CO-TEACHINGDAY 2

PLANNINGA Value-Added Relationship

Agenda

◦ Groups—why and how they work (research)—more choices◦ Teacher-run groups

◦ Student “independent” groups

◦ Collaboration/Shared Leadership and Its Impact on Student Achievement◦ Why the developmental continuum is important to both co-teachers and student achievement

◦ What the research says about collaboration and learning

◦ What to Share/Discuss/Present to the Administration and How (whole class strategy)

◦ Team Planning:◦ Your partnership’s next steps in development (use rubric to select priorities)

◦ Your classroom’s design for planning for the partnership, for the year, for each week, for special lessons

◦ Your school’s next steps in Co-Teaching Development◦ Discussion with principal about the research

◦ Partnerships need to have time to develop

◦ Co-teachers need common planning time

◦ How can a full-year’s overview planning be supported?

◦ Should paraprofessionals be included in the conversation?

◦ http://ddmsbrady.wikispaces.com/Co-Teaching+FSC

Groups/GroupingUsing groups effectively

◦ The Models can provide: Tutoring, small group, independent activities, teacher-led activities, large-group activities

◦ Consider how much time to spend in each grouping (from very brief to a few days, to every Thursday.

◦We have not considered independent work carried on by a group (Literacy Circles is a familiar group)

◦Writer’s Workshop is a model/routine that can be used to provide time for independent work, feedback, tutoring, small group work, mini-lessons

◦Homework club for math can become a team-based routine during which

Research on What Learners Need

◦ Great 8: Eight Brain-Based Perspectives1. Feel Good: Social, Emotional, Academic

2. Connected to Real Life

3. Active Application of Information

4. Challenging (Zone of Proximal Development)

5. Coaching/Time for Learning

6. Use it or Lose It

7. Reflection, Metacognitive Awareness

8. Plan next steps

https://www.youtube.com/watch?list=PL0134792CEB4EF46D&index=5&v=p_BskcXTqpM&app=desktop

5copyright 2008 Ribas Associates

Judy Willis (2007) p. 71 The Gully in the Brain-Glitch Theory. Educational Leadership tnb 113b

Recent neuroimaging studies have found increased levels of dopamine in people’s brains during pleasurable and positive experiences.

Dopamine is the neuro- transmitter associated with attention, memory, learning, and executive function.

When students enjoy the lesson or activity in which they are participating, their brain actually releases chemicals that increase their ability to remember the content they are learning.

6copyright 2008 Ribas Associates

Judy Willis (2007) p. 71 The Gully in the Brain-Glitch Theory. Educational Leadership tnb 113b

Recent neuroimaging studies have found increased levels of dopamine in people’s brains during pleasurable and positive experiences.

Dopamine is the neuro- transmitter associated with attention, memory, learning, and executive function.

When students enjoy the lesson or activity in which they are participating, their brain actually releases chemicals that increase their ability to remember the content they are learning.

7copyright 2008 Ribas Associates

Judy Willis (2007) p. 71 The Gully in the Brain-Glitch Theory. Educational Leadership tnb 113b

Recent neuroimaging studies have found increased levels of dopamine in people’s brains during pleasurable and positive experiences.

Dopamine is the neuro- transmitter associated with attention, memory, learning, and executive function.

When students enjoy the lesson or activity in which they are participating, their brain actually releases chemicals that increase their ability to remember the content they are learning.

