Effective Practices Co-Teaching Presented by: Cynthia Debreaux, Regional Consultant DPI/ECU August 21, 2012 Hertford County Schools 1

PURPOSE To expose educators to the techniques, models, and best practices for implementing appropriate co-teaching programs. 2

Objectives Definition of co-teaching Benefits of Co-teaching Review of co-teaching models Shared vision Effective co-teaching techniques Co-teaching and IEP goals 3

Definition of Co-Teaching Co-teaching is… an approach to program delivery where two or more teachers (general and special education teachers) share teaching responsibilities within a general education classroom. 4

Co-Teaching is… when both teachers interact with all of the students at different times using various arrangements of students and group sizes, so each student’s educational potential is recognized Co-teachers are jointly committed to “our”students, not “yours”and “mine.” 5

Co-Teaching is not… One person teaching one subject followed by another person teaching a different subject One person teaching one subject while another person prepares instructional materials, makes copies, corrects papers, etc. One person teaching a lesson while other people simply observe One person’s ideas about what and how to teach being the only ideas implemented One person being assigned as a tutor Villa, Thousand, & Nevin (2008) 6

Benefits of Co-Teaching STUDENTS… develops respect for differences creates a sense of belonging enables development of friendships provides affirmation of individuality develops empathetic skills provides peer models TEACHERS…  develops an appreciation for diversity  creates an awareness of the importance of direct individualized instruction  enhances instructional knowledge base  teaches collaborative problem-solving skills  develops teamwork skills  increases ways of creatively addressing challenges PARENTS… promotes a more rigorous curriculum develops an appreciation for diversity positive social and academic benefits for their children 7

Co-Teaching Approaches One Teach, One Observe One Teach, One Supports Alternative Teaching Parallel Teaching Station Teaching Team Teaching 8

One Teach, One Observe/Support One teacher leads the lesson and one teacher observes and assists students. Strengths Limited teacher planning Provides basic support to students with diverse needs. Challenges The “assist” teacher may feel like a glorified teacher’s assistant Students may question the “assist” teacher’s authority Consider having the general educator and special educator alternate roles between support teacher and lead teacher. 9

Alternative Teaching One teacher works with a large group while the other teacher is working with a small group of students. Strengths All students, including students with disabilities, benefit from small group instruction. If the General Educator and Special Educator alternate roles, equal status is maintained. Challenges Be careful to pull small learning groups that span various purposes. The small learning groups should not always be your students with Special needs. 10

Parallel Teaching The class is divided in half. Both teachers plan instruction jointly and are teaching the same lesson at the same time to heterogeneous groups. Strengths Lowers student to teacher ratio Allows for increased student interaction and/or student to student interaction Allows the teacher to monitor individual student progress and understanding more closely Challenges General Educator and Special Educator need to coordinate teaching so that students receive essentially the same instruction within the same amount of time Noise levels may be high 11

Station Teaching Teachers divide instructional content into several segments and present the content in separate stations around the classroom. Strengths Professional engagement Increase instructional intensity Individualization Challenges Pacing Students need to work independently Noise level 12

Team Teaching Both the general educator and the special educator share in the instruction of students. One teacher may lead the discussion while the other models or demonstrates. Strengths Allows both teachers to blend their teaching styles and expertise Challenges Requires more planning Requires high levels of trust and commitment 13

THE KEY PLAYERS General Educator Curriculum expertise Group/classroom management Knowledge of typical student characteristics Pacing Special Educator Learning process expertise Individual and specialized needs of students Paperwork and required legal procedures Teaching to mastery STUDENT ACHIEVEMENT 14

A Shared Vision Personal Relationships Co-Teachers must have Courageous Conversations: Instructional Beliefs Roles and Responsibilities Classroom Management Planning Problem Solving Pet Peeves 15

Tips for Effective Co-Teaching Know your Co-Teacher!! Get to know your partner Create a workable schedule Vary instructional practices Avoid second guessing your partner COMMUNICATE !!! 16

Activity #1 Take this time to get to know each other better. What is your personal learning style? What is your personal learning style? What is your personality type? What is your personality type? What is your teaching style? What is your teaching style? When do you plan best? When do you plan best? How do you plan? How do you plan? Where do you plan? Where do you plan? How do you deal with conflict? How do you deal with conflict? 17

Tips for Effective Co-Teaching Co-planning is a must!! Examine Curriculum Guides and Goals (incl. IEP goals) Learn to write effective objectives Do long-term planning as well as short-term planning. Both teachers contribute to the planning stage. Both teachers agree as to which teacher will be responsible for what activity and for what materials. Both teachers will talk openly with each other AFTER the class to evaluate the effectiveness of the lesson. 18

Five Key Elements of Co-Teaching Collaborative Presence Collaborative Planning Collaborative Presenting Collaborative Problem Solving Collaborative Processing THE FIVE “P”s for Student Success 19

Effective Planning NC R-SCS vs. IEP Goals vs. Objectives Goals are broad and most often contain many objectives in order to achieve the goal. Ex: Students will write effective short essays. Objectives are much more specific and contain only ONE observable outcome. Ex: Students will write a topic sentence for a short essay with 70% accuracy. 20

Effective Monitoring Co-teaching Walkthrough Co-teaching Self-Evaluation Questions Co-teaching Principles for Principals 21

Planning Activity #2 Take 15 minutes to do the following: Immediate planning for the next week FINALLY: Each group should decide when they will be ready to demonstrate a co-teaching lesson to observers between Sept.4th and 28th. Which class will you present? Which EC teacher will present with you? 22

In Summary, Co-teachers… Joint Planning Time Division of Responsibilities Developing IEPs Implementing Classroom Management Communication with Parents Holding Parent Conferences Classroom Discipline 23

Let’s Review 24

Questions??? Thank you for all that you do for the children!! Have a successful school year!! 25