Successful Strategies for Sp-Ed Co-Teaching

Objectives 1. What is co-teaching? 2. What does co-teaching look like? 3. What collaboration skills do teachers need to successfully co-teach? 4. What does co-teaching planning structure look like? 5. What are the administrative guidelines?

What is Co-Teaching  Certified educators sharing in the instructional delivery for students with disabilities and their nondisabled peers  The pairing of general and special education teachers in the general education classroom  A service delivery approach – one way to deliver services to students  Involves two or more educators who plan and deliver instruction as equals within one educational setting to a group of students

What Co-Teaching is Not  The special education teacher in the general education classroom in the role of a paraprofessional.  The paraprofessional in the general education classroom in the role of a certified teacher  Simply two teachers in the classroom (no change in instruction, learning, or roles)  Special education teacher serving as an in-class tutor for one or two students

Six Co-Teaching Approaches  One Teach, One Observe  One Teach, One Assist  Station Teaching  Alternative Teaching  Parallel Teaching  Team Teaching

One Teach, One Observe  Teachers decide in advance what data needs to be collected and the purpose of the data.  Teachers analyze data and make instructional decisions based on data  (Data-based decision making or DBDM)

One Teach, One Assist  One teacher provides the instruction –has the primary responsibility for teaching  The second teacher monitors and assists students as needed  This model is often used and is not the most effective. Without careful planning the second teacher assists without long-term learning occurring

Station Teaching  Learning centers  Teachers divide content and students  Students move from one center to next  Can have two centers and all students at a center or three or more centers with independent work centers included

Alternative Teaching  One teacher teaches large group  Second teacher teaches small group that needs additional instruction (typically with the same instructional focus)

Parallel Teaching  Teachers are both teaching the same information, but the class is divided.  Typically done simultaneously  Helps with pupil-teacher ratio/questioning

Team Teaching  Both teachers delivering the same instruction – at the same time  Can be complex but interesting  Think of “tag teaching” (without the bells – and the wrestling –as in tag wrestling)

What do you think students’ perceptions are about having two teachers in the room? - Take 3-4 minutes to read the article, “What Kids Say about Inclusion” - Sticky Note: Write something that surprised you, or something that you found interesting. - When directed, find someone across the room and share your comments.

Co-Teacher Planning  Phase 1 – Curriculum Outline (General Ed. Teacher/PLC)  Phase 2 – Instructional Delivery (General Ed./Sp.Ed teacher)  Phase 3 – Individual Adjustments (Sp.Ed. Teacher)

Administrative Guidelines Campus Administrators must have a strong understanding of the co-teaching model because they are responsible for:  Addressing program challenges  Evaluating co-teach partners and implementation  Creating a campus schedule that supports co- teaching

Benefits of Co-teaching  Develops an appreciation for diversity  Develops teamwork skills  Addresses diversity in learning styles  On your exit ticket, write three benefits you believe exist within the co-teaching environment.  1.  2.  3.