Co-Teaching Preparation: Keys to Success Part I: Curriculum and Instruction

Outcomes Participants will be able to identify two major categories of team-teaching Participants will be able to define six models of team-teaching Participants will plan for successful delivery of curriculum (Welcome participants, review expected outcomes.)

Legislative Requirements Effective July 1, 2005, school districts may implement co-teaching strategies for the following reasons: Pairing teachers for staff development Pairing new teachers with veteran teachers Pairing teachers who are teaching out-of-field with teachers who are in-field Reducing turnover among new teachers Providing for more flexibility and innovation in the classroom Improving learning opportunities for students, including students who have disabilities Main points: Co-teaching was used extensively as a way to meet mandatory class size limits. State legislature banned co-teaching for this purpose, then rescinded the decision, with some restrictions. (Explain reasons (bulleted on slide) the State will now accept for using co-teaching as a strategy.)

Legislative Requirements Additional requirements are: Reasonable limits shall be placed on the number of students in a classroom so that classrooms are not overcrowded. Teacher-to-student ratios within a curriculum area or grade level must not exceed constitutional limits. At least one member of the team must have at least 3 years of teaching experience. At least one member of the team must be teaching in field. The teachers must be trained in team-teaching methods within one year after assignment. (Review additional requirements for co-teachers.)

“Co-Teachers jointly plan and conduct instruction in a coordinated fashion to ensure the success of all students.” - - Friend and Cook 2003 One definition…. The core of co-teaching must focus on helping all students meet standards.

“ Co-teachers help one another by providing different areas of expertise that, when fused together correctly, can result in enhanced instruction for all students.” - - Murawski and Dieker 2004 A huge benefit of co-teaching is the expertise and creativity each teacher brings to the classroom.

Team-teaching Models Category 1: Two or more teachers with equal responsibility, working with the same group of students at the same time Category 2: Two or more teachers working together, but not necessarily teaching the same students, nor necessarily teaching at the same time (Review 2 major categories of co-teaching.) We will focus on Category 1, since this is the type of co-teaching being examined by the State.

Category 1 Models Traditional Collaborative Complimentary/Supportive Parallel Differentiated Split Class Monitoring Teacher (Read models.) We will briefly examine each model.

Traditional Teachers share instruction of content and skills to all students, at same time Example: One teacher provides direct instruction to class, while other teacher models construction of a graphic organizer of the subject matter (Review slide.) This model allows students to receive 2 styles of instruction (verbal and visual) at the same time. It also provides a way for students to make connections between the types of instruction.

Collaborative Teaching is done completely through group strategies Examples: Group project work Student-led discussions Joint test taking When teaching is completely collaborative, teachers may choose to hold joint “class meetings” to present lessons, providing the teachers with the opportunity to build off of each other’s information, and providing students with the opportunity to be actively involved in the presentation. Pure collaboration is probably the least used model of co-teaching.

Complimentary/Supportive One teacher is responsible for teaching the content, the other for providing follow-up activities Example: One teacher presents the content information on volume, the other teacher prepares an experiment on volume This model is particularly useful in subject areas that have a lot of crossovers, such as math and science. This is an easy way to move straight from theory to implementation of skills.

Parallel The class is divided into two equal groups; each teacher presents the same lesson Examples: Groups go to opposite sides of the room, receive same information Small groups are formed for project work, each teacher works with half the groups When students are of similar academic ability, this model is a good one for simply providing more student-teacher interaction. When used for small group work, it also allows the teachers more flexibility in monitoring student engagement.

Differentiated Split Class Students are grouped by academic strengths, teachers share responsibility for meeting needs of each group Example: Students are grouped for reading, each teacher is responsible for an equal number of groups or students This model is particularly effective when there are large variations in academic ability of students in the classroom. It is often used in ESE co-teaching models. The primary advantage to this model is its ability to allow teachers to focus on specific skills with specific groups of students.