8copyright 2008 Ribas Associates

Reasons to Use Partners and Groups

1. Well structured group and partner work increases motivation

2. Activities should be changed every 20 minutes to keep the brain at optimum learning

3. Group work can be varied by time (a minute to a term), purpose, activity, and participants.

4. Businesses cite the ability to work in cooperative groups as essential for success in today’s job market

5. NEASC reports are now indicating the need for more group work in some high schools

6. Groups can Increase a teacher’s ability to differentiate instruction and spend more time with at risk students

7. Facilitating group work is less physically exhausting for teachers than lecturing

8. It can provide opportunities for the gradual release of responsibility toward student independence

9. It can provide opportunities for students to try out academic language (Socratic Seminars, Seminars)

10. Group work can be scaffolded to bring students to higher levels of thinking

Top Ten Group TypesGroup Type # in

groupUseful for

Dyad, Processing Partners, PairedVerbal Fluency, Think-Pair-Share

Breaking down social barriers (short)Breaking learning into manageable chunks

Jigsaw Everyone is an expert and has an essential role

Interactive Annotation, Reading, Note-Taking

Working collaboratively can give students time to talk, think, organize

Peer Assisted Learning Strategies Alternating tutor/learner roles

Get the Gist Chunking reading into smaller digestible piecesRe-reading

Inner and Outer Circle Action by half of the classAnalysis by the other

Reciprocal Teaching Routine for reading closely

Socratic Seminars, Pinwheel Providing opportunities for students to use academic language

Carousel Brainstorming IntroductionSummarizer of large amounts of material

Fishbowl Scaffolding academic conversations

10copyright 2008 Ribas Associates

Top 10 Considerations for Effective Class Groups That Run “Independently”

GB 92-96 PET IIA8,A9,A13,B3 IIIA6, IVB

1. Plan, plan, plan

2. Specify how participation as individuals and as a group will be assessed before they begin

3. Directly teach behavioral expectations

4. “Small Groups” generally should be no larger than 4 or 5

5. Assign specific jobs for each student

6. Clearly delineate goal for the entire group

7. Visit all groups; not all groups need equal teacher time

8. Provide a routine for asking for assistance from the teacher or from peers

9. Establish procedures for what students should do when the task is completed

10. Specify time; monitor time throughout the process (timer, “Two more minutes.”)

Supportive

Parallel

Small Groups Duet

Small Groups

THE PARTNERSHIPCOLLABORATION

Agendas, Year-long Goals, Lesson and Unit Planning

Sharing Decision-Making Power

Sharing responsibilities is essential for the co-teaching team’s success.

Distributed Leadership has a positive impact on student learning when co-teachers have a thoroughly equal partnership in all areas.

Based upon the Distributed Functions Theory of Leadership developed by Spillane et al, this shared leadership means that the co-teachers make all major decisions about the classroom, the students, the models, assessments, and instructional strategies in a collaborative manner (Spillane and Diamond 2001).

In recent research Erika Engel Small and Joan R. Rentsch describe shared leadership as an “emergent team process” in co-teaching (Small and and Rentsch 2010, 203) and found that the level of cooperation when making decisions and sharing power was positively related to team performance. As importantly, the longitudinal analysis of students’ performance over time clearly showed that shared leadership “increased over time” and its increase was directly related to both trust and a commitment by both teachers for parity (210)

The Five Dysfunctions of a TeamPatrick Lencioni

Inattention to Results

Avoidance of Accountability

Lack of Commitment

Fear of Conflict

Absence of Trust

Status and Ego

Low Standards

Ambiguity

Artificial Harmony

Invulnerability

SCHOOL-LEVEL COMMUNICATION

Principal, administrators, coaches, colleagues

ACTION PLAN

Bringing the Information to Your School

Co-teaching can:• Improve students’ self-efficacy and self-esteem through an inclusive, challenging class• Improve the co-teachers’ attitude toward their jobs by increasing theirsense of

effectiveness and purpose• Improve student achievement if provided supports that include:

• Time to plan, collaborate, and assess whole-class and individual students’ progress

• Professional development, coaching, and support in attaining the high standards of a high performing team

• School-wide recognition of the importance of

• Teaching all students

• Challenging all students

• Having high expectations for all students

This is all research-based.

PlanningObjective Action Persons

Responsible Timeline Indicator of Success

I. Talk to principal about co-teaching

Brief IntroductionDysfunction 1: Inattention to Results: I am here to prove that what I want is right. I don’t care about OUR goals; MY priorities should be everyone’s. Go ahead, give a suggestion. I come right back with my idea again and again and again.

Dysfunction 2: Lack of Accountability: Data, data, data, do I really need to keep track every week? I’m drowning in data. Can’t we just pick a program and use it? And keeping minutes? Who do we send them to, Big Brother? Micro-management, that’s what this is all about.

