Co-Teaching as a Service Delivery Model Elaine Crane SE Teacher Waterbury Public Schools.

Co-Teaching as a Service Delivery Model

Elaine CraneSE Teacher

Waterbury Public Schools

Where Are You Now?

• Previous Training on Co-Teaching

• Levels of Use of Co-Teaching

• How Do You Plan to Use the Information from Today’s Session?

Gallery Walk Activity

•Go to your assigned poster with your group.

•Using your dots, indicate your answers to each statement on the chart.

What is co-teaching? How does effective co-teaching lead

to greater student achievement? How does co-teaching allow for

meeting the needs of all students in a general classroom, including students with disabilities?

? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?

? Essential Questions ?

QUIET SIGNAL

1. Hand up , Stop Talking, Stop Doing

2. Signal Others

3. Look

4. Listen

• two (or more) educators or other certified staff,

• contract to share instructional responsibility,• for a single group of students,• primarily in a single classroom workspace,• for specific content (objectives),• with mutual ownership, pooled resources, and

joint accountability,• although each individual’s level of

participation may vary.

Co-teaching is a service delivery system in which:

Marilyn Friend, Ph.D.

Continuum of ServicesContinuum of ServicesHospital or Institution

Homebound Instruction

Residential School

Special Day School

Full-Time Sp. Ed. Classroom

Sp. Ed. Classroom w/part-time in Gen. Ed. Classroom

Gen. Ed. Classroom placement w/resource room assistance

Gen. Ed. Classroom Placement with Itinerant Special Assistance

Gen. Ed. Classroom placement with Collaboration Teacher Assistance

Gen. Ed. Classroom Placement with Few or No Supportive Services

Most

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Least

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Special education is a service NOT a place.

Responsible Inclusive Practice means… Students with disabilities attend the neighborhood school they would attend if they were not disabled.

Each child is in an age-appropriate general education classroom.

Every student is regarded as a full and valued member of the class/school community.

Special education supports are provided within the context of the general education classroom.

No child is excluded on the basis of type and degree of disability.

The school promotes cooperative/collaborative teaching arrangements.

Service Delivery Systems in Inclusive

Schools• Support in Classrooms• Consultation• Teaming• Co-Teaching• Informal Problem Solving• Instruction in a Separate Setting• Collegial Staff Development

“With two teachers delivering instruction and increasing the

instructional options for students, all students can have

more opportunities to participate actively in their

learning.”

(Friend & Cook, Interactions, 2000)

Why co-teach? What do we want? What goals are we trying to achieve?

• Increased Academic Learning• Improved Student Self-Efficacy for

Learning• Enhanced Intrinsic Motivation for

Learning• Self-Directed Learning Behaviors

Benefits of Co-Teaching

Students with IEPs• Reduces stigma• Improved instruction• Continuity of instruction• Higher expectations

Students without IEPs• Increases understanding and respect for students with special needs• Improved instruction• Continuity of instruction

Teachers• Support• New sense of expertise• Combination of strengths and resources• Allows more time to reflect, monitor, assess, and adapt instruction• Classroom management

Other• Builds a heterogeneously- based classroom community• Meeting individual student needs• Lowers student/teacher ratio

(Friend)

• Strategies are integrated into classroom routines

• Skills are generalized to authentic task• Immediate application of strategies• Opportunity for daily practice• Strategies used across the curriculum• Problem-solving is built into lessons

Instructional Benefits

The Power of Two Video Clip

Co-Teaching Approaches

• One Teach, One Observe• One Teach, One Drift• Station Teaching • Parallel Teaching• Alternative Teaching• Team Teaching

Basis for Selecting a Co-Teaching Approach

Student characteristics and needs

Teacher characteristics and needs

Curriculum, including content and instructional strategies

Pragmatic considerations

One Teach/One Observe

One Teach, One Observe

Why?• To gather data• To analyze data• To check student

progress• To compare

target students to others

When?• In new co-

teaching situations

• After questions arise about students

• As a deliberate part of a lesson

One Teach/One Observe

Planning for One Teach/One Observe

Determine:• who is doing the observing• which student(s) to observe• what objective/behavior• when, how often