Monitoring Teacher One teacher instructs, while the other teacher circulates throughout room Example: One teacher presents a new math skill, while the other teacher circulates and monitors students’ implementation of the skill This model is particularly useful when students are given time to do seatwork during a lesson, such as working out a math problem as soon as new information has been presented. The monitoring teacher is able to discern which students are understanding the new skill, and which students may need additional instruction.

Remember… Co-teachers are equal Model sharing of time and responsibilities Use a variety of methods/strategies Trade roles on a regular basis Main points: Teachers must be seen as equals in the classroom Regularly trading roles allows students to perceive the equality Teachers must work together to overcome any perceived control or authority issues

planning is everything.” “The plan is nothing, planning is everything.” - - Dwight D. Eisenhower The most important thing co-teachers can do is plan, plan, plan, in advance of greeting students.

ACTIVITY Work with your co-teacher to complete the Guided Questions Activity Sheet on Curriculum and Instruction. Choose one response to share with the group. [Facilitate the guided question activity. (30 mins. total for work and discussion) After the activity is complete, show participants extra handouts at end of packet – Co-Teaching Partnership Checklist; Additional Considerations and Tips When Co-Teaching; and If One of You Is Doing This, The Other Can Be Doing This… END OF PART I If you are not immediately presenting Part II, please do the Plus/Delta activity on the next slide. If you are immediately presenting Part II, please skip to slide #19.

Opportunities for improvement + ∆ Helpful Enjoyable Appreciated Opportunities for improvement As part of our efforts to continuously improve our training, we collect data at the end of every session. Please tell me what worked well for you today – made your learning experience easier, more enjoyable, helped you in any way. Also tell me ways that the training could be improved. What would make the session more meaningful for you? (Draw a +/∆ chart, record comments) (End of session. Thank participants, remind to check sign-in sheet, complete evaluation forms.)

Co-Teaching Preparation: Keys to Success Part II: Classroom Management

Outcomes Participants will develop a shared vision of a co-teaching classroom Participants will know supportive and destructive relationship habits Participants will plan for successful classroom management (Welcome participants, review expected outcomes.)

Collaboration is… a voluntary relationship a joint responsibility an attempt to reach consensus a learning experience an ongoing relationship Co-teaching is a collaborative effort. Communication between team members is vital. We are going to do an activity to evaluate how closely aligned our beliefs are about a co-teaching classroom.

In a co-teaching classroom, we would: ACTIVITY Draw and complete this chart on your paper: In a co-teaching classroom, we would: See Never See Hear Never Hear Feel Never Feel [Provide each table with a piece of chart paper and markers. Instruct each table to choose a facilitator, a time keeper, a reporter, and a scribe. (If only have 1 table, still choose roles)] Job duties Scribe: Draw chart, record responses Facilitator: Make sure each area of chart is answered, and that all table members provide input Time keeper: Keep track of time, give 1 minute warning Reporter: Report out findings during discussion Charting Directions (10 mins) Provide responses for each area of the chart. In a co-teaching classroom, what would we expect to see, hear, and feel? What would we not want to see, hear or feel? Put a star beside the 2 responses your group feels are the most important in each category. Look for areas of agreement, and for areas of conflict. Time-keeper give 1 minute warning at 9 minutes.

ACTIVITY Discussion Questions What areas did you find in common in the charts? Were there any areas of conflict? If there were areas of conflict, how will you address those? (Lead discussion. (5 mins) Reporter for each group should answer first, then ask other group members if they have anything to add.)

Classroom Management What strategies can we use Highly effective classrooms function as a family. What strategies can we use to promote a community of learners? Agreement on classroom management techniques is essential in the co-taught classroom.

Relationship Relationship Builders: Breakers: Listening Supporting Encouraging Accepting Respecting Trusting Negotiating Criticizing Blaming Nagging Complaining Punishing Threatening Bribing/Rewarding These relationship habits are simple for students (and teachers) to identify and understand. Focusing on using the Relationship Builder habits makes for a well-run, comfortable classroom.

