1. Improving Collaborative Teaching Through utilization of teacher feedback and direct observation
Denise Hall, PEDU 504

2. Project OVERVIEW
This project Stemmed from a request for professional development for collaborative teachers
Professional Development Would address utilizing all co-teaching models
1-Teach, 1 Observe Station Teaching
Parallel Teaching Alternative Teaching
Team Teaching 1-Teach, 1-Assist (Friend, 2005)
Co-Teaching in Mecklenburg county relies heavily on the “One Teach, One Assist” model

3. Preparation for Professional Development
Send out surveys To Co-Teachers and Analyze the Results
Perform direct observations
experienced collaborative teachers AND
new collaborative teachers
Review the information From the previous Collaborative Teaching Professional Development
NELP Standard 1.4, Improvement: taking a system that is already in place and seeking to make specific improvements upon it based on noted weaknesses
NELP Standard 2.1, Professional Norms: dealing with collaboration between general education and special education teachers

4. Teacher Survey
Survey was sent to co-teachers at both high schools (35 responses)
All Agreed/Strongly Agreed With
“If my collaborative teacher is not in the room, learning would still take place with me.”
Some Were neutral About
“My collaborative teacher is comfortable with the course content.”
A few Disagreed with
“I feel supported by my collaborative teacher.”
“My collaborative teacher and I work together as a team.”
The Majority of teaCHERS HAD SOME EXPERIENCE WITH CO-TEACHING, but over a third had only been co-teaching SINCE THE BEGINNING OF THE SCHOOL YEAR:
37% Just this year
60% One to three years
3% Three plus years

5. Observations and preparations
Objective: what kind of co-teaching methods were being utilized?
Review of lesson plans: What role IS the special education teacher playing in the classroom? Is it being documented as such?
resources on Effective Collaborative Teaching were used to create a Professional Development session FOR November 8
Prezi addressed big Ideas
T-Tac’s ”Mentoring Co-Teaching Teams” resources were used as handouts
Activities were used to actively engage the teachers
NELP Standard 7.4, Supervision and Evaluation: evaluating teachers on their collaborative methods through direct observations and review of their lesson plans

6. Professional Development Activities
ACTIVITY 1
Activity 2
Activity 3
Marshmallow Spaghetti Tower
Objective: Non-verbal communication
Jigsaw puzzle
Objective: collaboration
Partner Drawing
Objective: Verbal Communication and listening skills

7. Professional Development Exit Ticket
What was your favorite activity?
What will you utilize?
What would make today's pd more effective?
The spaghetti Tower was the favorite.
the Drawing activity was One Vote behind!
Some of the teachers just named the activities in general as their favorite.
Parallel Teaching
centers
More balance of the different Co- teaching models
Work better together for the benefit of the students
Team Building Activities
“Co-Lab Can Be fun”
More hands-on Activities
Sample Lesson Planning
More input from the teachers
Make it more personalized
Role-play different teaching styles
Video examples of co-teaching models

8. Next Step: Follow-up
Using Exit Tickets as a guideline, I was able to follow up with some of the teachers who required additional assistance
Some comments mentioned aspects beyond my control (i.e., Location and Length)
35% of the responders stated they enjoyed it, had fun, etc., and did not give a way to improve
Ongoing for the remainder of the school year:
Be a resource to teachers who are interested in receiving personalized feedback for their classrooms.
Go back to observe teachers and look for the addition of an element that was missing from the previous observation.
NELP Standard 4.4, Learning Supports: incorporating professional development as a means to effect positive change

9. reflection
One Exit Ticket stated, “Ban cell phones and computers.” Professionals should act professionally.
Flexibility and Using “What you’ve got” Are key components of Leadership.
Performing Observations is more time consuming than I anticipated.
If I were to do this project again, I would be more realistic about how many observations I could actually perform and expand the Scope of the PD
role Play Scenarios and Have the teachers “switch roles” (SPED be Gen Ed, vice versa)
Practice modifying assignments
Take real lesson plans and incorporate the other methods of co-teaching into them

10. References
Friend, M. (2005). “Co-Teaching/Support Facilitation Approaches.” Retrieved from NELP Standards. Retrieved From standards?module_item_id=