One Teach/One Drift

One Teach, One Drift

Why?• To provide

unobtrusive assistance to all students as needed

• One teacher has a particular area of expertise

When?• In new co-teaching

situations• The lesson lends

itself to delivery by one person

• As a deliberate part of a lesson when students need close monitoring

One Teach/One Drift

Planning for One Teach/One Drift

Determine:• who is doing the “drifting”• which student(s) to assist• what objective/behavior• when, how often

Station Teaching

Station

Why?• To lower

student/teacher ratio• To teach several

topics at once• To teach complex

material that is not hierarchical

When?• Students need to

work in smaller groups

• As a deliberate part of a lesson

Station Teaching

Planning for Stations

Determine:• what objective/concept• who is doing which station

(prep)• how you will group students • how long at each station

Parallel Teaching

Parallel

Why?• To lower

student/teacher ratio• To foster

participation in discussions

• To monitor students more closely

When?• As new topics are

introduced• To review for tests,

drill and practice, or re-teaching a topic

Parallel Teaching

Planning for Parallel Teaching

Determine:• what objective/concept• what materials (same/different)• how students will be grouped• how much time for the lesson• will there be large group sharing• what sponge or backup activity will

be used if groups don’t finish at same time

Alternative Teaching

Alternative

Alternative

Why?• If a small group of

students needs remediation

• For enrichment• For assessment

purposes• If mastery of a

concept varies

When?• “Flu” group• Friday review• Pre-teaching

Alternative Teaching

Planning for Alternative

Determine:• why there is a need • which students need to be in the small

group

• what objective/concept will be covered in each group

• when, how long

Team Teaching

Team

Why?• To demonstrate

interaction to students (role playing, modeling)

When?• Teachers have a

high sense of comfort working together

Team Teaching

Planning for Team Teaching

Determine:• what objective/concept • what impact from “Power of 2”• when, how long

Basis for Selecting a Co-Teaching Approach

Student characteristics and needs

Teacher characteristics and needs

Curriculum, including content and instructional strategies

Pragmatic considerations

Use of Approaches

0

5

10

15

20

25

30

Start of Year End of Year

OneTeach/ Observe

One Teach/ Drift

Stations

Parallel

Alternative

Team

Teams are encouraged to use all six approaches but a focus should be on the three with the greatest instructional time provided to students.

Services for at-risk students often are most effective when teachers pool their expertise and creative energies.

(Dettmer, Thurston, &Dyck, 1993.) 

PARITY – PARITY - PARITY

Just whose classroom is it anyway??

Parity, Parity, Parity

• Both teachers’ names are on the board.• Both teachers’ names are on report

cards.• Both teachers have space for personal

belongings.• Both teachers have adult-size furniture.• Both teachers take a lead role in the

classroom.• Both teachers talk during instruction.

Parity, Parity, Parity

• Both teachers give directions or permission without checking with the other teacher.

• Both teachers work with all students.

• Both teachers are considered teachers by the students, parents, administrators and other staff.

Topics for Co-Teachers to Discuss

• Instructional content and expectations for students

• Planning, including time to do it and who does which part

• Instructional format, including who will do which part of the instructional delivery

• Parity, or how it will be clear that both educators have the same status in the classroom

• Responsibilities and procedures for substitutes

Topics to discuss, cont.

• Space, related to both students and teachers

• Noise and each educator’s tolerance for it

• Instructional routines• Organizational routines• The definition of “help”• Discipline procedures for the classroom• Confidentiality• Pet Peeves

Topics to Discuss, cont.

• Safety matters (e.g., for students with hearing impairments)

• Feedback, including when and how to discuss issues with each other

• Student evaluation, including grading

• Teacher chores such as grading, duplicating, assignment preparation, and so on

Round Robin

• Take 1 minute for individual reflection and/or brainstorming.

• In teams of 4, each member takes a turn sharing their answer.

• This continues until time is called.

At your table, pick a song that identifies co-teaching.

How to reach us …

Elaine CraneNorth End Middle School

(203) 597-8097

Alice Henley(860) 632-1485 X311

[email protected]