1. Co-Teaching as a Service Delivery Model
Elaine Crane
SE Teacher
Waterbury Public Schools

2. Where Are You Now? Previous Training on Co-Teaching
Levels of Use of Co-Teaching
How Do You Plan to Use the Information from Today’s Session?

3. Gallery Walk Activity Go to your assigned poster with your group.
Using your dots, indicate your answers to each statement on the chart.

4. ? Essential Questions ?
What is co-teaching?
How does effective co-teaching lead to greater student achievement?
How does co-teaching allow for meeting the needs of all students in a general classroom, including students with disabilities?
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

5. QUIET SIGNAL Hand up , Stop Talking, Stop Doing Signal Others Look
Listen

6. Co-teaching is a service
delivery system in which:
two (or more) educators or other certified staff,
contract to share instructional responsibility,
for a single group of students,
primarily in a single classroom workspace,
for specific content (objectives),
with mutual ownership, pooled resources, and joint accountability,
although each individual’s level of participation may vary.
Marilyn Friend, Ph.D.

7. Restrictiveness of Educational Placement
Continuum of Services
Hospital or Institution
Restrictive
Most
Homebound Instruction
Residential School
Special Day School
Full-Time Sp. Ed. Classroom
Restrictiveness of Educational Placement
Sp. Ed. Classroom w/part-time in Gen. Ed. Classroom
Gen. Ed. Classroom placement w/resource room assistance
Gen. Ed. Classroom Placement with Itinerant Special Assistance
Gen. Ed. Classroom placement with Collaboration Teacher Assistance
Restrictive
Least
Gen. Ed. Classroom Placement with Few or No Supportive Services

8. Special education is a service NOT a place.

9. Responsible Inclusive Practice means…
Students with disabilities attend the neighborhood school they would attend if they were not disabled.
Each child is in an age-appropriate general education classroom.
Every student is regarded as a full and valued member of the class/school community.
Special education supports are provided within the context of the general education classroom.
No child is excluded on the basis of type and degree of disability.
The school promotes cooperative/collaborative teaching arrangements.

10. Service Delivery Systems in Inclusive Schools
Support in Classrooms
Consultation
Teaming
Co-Teaching
Informal Problem Solving
Instruction in a Separate Setting
Collegial Staff Development

11. (Friend & Cook, Interactions, 2000)
“With two teachers delivering instruction and increasing the instructional options for students, all students can have more opportunities to participate actively in their learning.”
(Friend & Cook, Interactions, 2000)

12. Why co-teach? What do we want? What goals are we trying to achieve?
Increased Academic Learning
Improved Student Self-Efficacy for Learning
Enhanced Intrinsic Motivation for Learning
Self-Directed Learning Behaviors

13. Benefits of Co-Teaching
Students with IEPs
Reduces stigma
Improved instruction
Continuity of instruction
Higher expectations
Students without IEPs
Increases understanding and respect for students with special needs
Teachers
Support
New sense of expertise
Combination of strengths and resources
Allows more time to reflect, monitor, assess, and adapt instruction
Classroom management
Other
Builds a heterogeneously- based classroom community
Meeting individual student needs
Lowers student/teacher ratio
(Friend)

14. Instructional Benefits
Strategies are integrated into classroom routines
Skills are generalized to authentic task
Immediate application of strategies
Opportunity for daily practice
Strategies used across the curriculum
Problem-solving is built into lessons

15. The Power of Two Video Clip

16. Co-Teaching Approaches
One Teach, One Observe
One Teach, One Drift
Station Teaching
Parallel Teaching
Alternative Teaching
Team Teaching

17. Basis for Selecting a Co-Teaching Approach
Student characteristics and needs
Teacher characteristics and needs
Curriculum, including content and instructional strategies
Pragmatic considerations

18. One Teach/One Observe

19. One Teach, One Observe

20. One Teach/One Observe Why? To gather data To analyze data
To check student progress
To compare target students to others
When?
In new co-teaching situations
After questions arise about students
As a deliberate part of a lesson

