Co-Teaching

Co-Teaching

Presented byDr. Eugenia Damron

RESA 2 Special Education Director

A recorded version of this presentation will be posted tohttp://wvde.state.wv.us/osp/sebta.html

“Our challenge as educators is to make sure that we provide all children in our public schools the opportunity for success. Teachers of children with special needs understand this challenge more than most. They are dedicated individuals who have a passion for teaching and high expectations that every child can learn given an opportunity.” – James B. Phares, Ed.D.

• Understanding definition of Co-Teaching• Identify components of effective Co-

Teaching• Identify practical strategies

Combination of the works • Anne Beninghof • Marilyn Friend

Objectives

Two or more adults simultaneously instructing

a heterogeneous group of students in a coordinated fashion.

-Anne Beninghof

What is Co-Teaching?

• Provides Specialized Instruction

“…the content, methodology, or delivery of instruction to address the unique needs of the child…”

IDEA 2004

Why do We Need to Co-Teach?

ImprovedStudent

Outcomes

• Support for Personalized Learning – Targeted instruction within the classroom– Meeting the needs of all students– Focusing on the social/behavioral and academic

needs of every child

Co-Teaching and SPL

The West Virginia Support for Personalized Learning (SPL) framework is a state-wide initiative that suggests flexible use of resources to provide relevant academic, social/emotional and/or behavioral support to enhance learning for ALL students.

SPL is designed to improve outcomes for students with a variety of academic and behavioral needs.

Framework

• ALL Students can learn and achieve high standards as a result of effective teaching.

• ALL students must have access to a rigorous standards-based curriculum and research-based instruction.

• Intervening at the earliest indication of need is necessary for student success (Prek-12).

• A comprehensive system of multi-level instruction is essential for addressing the full range of student needs.

• ALL members of the school community must continue to gain knowledge and develop expertise in order to build capacity and sustainability.

Core Principles

Policy 2510

Co-Teaching and Next Generation CSOshttp://wveis.k12.wv.us/Teach21/public/ng_cso/NG_CSO.cfm

What can I do as a co-teacher to help my

students master NxGs?

http://wvde.state.wv.us/spl/Documents/spl_guidance_document.pdf

SPL Glossary Pages 43-45

Where do we start?

What do co-teachers do together that is

substantively different and better for kids than

what each teacher would do alone?

Murawski and Lochner, 2010

• Each teacher is equally valued and makes unique contributions to the learning experience

• Both have equal power in decision-making

• Teachers are respectful of each other

Collaboration

Team Development Wheel of

Stages

1Forming

2Storming

3Norming

4Performing

Parity

• 1. How will we establish parity among ourselves?• 2. When/How will we plan?• 3. How will roles be determined?• 4. How will we handle grading, parent phone calls,

IEP meetings, etc.• 5. How will we handle various behaviors?• 6. How will we divide up routines/tasks?• 7. Where will the co-teacher’s materials/supplies be

kept?

Parity Questions to Discuss

• 1. Put both teachers’ names on classroom materials• 2. Put both names on door outside classroom• 3. Use plural language• 4. Share responsibility of handling logistics

(attendance, etc.)• 5. Establish roles• 6. Understand/Respect one another’s teaching styles.• 7. Both should represent the class at problem solving

team meetings.

Ways to Establish Parity

• Differences in teaching styles• Differences in philosophical approaches• Ethics and belief systems• Feelings of insecurity• Issues of trust• Issues of confidence in each other • Organization style

Potential Barriers

Planning

• Plan for planning in advance• Exchange teaching materials before you meet• Honor starting and ending times• Stick to task Schedule your next collaborative meeting

before you end Keep a short log of your meetings Speak from “we” point of view

Planning

3 Components of “True” Co-teaching

Co-Plan

Co-InstructCo-Assess

What It Is… Teacher A has primary responsibility for planning

lesson/unit of study. Teacher B shares in delivery, helps monitors and

evaluate.

One Teach/One AssistLead and Support

• What It Is… Teacher A has primary responsibility for planning

and delivering a unit of instruction. Teacher B determines and provides adaptations for students who are struggling.

One Teach/One AssistAdaptation

• What It Is… Teacher A has primary responsibility for designing

and delivering Teacher B adds and expands with questions,

rephrasings, anecdotes, or may record important information on board or charts.

One Teach/One AssistSpeak and Add/Chart Model

One Teach, One Assist

Whole ClassAB

• What It Is…

Both teachers plan and instruct. Teachers take turns delivering various parts of lesson.

Teaming

Whole Class

A B

• What It Is… Both teachers plan and design. The class splits

into two groups. Each teacher takes a group for the entire lesson.

Parallel Teaching Model

Half of Class

Half of Class

A B

What It Is… Teacher A is responsible for overall instruction

while Teacher B is teaching a small group of specific skills they have not learned

Example: Targeted Group

Station Teaching Model

Small Group

Small Group

A BSmall Group

• What It Is… Students are divided into 2-4 groups based on their

instructional level. Each teacher takes primary responsibility for one or two groups.

OR Instruction may take place in groups or whole group

setting with differentiated levels.

Skills Group Model

• Have directions spelled out• Have predetermined start/end times written down• Prepare an activity for early finishers• Have rotation signs posted • Allow students to work in pairs (if needed)• Use independent groups to provide Kinesthetic opportunities• Have “Independent Group Rules/Procedures” in place and

review at beginning

Tips for Managing Independent Groups

Co-Teaching ChecklistWhat does co-teaching look like in action.

What is the evidence?

Look Fors Listen Fors

Ask Fors

Murawski and Lochner

Thank YouPower Point and Resource

ContributionsKaren Ruddle

Wendy Murawski Wendy Lochner

Eugenia Damron, [email protected]

Thank you for your participation. At the

conclusion of this webinar,please download the

NCIPP mentor-mentee attachments.

If you require additional assistance please contact the Office of Special Programs

304-558-2696