1. Collaborative Efforts in the Classroom By Constance Dixon-Sorogane & Sabrina Yacoub Special Education Coordinators This session will review how co-teaching methodologies can be applied when working in Teacher/ParaEducator relationships to promote student learning and independence. PAUSD - Powerful Practices

2. Collaborative Efforts in the Classroom AGENDA 1.Purpose and qualities of instructional support. 2.The importance of promoting student independence 3.Activity #1 4.Activity #2 part A 5.Collaborative instructional models 6.Activity #2 part B

3. What is my purpose in the classroom? Seamless Instructional assistance & promotion of student independence: ✓ Students ✓ Teachers

4. 1. Comfortable with students 2. Effective communicator 3. Team player 4. Organized 5. Observant 6. Trustworthy Model Great Qualities: Para-professional

5. Transitioning Students for Independence What comes to your mind?

6. How does independence look? ◆ Empowerment = ability to self-initiate ◆ Prepared for class ◆ Increased organizational skills ◆ Peer interaction appears more positive (even when student is quiet natured) ◆ No prompting for class transitions ◆ Seeks help when needed (eliminate learned helplessness)

7. There is a clear connection between organization and academic success. ▪Consistent expectations ▪Monitoring student progress (observation and/or for a specific task) ▪Being positive & Rewarding ▪Praise ▪Encourage ▪Willing to make mistake ▪Body language How do I support Independence

8. Transitioning Students for Independence What type of support are you? ◆ Sit adjacent to student? ◆ Help all students in classroom? ◆ Instruct small groups? ◆ Follow behavior plan or goals? ◆ Keep an organized notebook/binder (as needed)? ◆ Do you take a “temperature” of the room, teacher, or child when determining level of supports needed at that moment?

9. Collaborative Instructional Models By Sabrina What are the different ways we can work together in the classroom to ensure student success?

10. Let’s take your Co-Teaching temperature Define the following: 1.Supportive Co-Teaching 2.Complementary Co-Teaching 3.Parallel Co-Teaching 4.Team Co-Teaching 5.Supplementary Instruction 6.Split Class 7.Cooperative Group Monitoring 8.Stations or Learning Centers 9.Rotation 10.Learning Style Focus Have you tried any of them? Activity #2 part A Collaborative Instructional Models

11. Supportive Co-Teaching ●One person takes the lead instructional role and the other rotates among the students to provide support. The person taking the supportive role watches or listens as students work together, stepping in to provide 1:1 tutorial assistance when necessary, while the lead instructor continues to direct the lesson. Collaborative Instructional Models

12. Complementary Co-Teaching ●One instructor does something to enhance the instruction provided by the other. For example, one may paraphrase the other’s statements or model note-taking skills on a transparency. Sometimes, one will pre-teach the small group social skills required for successful cooperative group learning and then monitors as students practice. Collaborative Instructional Models

13. Team Co-Teaching ●Two instructors plan for and fluidly co-present the information at the same time or model a partnership activity they want the students to do. Collaborative Instructional Models

14. Parallel Co-Teaching ●Two people with different groups of heterogeneous students in different sections of the classroom. These two people may rotate among groups, and sometimes there may be one group of students that works without an instructor for at least part of the time. Collaborative Instructional Models

15. The Many Faces of Parallel Co-Teaching ●Supplementary Instruction: One teacher with rest of class providing instruction, the other with a group requiring extra assistance ●Split Class: Each teacher responsible for a particular group ●Cooperative Group Monitoring: Each teacher responsible for multiple groups ●Stations or Learning Centers: Each teacher responsible for a station or LC ●Rotation: Same as stations/LC, but teachers rotate to groups, rather than students. ●Learning Style Focus: Each teacher responsible for implementing a learning style focus Collaborative Instructional Models

16. Can you think of any others? Collaborative Instructional Models

17. Revisit your Co-Teaching temperature 1. Think about the following questions and journal to yourself: ■What did you learn? ■What would you like to try tomorrow after collaborating with your partner? ■What would you like to try by the end of the year with your partner? ■*Draft a measurable goal for the year 2.Pair-Share the answers to your questions and your goal for the year Activity #2 part B Collaborative Instructional Models