21. Planning for One Teach/One Observe
Determine:
who is doing the observing
which student(s) to observe
what objective/behavior
when, how often

22. One Teach/One Drift

23. One Teach, One Drift

24. One Teach/One Drift Why? When? In new co-teaching situations
To provide unobtrusive assistance to all students as needed
One teacher has a particular area of expertise
When?
In new co-teaching situations
The lesson lends itself to delivery by one person
As a deliberate part of a lesson when students need close monitoring

25. Planning for One Teach/One Drift
Determine:
who is doing the “drifting”
which student(s) to assist
what objective/behavior
when, how often

26. Station Teaching

27. Station

29. Station Teaching Why? When? To lower student/teacher ratio
To teach several topics at once
To teach complex material that is not hierarchical
When?
Students need to work in smaller groups
As a deliberate part of a lesson

30. Planning for Stations Determine: what objective/concept
who is doing which station (prep)
how you will group students
how long at each station

31. Parallel Teaching

32. Parallel

33. Parallel Teaching Why? When? To lower student/teacher ratio
To foster participation in discussions
To monitor students more closely
When?
As new topics are introduced
To review for tests, drill and practice, or re-teaching a topic

34. Planning for Parallel Teaching
Determine:
what objective/concept
what materials (same/different)
how students will be grouped
how much time for the lesson
will there be large group sharing
what sponge or backup activity will be used if groups don’t finish at same time

35. Alternative Teaching

36. Alternative

37. Alternative

38. Alternative Teaching Why? When?
If a small group of students needs remediation
For enrichment
For assessment purposes
If mastery of a concept varies
When?
“Flu” group
Friday review
Pre-teaching

39. Planning for Alternative
Determine:
why there is a need
which students need to be in the small
group
what objective/concept will be covered
in each group
when, how long

40. Team Teaching

41. Team

42. Team Teaching
Why?
To demonstrate interaction to students (role playing, modeling)
When?
Teachers have a high sense of comfort working together

43. Planning for Team Teaching
Determine:
what objective/concept
what impact from “Power of 2”
when, how long

44. Basis for Selecting a Co-Teaching Approach
Student characteristics and needs
Teacher characteristics and needs
Curriculum, including content and instructional strategies
Pragmatic considerations

45. Use of Approaches
Teams are encouraged to use all six approaches but a focus should be on the three with the greatest instructional time provided to students.

46. Services for at-risk students often are most effective when teachers pool their expertise and creative energies (Dettmer, Thurston, &Dyck, 1993.)  

47. PARITY – PARITY - PARITY
Just whose classroom is it anyway??

48. Parity, Parity, Parity Both teachers’ names are on the board.
Both teachers’ names are on report cards.
Both teachers have space for personal belongings.
Both teachers have adult-size furniture.
Both teachers take a lead role in the classroom.
Both teachers talk during instruction.

49. Parity, Parity, Parity
Both teachers give directions or permission without checking with the other teacher.
Both teachers work with all students.
Both teachers are considered teachers by the students, parents, administrators and other staff.

50. Topics for Co-Teachers to Discuss
Instructional content and expectations for students
Planning, including time to do it and who does which part
Instructional format, including who will do which part of the instructional delivery
Parity, or how it will be clear that both educators have the same status in the classroom
Responsibilities and procedures for substitutes

51. Topics to discuss, cont. Space, related to both students and teachers
Noise and each educator’s tolerance for it
Instructional routines
Organizational routines
The definition of “help”
Discipline procedures for the classroom
Confidentiality
Pet Peeves

52. Topics to Discuss, cont.
Safety matters (e.g., for students with hearing impairments)
Feedback, including when and how to discuss issues with each other
Student evaluation, including grading
Teacher chores such as grading, duplicating, assignment preparation, and so on

53. Round Robin Take 1 minute for individual
reflection and/or brainstorming.
In teams of 4, each member takes a turn sharing their answer.
This continues until time is called.

54. At your table, pick a song that identifies co-teaching.

55. North End Middle School
How to reach us …
Elaine Crane
North End Middle School
(203)
Alice Henley
(860) X311