Expanding the impact of co-teaching: The Wisdom and the Practice July 21, 9:45-10:45 AM Presenters and Affiliations Radford University: Leslie S. Daniel, Kenna M. Colley, & M. Bradley Powers Muskingum University: Linda Morrow, Halle SchoenerRandles, & Pamela Lear University of Cincinnati: Stephen Kroeger, Jonathan Breiner, & Simon Jorgenson

UC: Urban Contextual Factors At first we attempted to place our candidates in co-teaching settings in student teaching placements, however…  Students were unsure about how to collaborate  Cooperating teachers had little experience Ah ha! We need to model the practice!  We began co-teaching our methods courses  We began inservice training for our cooperating teachers

University Co-teaching Academic YearMethods CourseInstructors Secondary English Methods1 Gen Ed Faculty 1 Sped Faculty Secondary English Methods1 Gen Ed Faculty 1 Sped Faculty Middle English Methods1 Gen Ed Doctoral Student 1 Sped Doctoral Student Middle Mathematics Methods1 Gen Ed Faculty 1 Sped Faculty Middle Mathematics Methods1 Gen Ed Faculty 1 Sped Doctoral Student Secondary English Methods1 Gen Ed Faculty 1 Sped Faculty Middle Mathematics Methods1 Gen Ed Faculty 1 Sped Faculty

Simon Jorgenson Put principles before personalities Try teaching one another’s content Build the foundation together: the syllabus Be prepared to compromise Communicate early and often Be honest about what’s not working Use the Collaborative Assessment Log (CAL)

Muskingum University Developing and Supporting Sites for Co- Teaching Placements: Geographic Challenges  Rural region with many local school districts  Field placements made in five rural counties  Schools range: from 200 to 2000, some with only 1-2 special educators.

Strong Regional Collaboration Strong collaborative networks University supports reform & transformation Some view teacher education candidates as a resource rather than a requirement Many teachers and administrators were prepared through our licensure programs “Pockets” of schools/districts in region began to embrace co-teaching

Developing Partnership Schools and Districts to Support Co-Teaching – What Does it Take? “Proactive Professional Partnership Schools (P 3 ) Common goals and thinking out-of-the box Administrative support Belief that all benefit Establishment of a P 3 Leadership Team Commitment of resources Co-teaching as a “big rock” On-going accountability

How is being a P 3 District Making a Difference? What does the administration say? What do the principals say? What do the co-teachers say? What do the students say? What does the data say? What does the Muskingum faculty say?

RU: Moving from Elementary to Middle and Secondary School Co-Placements Three years of co-placing education interns in elementary settings Spring and summer 2009, planned for co- placements at one middle and one high school Spring semester 2010, planned co-placements  Two university supervisors and two cooperating teachers at each site. Ancillary co-placements occurred

Middle School Co-placement: The Parr and Powers Show Matt Parr: Middle School Education Intern  Expertise in math education Brad Powers: K-12 Special Education Intern  Expertise in instructional strategies and classroom management Fall 2009: Attended Marilyn Friend conference with:  One university supervisor (general education)  Two middle school teachers (GE and SE)  Two interns (GE and SE who would be co-placed in spring)

Co-Planning Retro-fitting  In person before school, in situ, and after work  On the phone while driving (safely)  Google documents

Co-teaching Methods Used One teach one assist Parallel teaching Alternate teaching Station teaching Supportive instruction

Questions and Discussion Contacts:  Leslie S. Daniel,  Simon Jorgenson,  Steve Kroeger,  Linda Morrow,  Halle Randles,