CO-TEACHING Presenter: Chris Baroody

PREASSESSMENT On a sheet of paper answer the following questions: 1.Self-check-in: How are you feeling today? How is your anxiety level? What excites you about the upcoming school year? What is your biggest fear? 2.Discuss the benefits of having a co-teacher: 3.What tools do you think you need to be a co-teacher 4.What do you think are the challenges working as co- teachers?

ANTICIPATORY SET Trust Walks: Part 1: Touch Guided Part 2: Sound Guided Complete this statement: Trust walks remind me of co-teaching because…..

WHAT IS CO-TEACHING “Co-teaching (or collaborative teaching) is an instructional practice in which two or more educators simultaneously work with a heterogeneous group of students in a general education classroom.” Beninghof The most common teams of educators found to engage in co-teaching relationships are: special and general educators paraprofessional and a special or general educator two general education teachers speech/language pathologists and a special educator or general educator social worker and a special educator or general educator elective teachers (P.E., music, art, computers, foreign languages, etc.) and a special educator or general educator

MYTHS REGARDING CO-TEACHING MythCo-teaching –creating an inclusive classroom design Both teachers have the same teaching styleCollaboration is the key and each teacher should utilize her strengths It takes too much timeDifferent models require different amounts of time for planning, but as you get to know each other better, it does get faster! Only one teacher plans the lessonBoth teachers are qualified and collaboratively take responsibility for the class’s learning.

MYTHS REGARDING CO-TEACHING MythCo-teaching One teacher is responsible for special needs children Both teachers use research-based strategies to provide a high level of instruction for all the students. Special needs children should be in their own classroom They don’t- Role models and peer buddies actually increase learning Only one teacher is responsible for classroom discipline. Both teachers collaboratively design classroom management- class culture and tone

BENEFITS Professional Growth- teachers who collaborate have the opportunity to learn from daily interactions and observation of colleague with varying backgrounds Improved Instruction- collaboration between professionals develop more effective instructional models for students Differentiation- co-teaching makes differentiated instruction easier to execute; during instruction students can be grouped to maximize learning; aids in classroom management Teacher Access- students note, “ if one teacher is busy, the other one can help me” Student Engagement

BENEFITS Support for unidentified students Time on Task Sense of Belonging Acceptance of diversity Beneinghof, Anne M. Co-teaching that Works : Jossey-Bass

2 MINDS ARE BETTER THAN 1

HOW CAN YOU ENSURE SUCCESS? Two teachers with a passion to see all students succeed.

A CLIMATE OF INCLUSIVENESS Create a vision and mission that embrace collaborative relationship Research demonstrates that our habits are woven into our environment Commit to the time it will take Teachers who commit to becoming a gracious professional experience success in co-teaching: “’Gracious professionalism refers to the blending of determination, respect, high quality work, and valuing others. Classroom climate “Successful co-taught classrooms rely heavily on differentiated instruction, cooperative learning, and hand’s-on projects. The structures and strategies found in a co-taught classroom differ slightly from a typical classroom environment.” Beneinghof, Anne M. Co-teaching that Works : Jossey-Bass

CLASSROOM CLIMATE Take 20 minutes with your co-teacher and create a poster identifying the climate attributes that you believe will be most beneficial for your students.

CLIMATE CONSIDERATIONS The following blended together, can foster a nourishing learning environment: 1. Individual differences are honored 2. Fair Treatment is not always equal treatment-”’In a strong co-teaching climate, both teachers clearly understand that fair means that everyone gets what he or she needs (and that fair does not mean that everyone gets the same or equal treatment).’” 3. Mistakes are celebrated “’What we know if, if your not prepared to be wrong, you’ll never come up with anything original.’” model that it is ok to make mistakes and model the process of reflecting on mistakes to learn from them.” 4. Interactions are respected: Body, language, tone of voice Beneinghof, Anne M. Co-teaching that Works : Jossey-Bass. 2012

CLIMATE CONSIDERATIONS Contributions are expected: “…swap out the word “share” with “contribute” when talking with students. A confident statement such as ‘We expect all students in this class to make contributions to our community,’ conveys a strong belief in all, not just the students who are usually successful.” Interdependence is encouraged “’…interdependence is also a key characteristic of successful adults. Among other skills children will need to negotiate share responsibilities, flex their role in group work, know when to seek out resources or help,” and contribute their unique ideas for the good of the whole group. Beneinghof, Anne M. Co-teaching that Works : Jossey-Bass pg. 50.

