.

22 Potential Barriers 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 Use the plate, write something down, pass it to next table.

23 Planning How does this work now?

24 Planning 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 Also go through ideas on pages from manual.

25 3 Components of “True” Co-teaching
2 TEACH LLC Summer 2010 3 Components of “True” Co-teaching Plan Co- Co-Instruct Co-Assess For 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

26 Effective Co-Teaching Models
Sheet in your packet

27 One 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.

28 One 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.

29 One Teach/One Assist Speak and Add/Chart Model
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.

30 A 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

31 Teaming What It Is… Both teachers plan and instruct. Teachers take turns delivering various parts of lesson. Hold up a Green Sheet for a Pro Purple for a Con

32 Whole Class Each 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. A B

33 Parallel 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.

34 A 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. A B

35 Station 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 learned Example: Targeted Group

36 A 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. A B

37 Skills 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. OR Instruction may take place in groups or whole group setting with differentiated levels.

38 Tips for Managing Independent Groups
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

39 Co-Teaching Checklist
2 TEACH LLC Summer 2010 Co-Teaching Checklist What does co-teaching look like in action. What is the evidence? Look Fors Listen Fors Ask Fors Murawski and Lochner In 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

40 Power Point and Resource
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 We 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.

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