Presentation on theme: "Team Teaching Methods “Teachers learn best from other teachers, in settings where they literally teach each other the art of teaching.” (Little, 1987)"— Presentation transcript:
1 Team Teaching Methods“Teachers learn best from other teachers, in settings where they literally teach each other the art of teaching.” (Little, 1987)
2 Team Teaching Settings Provide abundant opportunities for individuals to share their collective and complementary skills and abilities toward better results. (Demming, 1986)Allow teachers the opportunity to apply what they know and support each other as they implement and refine practice. (Schmoker, 2005)Say to participants:Team configurations provide a powerful means for teachers to improve student learning and increase their professional skills.READ BULLETS
3 Why Are Team Teaching Methods Required? Florida Statute requires all teachers who participate in team teaching, co-teaching or inclusion settings receive training in team teaching strategies.Examples includes general education (GE) teachers who create teaching teams, GE and ESE teachers, or ESE teachers and support service personnel.Say to participants:The requirement for team teach training is contained in FL statute. Teachers are identified by TERMSThis typically happens when a student’s schedule identifies two teachers for the same period or when two or more teachers are attached to a classroom during the same period of the day.
4 Team Teaching Pairing teachers for the purpose of staff development. Pairing new teachers with veteran teachers.Reducing turnover among new teachers.Pairing teachers who are teaching out-of-field with teachers who are in-field.Providing for more flexibility and innovation in the classroom.Improving learning opportunities for students, including students who have disabilities.Say to participants:These are some of the reasons that team teaching models are used.READ BULLETS
5 Who Should Apply Team Teaching Strategies? Strategies are appropriate for:all teachers who plan together to create and provide instruction for studentsteachers, administrators, and parents who work toward school and district goalsteachers who work with support service providers, instructional assistants, and paraprofessionalsany member of the educational communityAsk Question.Say:Team Teaching strategies are appropriate for:READ BULLETS
6 Activity What are some benefits of working in teams? Write down your thoughtsMaterialsReflection paperSay to participants:We are going to do an activity that explores the benefits of team teaching models. Using your reflection handout, please write what you think are some of the benefits of team models. You will have 2 minutes to write your thoughts. We will share your thoughts a little later.Time 2 minutes- keep for later
7 What Teachers Say About Working in Teams Provides collegial dialogue and supportIncreases motivation to examine and improve practiceHelps improve instructional practice by sharing ideas, information, strategies, and materialsDevelops leadership skillsEncourages self-reflection that challenges own assumptions, attitudes, and beliefsSay to participants:Teachers involved in team teaching, co-teaching, and inclusion settings report benefits from working in these models. The following are comments teachers have shared.READ BULLETSFirst of 2 slides
8 What Teachers Say About Working in Teams Encourages reflection on current practiceProvides opportunity for help on daily tasks and projectsProvides opportunity for encouragement and emotional supportProvides opportunity for reassurance and support in and out of the classroomAfter reading the slide, say to participants:Studies have suggested that teams of teachers that focus on student achievement allow teachers an opportunity to reflectupon and improve their current practices.We have also learned that working in teams helps teachers recognize that some practices have greater impact on student learning that leads to examination of strategies and practice.
9 Benefits you’ve experienced from working in a team situation What About You?Share with a partner…Benefits you’ve experienced from working in a team situationAsk participants to share with 1 or 2 peers. Give the participants 2 minutes to share experiences.Suggest that participants refer back to the benefits they listed earlier in the session.After the 2 minutes, ask 1-3 participants to share examples.
10 Common Team Teaching Delivery Models Learning Communities - GE and ESETeam configuration with additional teacher(4 classrooms/ 5 teachers; GE or GE/ ESE)Co-teach (GE/GE or GE/ESE)Support Facilitation (GE/ESE)Tell participants:This is a list of common models where team teaching strategies are beneficial.This list is not exclusive. There are many examples that fit this modelGE = general education teacherESE= exceptional student education -special ed teacher.
11 Collaborative Team Members The largest proportion of team teach configurations are a result of the ESE continuum of services.Co-Teachers:ESE teachersGE teachersSpecials, Elective, Enrichment or Vocational TeachersSupport Facilitators:Support Services PersonnelSpeech/Lang PathologistsOT/PT, Deaf and Hard of Hearing, VisionConsultation Teachers:Read the sentence on the slide.Say to the participants:On this slide is a list of individuals who may provide support within the various service delivery models. For example, a physical therapist may provide integrated supports for student within the general education class (e.g., P.E. class, recess, transition times, and typical classroom movement activities).READ THROUGH THE SLIDE- CLARIFY IF NECESSARY
12 Special Education Delivery Models Consult - monthly meetings with teachersLearning Lab - “as needed” support in a separate roomSupport Facilitation - weekly/daily in-class supportCo-teaching - daily in-class supportParallel Class - daily separate class/regular standardsSelf-contained - daily separate class or period/ regular or special standardsSay to participants:This slide presents common delivery methods for special education services. Support Facilitation and Co-teaching are the common configurations for teachers to be sharing classroom teaching.Typically, team teaching methods are focused on teachers who are together during an instructional period.
13 Support FacilitationPrimary focus is meeting the needs of students with disabilities (students without disabilities can be included if grouped with students with disabilities)Provides direct support for ESE students in the general education programAllows for flexible grouping and scheduling of students and staffESE teacher can travel between classrooms to meet student needsESE teacher does not have to stay in the classroom for the entire class periodCollaboration should occur between the ESE and basic education teachersClass size must meet requirements typically assigned to one teacherUp to 1/3 of class roster can be ESE studentsSay to participants:This is a one of the most common models of the team teaching spectrum.Support Facilitation can also be referred to as resource push-in and inclusion.Teachers working in a support facilitation model often face a variety of challenges while attempting to serve ESE students. Working effectively with GE teachers and support providers can improves student success and teacher satisfaction.
