1. Elaine Neugebauer Marianne Trachok November, 2009
Co-Teaching Pilot
Elaine Neugebauer
Marianne Trachok
November, 2009

2. PPS Vision and Mission Statement
Vision: Excellence for All
PPS Mission Statement
- The PPS will be one of America’s premier school districts, student-focused, well-managed, and innovative.
- We will hold ourselves accountable for preparing all children to achieve academic excellence and strength of character, so they have the opportunity to succeed in all aspects of life.
Professional Development Mission Statement
- To provide high quality Professional Development to the learning community of the PPS that supports the District’s Excellence for All Strategies and is aligned with the National Professional Development Standards to support and enhance research based instruction for all students.

3. PaTTAN’s Mission
The Pennsylvania Training and Technical Assistance Network is an initiative of the Pennsylvania Department of Education working in partnership with families and local education agencies to support programs and services to improve student learning and achievement.

4. PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure IEP teams begin with the general education setting with the use of supplementary aids and services before considering a more restrictive environment.

5. Today’s Objectives Participants will… Review advantages to co-teaching
Explore fundamentals of co-teaching
Compare the active roles of co teachers in the co-taught classroom
Discuss the benefits to the collaborative teaching rubric
Review the instructional planning meeting document

6. Ice-Breaker Activity
Each person chooses two advantages to co-teaching (general educator / special educator)
Choices are shared with partners
Teams choose two advantages of co-teaching for students
A list of advantages to co-teaching commonalities is developed and noted on a post-it
Post-its are placed on large post it for sharing

7. Fundamentals of Co-teaching
Yours, Mine or Ours?
Who Grades Student Work?
Where’s my Space?
What about Parents?
When Do We Plan?

8. Scenarios Identify co teaching models described in each scenario…
Station Teaching
Support Teaching
Team Teaching
Large group / Small group Teaching
Parallel Teaching

9. Collaborative Teaching Rubric Four Corners Activity
Lesson Presentation
Student Interaction
Physical Characteristics
Communication
Student Focus
Discipline in the Class
Lesson Development

10. Co-teaching Series Team Planning Worksheet
Briefly summarize the areas/issues that need to be addressed and/or improved upon.
Complete the table with your partner.

11. Be an Active Co-Teacher ---Gloria Lodato Wilson
Please review the article in pairs (even – odd) and share information with a partner.
Graze
Poke, Prod, and Cue
Land
Target
Pair up
Form a mini group
Observe Student Behaviors
Observe Student Questions
Etc., etc, etc……

12. Co-teaching in the Classroom:
Active Roles
Card Sort Activity
If one person is doing this…….
The other person can be doing this……

13. Touch Base Planning
Co teachers should carve out thirty minutes each week to reflect on “teaching and learning” of the class. Discuss reflections

14. Student Profiles Final Grades Summative Data Reading and Math
Benchmark Data
IEP Goals
Activity consensogram :
The purpose of this activity is to get a baseline of participants’ perception of sharing classroom responsibilities. This activity allows teachers to proactively discuss ideas about roles and responsibilities, as each partner may have different ideas about responsibilities and in order for co-teaching to be successful, there needs to be discussion and then agreement on roles. It is also possible for roles/responsibilities to evolve over time as the partners work together.
Take out Co-Teaching Activity Packet Turn to Activity#1 section
*Trainer Preparation note:
Each section of the handout needs to be enlarged poster size and placed on accessible wall space in order (1-8).
Give participants post-it notes and have them place the notes in the areas that corresponds to their current belief of who is responsible for each classroom responsibility in a co-taught classroom.
*Trainer Note: demonstrate how to begin placing post-its by starting bottom left of selected response area .Choice: I-mine/his-hers means each teacher will be responsible for supporting specific students groups.
The charts will illustrate the perceptions the participants have to which roles are for general education and special education teachers in a co-taught class.
No wrong answer to roles.

15. Instructional Planning Meeting
Set Agenda
What has the student learned this week?
Announcements
Instructional Planning
To do’s for next meeting

16. Video: Marilyn Friend
Watch the video description of co teaching approaches.
Reflect on the examples of coteaching with your partner.

17. Strategies for Finding Co-planning Time
Use other adult to help cover classes
Find funds for substitute teachers
Experiment with late arrival and early dismissal days
Stay late once a month
Reduce other work to save time to meet
National Institute for Urban School Improvement, 2005
As cited in much of the co-teaching research, co-planning time is essential to successful implementation of co-teaching.
Provided is a short list of a few ideas for finding co-planning time.

18. Co-teaching: best practices
Attend co-teaching workshops together as a team
Find co-planning time
Decide content and how it will be taught
Help to design instructional alternatives
Listen actively and share decisions
Try different co-teaching configurations
Before Co-teaching starts:
Attend co-teaching workshops together as a team. Both teachers should take the time to envision what co-teaching will look like in their classroom.
Request common planning time so co-teaching can be planned and purposeful, not just a co-assignment.
Use some time to plan for small group and individual student needs
Decide how the content will be taught
What co-teaching models will be used
Decide instructional roles
*special education teachers resorted to a supportive role when no planning time was provided for both.
Put both teachers’ names on the board, on handouts, on notes to families, and on exams.

19. A Guide to Co-Teaching For next time….. Read Chapters 2 & 3
Richard Villa
For next time…..
Read Chapters 2 & 3
Day-to Day Workings of Co-Teaching Teams
Supportive Teaching
Pay particular attention to frequently asked questions on pages 25 & 26
What it is..
Co-teaching partners share the responsibility for direct instruction, curriculum development and /or modification, guided practice, reteaching, enrichment activities, progress monitoring, communication with families, and student evaluation (Walther-Thomas, 1996 ; Magiera & Zigmund, 2005 ).
Activity consensogram: Purpose: baseline of participants perception of sharing classroom responsibilities.
Handout #1
Each section of the handout need to be enlarged and placed on accessible wall space in order.
Give participants post-it notes have them place the notes in the area that corresponds to their current belief of who is responsible for each classroom responsibility in a co-taught classroom.
The charts will illustrate the perceptions the participants have to which roles are for general education and special education teachers in a co-taught class. No wrong answer to roles. 19 19

20. Reflection…..
Thank you for your attention and enthusiasm concerning co-teaching Share any concerns, thoughts and ideas with your partner concerning co-teaching.

21. December Professional Development
Saturday, December 5 8:30 – 11:30 am or Thursday, December 10 3:00 – 6:00 pm

22. Contact Information
Elaine Neugebauer
Pittsburgh Public Schools
Marianne Trachok
Commonwealth of Pennsylvania
Edward G. Rendell, Governor
Pennsylvania Department of Education
Gerald L. Zahorchak, D.Ed., Secretary
Diane Castelbuono, Deputy Secretary
Office of Elementary and Secondary Education
John J. Tommasini, Director
Bureau of Special Education
Patricia Hozella, Assistant Director