ECE & TEACHER COLLABORATION TEACHING FOR MAXIMUM ACHIEVEMENT Beth White November 3, 2015 Equity & Inclusion Fall Institute

◦ Participants will define co-teaching. ◦ Participants will focus on how to build and foster productive relationship between co-teaching colleagues. ◦ Participants will learn effective collaboration strategies for the purpose of increasing student achievement. ◦ Participants will discuss how to match collaboration strategies during planning.

Ice Breaker ◦ Introductions ◦ Discuss the following question: ◦ How is co-teaching like marriage? ◦ If time permits, what other analogies could you make about co-teaching? ◦ Share Out

Target #1: Define Co-teaching ◦ “Co-teaching can be likened to a marriage. Partners must establish trust, develop and work on communication, share the chores, celebrate, work together creatively to overcome the inevitable challenges and problems, and anticipate conflict and handle it in a constructive way.” (Cushman, 2010) ◦ “Two equally-qualified individuals who may or may not have the same areas of expertise jointly delivering instruction a group of students.” (Cohen & Ferree, 2012) ◦ “Co-teaching is two or more people sharing responsibility for teaching some or all of the students assigned to a classroom. It involves the distribution of responsibility among people for planning, instruction, and evaluations for a classroom of students.” (Cushman, 2010) ◦ “Both professionals must co-plan, co-instruct, and co-assess a diverse group of students in the same general education classroom.” (Murawski & Dieker, 2008)

A Word of Caution “ As a result of NCLB and RtI, co-teaching is one of the fastest growing inclusive teaching practices, but despite the increase in co-teaching in our schools, it is an option that is often poorly implemented. For instances, we often see classrooms with one teacher playing a very diminished roles that can lead to issues of authority and “ownership” often confusing students in the class. To prevent this, lessons using a co-teaching delivery system must be carefully planned and executed with both teachers defining and establishing their supporting responsibilities for the students.” ( Cohen & Ferree, 2012)

Co-Teaching Stumbling Blocks ◦ “My kids, your kids” versus “OUR KIDS” ◦ “Extra teacher” versus “Spy and Assistant” ◦ “Plan-it” versus “Wing-it” ◦ Lack of common planning ◦ Reluctant Co-teacher ◦ Inequality of teacher roles

Target #2: Foster and Build Productive Co-Teaching Relationships ◦ 1. Communicate your pet peeves, preferences, strengths and weaknesses with your co-teacher. ◦ 2. Communicate each teacher’s roles to the students. (Fair is not always equal.) ◦ 3. Discuss and agree upon classroom management style/system. ◦ How will you both recognize positive behaviors and address misbehaviors? ◦ 4. Commit to an “OUR KID” approach. ◦ 5. Share and learn from each other. ◦ 6. Plan collaboratively. ◦ 7. Reflect together often and honestly. Adapted from Murawski & Dieker, 2008

Target #3 Effective Collaboration Strategies

Co-teaching Whole Group Approaches Team Teaching ◦ Both teachers share instructional duties ◦ Equally engaged during the lesson One Teach, One Observe ◦ One teaches, while the other engages in detailed observation for collecting data that both teachers can analyze for improved instruction One Teach, One Assist ◦ One teacher takes primary responsibility for teaching while the other teacher circulates through the room providing unobtrusive assistance to students as needed.

Co-Teaching Small Group Approaches Parallel Teaching ◦ Teachers plan together, but split the classroom in half to teach the same information at the same time. ◦ Using two different methods to teach the same content. ◦ Different teaching styles could reach larger range of learning styles. ◦ Allows teachers to identify misconceptions due to the small group. ◦ Needs similar pacing. ◦ Must control noise level to be productive.

Co-Teaching Small Group Approaches Alternative Teaching ◦ After core standards has been taught, students are divided into two groups, one teacher taking responsibility for the large group while the other works with a smaller group Station Teaching ◦ Content is divided into several parts. ◦ Each teacher then teaches content to one group and subsequently repeats the instruction for the other group. Skill Groups ◦ Temporary grouping of students based on skill level determined through assessment.

Target #4: Matching Collaborative Strategy during Planning

Co-Teaching Planning Process by Marilyn Friend ◦ Before the meeting-General Education teacher gathers key curriculum information for discussion at the meeting ◦ After meeting – Special Education teacher prepares materials to meet students’ unique needs, determines alignment with IEP goals, prepares learning process. Adapted from: Marilyn Friend, Inc 2012

Planning Protocol Total of 60 minutes During Meeting for an upcoming lesson/unit: ◦ General education teacher outlines upcoming curriculum for 3 to 4 weeks. (12 minutes) ◦ Together, discuss student data. (10 minutes) ◦ Together, teachers discuss points of difficulty in the material, areas that might require additional support/scaffolding. (15 minutes) ◦ Together, teachers discuss patterns for their co-teaching and groupings, given planned material and student data. (15 minutes) ◦ Partnership Discussion (8 minutes) Adapted from: Marilyn Friend, Inc 2012

Co-Planning Guiding Questions ◦ What primary skill(s) or standard(s) need to be taught? ◦ How will we differentiate instruction and group students? ◦ What are our roles and responsibilities during each lesson component? ◦ Which co-teaching model(s) and teaching procedures is most appropriate given the lessons we designed? ◦ How will we differentiate assessment of learning? ◦ How do we monitor student progress? ◦ How do we find time to plan for the next lesson and reflect on this one?

Progress Monitoring ◦ Co-Teachers share the responsibility for grading students in a co-taught classroom. ◦ Co-Teachers should discuss in advance which grading strategies fit the entire class, and which will be applied to students with disabilities by virtue of their special needs and protected status under the LAW. ◦ Co-Teachers need to discuss a framework for partnership grading that involves both ideas. ◦ Co-Teachers share in the analysis of progress monitoring data. This analysis drives the development of specially designed instruction.

Closure Turn to a Partner: Based on today’s session, tell your partner what your next step will be. Thank you!