KEY COMPONENTS “’No Matter how talented the individuals on a team may be…if they are not communicating with one another openly and honestly they can get off course.” Take a few minutes and discuss: Teaching Philosophy Teaching Goals Personal and Professional Goals Teaching Style

FOUNDATIONAL QUESTIONS Think about the following questions: 1.How will we introduce ourselves to our students? And parents? 2.How will we handle routine correspondence with parents? 3.Where will we keep confidential information regarding our students? 4.How will we utilize the lesson design template? 5. Room arrangement 6. Breaks 7.Sub plans? Beneinghof, Anne M. Co-teaching that Works : Jossey-Bass pg. 55

FOUNDATIONAL QUESTIONS 8. How will we handle interruptions & disruptions 9.Lesson preparation and materials for the day 10.Routines 11.Classroom Management 12.Assessments 13.Contact information and best way to reach each othe 14.Co-planning time 15.Pet Peeves?

LESSON PLANNING QUESTION How is it going? Objectives? Standards? Assessment Where do we go next Differentiation? Methods? Student Interest? Learning Style etc… How will we gather assessment data and track progress? Which co-teaching models do we like best Identify roles and responsibilities

NEW TEAMS Forming, Storming, Norming and Performing (Bruce Tuckman) “Storming the process of open, honest discussion about differences, doesn’t have to be as volatile as the name suggests, but it does have to occur. Because no two teachers are a matched pair of shoes, differences will arise as they work through differences…” pg. 63

SAMPLE FROM CO-TEACHING THAT WORKS ModelWe will tryWe tried and like:We tried and didn’t like Duet Lead & Support Skill Groups Station Learning Styles Parallel Complementary Skills Adapting Speak & Add

CO-TEACHING MODELS DescriptionProsCons DuetBoth teachers share the entire instructional process More integrated for students Fully utilize all expertise Most time intensive Lead & SupportTeacher A does advanced planning in isolation. Teacher B is fully involved in daily planning, implementation, and assessment Both teachers involved in most phases of instruction Saves time for teacher B Less input in planning for differentiation Speak & AddTeacher A leads and teacher B adds visually or verbally Little co-planning time Almost anyone can do this Can step on toes Under

CO-TEACHING MODELS DescriptionProsCons Skill GroupsTeachers divide students into more homogeneous ability groups and provide leveled instruction Multiple readiness levels are addressed Focused expertise Possible feel of “tracking” StationTeacher A leads the class while Teacher B pulls a small group of students aside for small group direct instruction Intense, direct instruction for a small group of students May be embarrassing for children who are pulled aside

CO-TEACHING MODELS DescriptionProsCons Learning StylesTeachers plan lesson and divide responsibilities by learning modalities. Teacher A might plan visual and auditory component, while teacher B plans tactile/kinesthetic component Sets up clear expectations that specialized instruction will be provided May slow down pacing ParallelClass is broken into two heterogeneous groups. Each teacher takes a group. Increased participation rates due to smaller group size. Effective for limited material Requires equal expertise if used for direct content delivery

CO-TEACHING MODELS Complementary SkillsTeacher A focuses on curriculum. Teacher B focuses on access or complementary skills through mini- lessons or input. Sets up clear expectation that specialized instruction will be provided in classroom May slow down pacing AdaptingTeacher A leads while Teacher B wanders the room, providing adaptations as needed Very little co-planning time Individualize accommodations Instructional changes are superficial rather than foundational

CO-TEACHING

PARALLEL TEACHING

LEAD AND SUPPORT