cc Principles of Effective Collaboration & Co-Teaching
May 25, 2015
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Principles of Effective Collaboration
& Co-Teaching
Why collaborate?
Collaboration: Increases instructional options Increases grouping flexibility in order to provide student
with individualized instruction and diverse learning experiences
Reduces stigma for children Increases professional support Meets the mandates of IDEA: Least Restrictive
Environment
Based on your experiences
What are the essential elements for implementing collaboration
that effectively supports student learning?
Four Principles that Promote Effective Collaboration
1. Respect of Knowledge and Skill2. Established Communication System3. Common Understanding of the Classroom
Environment4. Co-Accountability
1. Respect of Knowledge/Skill
Recognition that each educator brings a set of knowledge and skills
Both educators take an active role in supporting student learning
Mutual trust in abilities
How is this illustrated? What does a collaborative partnership look like when both educators mutually
respect each other’s knowledge and skills?
2. Established Communication System
Designated time to discuss student learning goals, accommodations, and instructional tools and strategies
Communication about teacher roles and responsibilities Interpersonal awareness and comfort with discussing
the professional relationship Active listening to understand the perspectives of
collaboration partnerWhat examples of an effective communication system
have you seen in action? What tools can teachers use to facilitate communication?
3. Common Understanding of the Classroom Environment
Shared understanding about classroom management, grading, the physical arrangement, familiarity with the curriculum, and implementing accommodations
Mutual ownership and expectations for student learning High acceptance for all students
Describe an instance when a common understanding of the classroom environment was not established?
4. Co-Accountability
Shared sense of responsibility to ensure access, involvement, and progress in the general education curriculum
Joint implementation of accommodations Co-planning, co-preparation, co-evaluation
Classroom Scenario: Frederick (see Snapshot IEP) receives instruction in a general education setting. Currently, he is not earning a passing grade in his science class. His parents are concerned that he is not receiving the appropriate services.
How would a team demonstrating co-accountability respond to this situation? How would their response differ from a
team that does not practice co-accountability?
Typical Role of the Special Educator
Learning strategist for all students Motivational techniques Curriculum accommodations and modifications Knowledge of IEPs and student disabilities
Typical Role of the General Educator
Content knowledge District and state curriculum
– Indicators and objectives– Pacing
Content development Classroom management for a standard class
size
Typical Role of Paraprofessionals
Check the students’ progress Provide individual or small-group tutorial
assistance Facilitate social interactions between students Receive guidance and instruction from the
classroom teacher and assist during the lesson Report back to the special education teacher
Venn Diagram Activity
Where do the roles of the general educator and the special educator overlap?
General Educator
Special Educator
Consultation Model
Students are grouped heterogeneously. General Educator presents instruction and makes
accommodations. Special Educator adapts instructional materials as
needed according to student’s needs. Other services include assessment, observation, and planning meetings.
Special Educators and General Educators make time to discuss students’ needs, services, and progress.
Consultation Model
Strengths Advance planning of
instructional accommodations
Flexibility in student scheduling
Challenges Requires frequent
communication Isolation and sense of
separateness if this is the only model used
Collaborative Teaching
Students are grouped heterogeneously.
General Educator and Special Educator collaborate in the same classroom setting.
Collaborative Teaching Models One Teaching, One Assisting Station Teaching Parallel Teaching Alternative Teaching Team Teaching
One Teaching, One Assisting
Both educators are present with one taking a clear lead in the classroom while other observes and assists students.
Click the icon to view the video
One Teaching, One Assisting
Strengths Limited teacher planning Provides basic support
to students with diverse needs
Challenges The “assist” teacher may
feel like a glorified teacher’s assistant
Students may question the “assist” teacher’s authority
Consider having the general educator and special educator alternate
roles between support teacher and lead teacher.
Station Teaching
Teachers divide instructional content into several segments and present the content in separate stations around the classroom.
With two stations, the General Educator and Special Educator each teach their half of the content and then switch groups. Alternatively, both teachers may move between groups in order to provide support.
If students are able to work independently with content, a third station may be established.
Click the icon to view the video
Station Teaching
Strengths General Educator and
Special Educator maintain equal status
Co planning allows for both the General Educator and the Special Educator to provide input in their area of expertise
Challenges This approach requires
significant pre-planning in order to divide up the content
The content in Station Teaching lessons cannot be dependent on the order in which content is being presented due to the student rotation
Parallel Teaching
General Educator and Special Educator plan instruction jointly, but each delivers instruction to a heterogeneous group consisting of approximately half the class.
Click the icon to view the video
Parallel Teaching
Strengths Lowers student to
teacher ratio Allows for increased student
interaction and/or student to student interaction
Allows the teacher to monitor individual student progress and understanding more closely
Challenges General Educator and
Special Educator need to coordinate teaching so that students receive essentially the same instruction within the same amount of time
Noise levels may be high
Alternative Teaching
One teacher works with a small group while the other teacher interacts with the larger group.
Small groups can be pulled for pre-teaching, re-teaching, enrichment, interest groups, special projects, make-up work or assessment groups.
Click the icon to view the video
Alternative Teaching
Strengths All students, including
students with disabilities, benefit from small group instruction.
If the General Educator and Special Educator alternate roles, equal status is maintained.
Challenges Be careful to pull small
learning groups that span various purposes. The small learning groups should not always be your students with special needs.
Consider having the general educator and special educator alternate roles between support teacher and lead teacher.
Team Teaching Both the General Educator and the Special Educator share
the instruction of students. One teacher may lead discussion while the other models or
demonstrates. Team teaching affords the ability to model quality team and
interpersonal interactions.
Click the icon to view the video
Team Teaching
Strengths Allows both teachers to
blend their teachings styles and expertise
Challenges Requires more planning Requires high levels of
trust and commitment
How do teachers decide which model to implement?
Consider: Lesson objectives Students’ needs Available resources Educator expertise
How is each Principle of Effective Collaboration demonstrated in the consultation and co-teaching models?
Principles of Effective Collaboration
Consultation & Co-Teaching Models One Teaching One Assisting Station Teaching Parallel Teaching Alternative Teaching Team Teaching
Respect of Knowledge and Skill
Established Communication System
Common Understanding of the Classroom Environment
Co-Accountability
“Much like the effective doubles team in tennis, when one teacher moves to the left of the room, the other moves more to the middle of the room so that the classroom is always effectively covered.”
– “Understanding Co -Teaching Components”, CEC, 2001
Additional Resources on Co-Teaching
Common Co-Teaching Issues. Retrieved from http://www.ttac.odu.edu/articles/comcotch.html
Co-Teaching. Retrieved from http://coe.jmu.edu/esc/Consortium_Co-Teaching.shtml Carroll (2001). Considering Paraeducator Training, Roles, and Responsibilities.
Teaching Exceptional Children 34(2), 60-64. Elliot & McKenney (March/April 1998). Four Inclusion Models that Work. Teaching
Exceptional Children 30(4), 54-58. Erin (1998). The Teacher-consultant. Education of the Visually Handicapped 20(2), 57-
63. Gately & Gately (March/April2001). Understanding Coteaching Components. The
Council for Exceptional Children. Retrieved from http://journals.cec.sped.org/EC/Archive_Articles/VOL.33NO.4MARAPR2001_TEC_Article6.pdf
Klingner & Vaughn (Winter 2002). The Changing Roles and Responsibilities of an LD Specialist. Learning Disability Quarterly 25(1), 19-31.