Co-Teaching Preparation: Keys to Success Part I: Curriculum and Instruction

Outcomes Participants will be able to identify two major categories of team-teaching Participants will be able to define six models of team-teaching Participants will plan for successful delivery of curriculum

Legislative Requirements Effective July 1, 2005, school districts may implement co-teaching strategies for the following reasons: Pairing teachers for staff development Pairing new teachers with veteran teachers Pairing teachers who are teaching out-of-field with teachers who are in-field Reducing turnover among new teachers Providing for more flexibility and innovation in the classroom Improving learning opportunities for students, including students who have disabilities

Legislative Requirements Additional requirements are: Reasonable limits shall be placed on the number of students in a classroom so that classrooms are not overcrowded. Teacher-to-student ratios within a curriculum area or grade level must not exceed constitutional limits. At least one member of the team must have at least 3 years of teaching experience. At least one member of the team must be teaching in field. The teachers must be trained in team-teaching methods within one year after assignment.

“ Co-Teachers jointly plan and conduct instruction in a coordinated fashion to ensure the success of all students.” - - Friend and Cook 2003

“ Co-teachers help one another by providing different areas of expertise that, when fused together correctly, can result in enhanced instruction for all students.” - - Murawski and Dieker 2004

Team-teaching Models Category 1: Two or more teachers with equal responsibility, working with the same group of students at the same time Category 2: Two or more teachers working together, but not necessarily teaching the same students, nor necessarily teaching at the same time

Category 1 Models Traditional Collaborative Complimentary/Supportive Parallel Differentiated Split Class Monitoring Teacher

Traditional Teachers share instruction of content and skills to all students, at same time Example: One teacher provides direct instruction to class, while other teacher models construction of a graphic organizer of the subject matter

Collaborative Teaching is done completely through group strategies Examples: Group project work Student-led discussions Joint test taking

Complimentary/Supportive One teacher is responsible for teaching the content, the other for providing follow-up activities Example: One teacher presents the content information on volume, the other teacher prepares an experiment on volume

Parallel The class is divided into two equal groups; each teacher presents the same lesson Examples: Groups go to opposite sides of the room, receive same information Small groups are formed for project work, each teacher works with half the groups

Differentiated Split Class Students are grouped by academic strengths, teachers share responsibility for meeting needs of each group Example: Students are grouped for reading, each teacher is responsible for an equal number of groups or students

Monitoring Teacher One teacher instructs, while the other teacher circulates throughout room Example: One teacher presents a new math skill, while the other teacher circulates and monitors students’ implementation of the skill

Remember… Co-teachers are equal Model sharing of time and responsibilities Use a variety of methods/strategies Trade roles on a regular basis

“The plan is nothing, planning is everything.” - - Dwight D. Eisenhower

ACTIVITY Work with your co-teacher to complete the Guided Questions Activity Sheet on Curriculum and Instruction. Choose one response to share with the group.

+ ∆ Helpful Enjoyable Appreciated Opportunities for improvement