Classroom Management Decisions Classroom expectations Academic Behavioral Logical consequences for choices Agreement on handling of disruptions Degree of parent involvement It is important for co-teachers to agree on classroom expectations, and on the handling of disruptions by students or others. The following Guided Questions activity provides a chance for you to think about some of those situations.

ACTIVITY Work with your co-teacher to complete the Guided Questions Activity Sheet on Classroom Management. Choose one response to share with the group. [Facilitate activity. (25 mins total for responses and discussion)] END OF PART II If you are not immediately presenting Part III, please do the Plus/Delta activity on the next slide. If you are immediately presenting Part III, please skip to slide #29.

Opportunities for improvement + ∆ Helpful Enjoyable Appreciated Opportunities for improvement As part of our efforts to continuously improve our training, we collect data at the end of every session. Please tell me what worked well for you today – made your learning experience easier, more enjoyable, helped you in any way. Also tell me ways that the training could be improved. What would make the session more meaningful for you? (Draw a +/∆ chart, record comments) End of session. Thank participants, remind to check sign-in sheet, complete evaluation forms.

Co-Teaching Preparation: Keys to Success Part III: Advantages, Disadvantages, and Assessment

Outcomes Participants will know advantages and disadvantages of co-teaching Participants will plan for successful student assessment practices (Welcome participants, review expected outcomes)

Advantages of Co-Teaching Teachers Learning with and from colleagues Less isolation Supportive environment Observe and participate in different teaching methods Easier to provide attention to individual students (Robinson and Schaible, 1995) Research on co-teaching shows a wide range of advantages to this instructional model. We are going to look at these advantages, as well as some of the possible disadvantages for teachers and students. As co-teachers yourselves, you can probably add to these lists! (Review list)

Advantages of Co-Teaching Students More likely to be exposed to more than one teaching style More individualized instruction Greater achievement Greater retention of content and skills Increase in regard for group work Improved interpersonal skills (Robinson and Schaible, 1995) Most students enjoy having co-teachers in their classroom. If they don’t connect with one teacher’s style, they have a second adult to connect with. (Review list)

Disadvantages of Co-Teaching Teachers Time required for planning Possible conflicts with co-teacher As with any teaching model, there are also disadvantages for teachers. Time is always a major factor. (Ask participants for examples of how they have overcome these disadvantages.)

Disadvantages of Co-Teaching Students Larger class size may be difficult for some students Possible confusion as to who is in charge of classroom If co-teachers are incompatible, students will be uncomfortable (Robinson and Schaible, 1995) Although many students enjoy having more than one teacher, for some students it can be disconcerting. (Review list)

Think/Pair/Share What do you see as the biggest advantage of co-teaching for teachers? Why? The biggest disadvantage for teachers? Why? What do you see as the biggest advantage of co-teaching for students? Why? The biggest disadvantage for students? Why? (Facilitate activity.) Directions Take 2 minutes to consider the information we’ve just discussed. With a partner, take 6 minutes to discuss the questions. (At end of 8 minutes, lead discussion on responses to the questions)

Student Assessment Decisions Types of assessments Written Performance How often? Who will administer? How will evaluation be shared by co-teachers? How will results be shared with students? With parents? Another area of extreme importance in the co-taught classroom is agreement on assessment processes. Some of the areas for consideration are listed on the slide. Our final Guided Questions activity will provide you with the opportunity to consider these ideas more fully.

ACTIVITY Work with your co-teacher to complete the Guided Questions Activity Sheet on Assessment. Choose one response to share with the group. [Facilitate activity. (25 minutes total)]

Opportunities for improvement + ∆ Helpful Enjoyable Appreciated Opportunities for improvement As part of our efforts to continuously improve our training, we collect data at the end of every session. Please tell me what worked well for you today – made your learning experience easier, more enjoyable, helped you in any way. Also tell me ways that the training could be improved. What would make the session more meaningful for you? (Draw a +/∆ chart, record comments) End of session. Thank participants, remind to check sign-in sheet, complete evaluation forms.