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

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?

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

? 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? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

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

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.

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

Special education is a service NOT a place.

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.

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

(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)

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

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)

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

The Power of Two Video Clip

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

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

One Teach/One Observe

One Teach, One Observe

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

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

One Teach/One Drift

One Teach, One Drift

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

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

Station Teaching

Station

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

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

Parallel Teaching

Parallel

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

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

Alternative Teaching

Alternative

Alternative

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

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

Team Teaching

Team

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

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

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

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.

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

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

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.

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.

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

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

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

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.

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

North End Middle School How to reach us … Elaine Crane North End Middle School (203) 597-8097 Alice Henley (860) 632-1485 X311 henley@ctserc.org