14 Co-TeachingProvides direct support for ESE students in the general education programESE teacher and GE teacher plan together and are responsible for delivering curriculum to all studentsESE teacher remains in the class for the duration of the period or every time that class meetsGeneral education class size must meet requirements typically assigned to one teacher1/3 of total, made up of ESE students, can be added to class size requirementSay to participants:Co-teaching is another common model of the team teaching spectrum.Teachers in the co-teach model also face many challenges. Planning and meeting the needs of ESE students
15 Team Teaching Strategies Collaborative Structures One Teach/One Assist -Both teachers are present, but one takes the lead and the other observes or drifts around the room assisting students.One Speak/One Add -One teacher takes the lead and the other adds or questions important points as they arise.One Teach/One Chart - One leads discussion or lecture and the other one writes notes on boardParallel Teaching -Teachers jointly plan instruction, but each delivers it to half of the class.Say to participants:When teachers share a group of students, they may incorporate a variety of collaborative structures. These structures are flexible. Teachers may change approaches depending on the needs of the students and the requirements of the content.Read through the list of structures on slide #15 and 16Field questions if necessary.
16 Team Teaching Strategies Collaborative Structures Station Teaching – content is divided and both teachers instruct separate groups, teaching different content.Alternative Teaching – one teacher teaches a small group while the other teaches the large group.Interactive/Team Teaching – teachers share instruction of whole group; activities are coordinated in one lesson.Read through the list of structures on slide #16Field questions if necessary.
17 What Can I Do to Make My Team Teaching Experience Successful? Collaboration requires commitment on the part of eachindividual to a shared goal, demands careful attentionto communication skills, and obliges participants tomaintain equality throughout their interaction (Friend,2000)Read question to participants.Say to participants:We are going to review key areas that teachers find critical to making models of team teaching successful.Give the participants time to read the slide.
18 Make Your Team a Success Get to know your team or co-teacherClarify roles and responsibilitiesMaintain effective communicationFocus on student learningMake time for planningConfront problems and disagreementsSay to participants:Working effectively with people takes time and effort. This is a list of the common areas that teacher in team models need to address. On the next slides we will look more closely at each area.READ THE BULLETS
19 Get to Know Your Team or Co-Teacher Identify values and beliefs relating to your teaching style and classroom environment you consider indisputableShare your philosophy of teachingDiscuss your goals for students’ level of achievementShare your goals for professional developmentInvestigate interpersonal stylesSay to the participants:Getting to personally know the teacher(s) on your team can improve communication.Teachers must work together to address personal issues and program requirementsREAD THROUGH THE BULLETSFor the last bullet:Examining interpersonal styles allows individuals an opportunity to reflect on their own styles of communication, organization methods, and thinking strategies.
20 Clarify Roles and Responsibilities Develop methods for holding one another accountable for agreed-on responsibilities and commitments.Set up regular assessments and discussion of the team’s functioning in setting goals for improving relationships and effectively accomplishing tasksArrange for both or all teachers to be actively involved in instruction.Allow teachers to change their collaborative structure (e.g., One Teach/One Assist)Allow both teachers opportunity to demonstrate knowledge and skillsSay to the participants:Together, teachers agree on roles and responsibilities of each member and how they will manage the needs of the students.READ THROUGH BULLETSRefer to handout “Defining Roles”Explain how this type of organizer can help teachers identify activities that must be done and also which teacher will have primary responsibility.
21 Maintain Effective Communication Develop interpersonal skillsClearly communicate your ideas and feelingsBe an active listenerConduct face-to-face interaction on a frequent basis"Seek first to understand, then to be understood."Stephen Covey (1990).Say to participants:Maintaining effective communication between members is essential to the success of team models. The following are suggestions to keep the communication channel open.READ BULLETSRefer to handout Communication Tool
22 Focus on Student Learning Identify students’ curricular, social and behavioral needsDiscuss student outcomes and expectationsDiscuss instructional practicesCreate progress monitoring systemsEstablish ongoing communication planSay to participants:Teams that focus on student learning are better able to identify and design strategies that meet the needs of all students. Listed are suggestions that can help teams keep instruction and learning as the central focus.READ THE BULLETS
23 Make Time For PlanningLack of time is identified most often as a key factor in teacher surveysWork with administration to create time for planning and consultationCreate flexible schedules for ESE teachers (e.g.,altering planning periods on certain days of the week)Say to participants:Finding time to plan is always a challenge, but without planning, teams will find it difficult to meet their goals. Teams should work with their administration to secure planning time and make it a priority.REVIEW BULLETS
24 Confront Problems and Disagreements Incorporate conflict management skillsAgree on how you and your team or co-teacher will resolve problemsBe proactive in creating solutions to anticipated problemsAddress problems as they arise, waiting may interfere with future relationship and negatively impact student learningAsk for assistance to solve complicated problemsSay to participants:It is inevitable that there will be problems. As in all relationships, it is best to confront problems and disagreements quickly. Listed are suggestions that teams can incorporate to prevent or address problems as they arise.
25 Ticket Out the Door One new thing I learned Two things you will put into practice from this overviewA question I haveMaterials: Ticket Out the DoorTell participants:Today we have reviewed some of the models of team teaching as well as the strategies that teachers use to make their team teaching experience successful. Please take a few minutes to complete the ticket out the door. (Optional) Any questions will replied through .