Dysfunction 3: Lack of Commitment: I have papers to correct. Can’t we just work in our rooms? I get so much more done. This is just a waste of time. In a year, this will be all gone and we’ll be on to something new with new jargon. I’ve been here a long time. Nothing really changes; they just rearrange the deck chairs.

Dysfunction 4: Fear of Conflict: I agree with everyone. Can’t we all just get along? Just take a secret ballot and end the talk? We should just accept things as they are. Why make waves?

Dysfunction 5: Lack of Trust: The other schools never follow through. We’re the only school that really implements what we’re supposed to do the way we’re supposed to do it. And even when we do, there’s always someone in my room checking on me. They’re just tying to take care of their favorites and anyone that wants to disagree is gone.

High-Performing Co-Teaching Team When 1 + 1= more than 2

◦ Co-teachers need to have 4 ongoing critical conversations about their relationship and their classroom. Co-teachers need to consistently revisit and reflect on how they:

◦Define the Partnership: Partners develop a shared vision, establish roles and responsibilities, and lay the collaborative foundation that may need adjusting throughout the year. Co-Plan, Co-Teach.

◦ Examine Data: Together they focus on results, use data about students to make instructional improvements and become more adept at adjusting materials and instruction to support each student

◦ Improve Instruction: They focus on ways to provide more value as a twosome than one teacher could do alone and continue to learn together about research-based methods that work for their students

◦ Expand Impact: They recognize that they are part of a school system and that they need to have administrative support for their work together and for professional development that will support the school and the team’s capacity for improving instruction (Chapman and Hyatt 2011, 10-11).

Weekly AgendaMeeting Date

People Present

Minutes Recorded by:

Follow-Ups necessary:

AGENDA

Time5 min

Review Agenda and Positive Results since the last meeting

5 min Review the Co-Teaching Progress Rubric/Tracker to make sure you keep all of your priorities in focus 

5-10 min

Review student needs, student work, student data

30 min Plan for the next week using agreed-upon weekly lesson planning document or daily lesson planning document

10 min Review tasks for participants for the next week

5 min Plan for next meeting: time, place, participants, topics

Weekly Lesson PlanningDay of week/

ContentWhole Class: One teach/One

observes One teaches/One

drifts One teaches/One

assists or supports One teaches/One

adapts the curriculum 

Small Groups Small Group

Parallel Teaching

Alternative

Skill Group

Learning Styles

Stations

 

Materials, Tasks Teacher A

Materials Tasks Teacher B

MondayContent:

   

TuesdayContent:

     

WednesdayContent:

     

ThursdayContent:

     

FridayContent:

     

3-days a Week Co-Teaching PlanDay of week/

ContentCo-teaching

ModelsMaterials, Tasks

Classroom TeacherMaterials, Tasks Special Educator

Materials , TasksPara-Educator

MondayContent:

Classroom Teacher alone

Homework ClubIntroduces addition of double digit numbers using number line and manipulatives. Students usual seats are in groups of 4

   

TuesdayContent:

  Homework ClubMini lesson whole class on addingThen three groupsGroup A: word problem solved in 2’s

Re-teach Monday’s lesson to small at risk group

Students at computers work through program on addingGroup C:

WednesdayContent:

  Homework ClubWorks with group C on Problem Solving

Problem solving with group B

Group A on computers

ThursdayContent:

  Math Puzzler—problem solving Group CChallenging

Math Puzzler—problem solving Group B—at standard

Math Puzzler problem solving Group Sat standard

FridayContent:

Teacher alone Math Read aloudBack to usual seats to illustrate math read aloud new problem

   

Elementary Unit Plan (in handout)Unit/LessonCharacter traits and adjectives leading up to writing a paragraph about a characterStandard(s) (District or State)Common Core Reading Literature (RL), Speaking and Listening (SL), and Writing (W) standards:SL 3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.W 3. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.L.3. 4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on

grade 3 reading and content, choosing flexibly from a range of strategies.What students will know and be able to do at the end of the unit/lesson. Retell part of a read-aloud story when they’re given the text. Share their story with the class.Collect powerful vocabulary words that they want to use in their writing.Create a museum collection and list the words that a collector would need to now.Assessments: Formative: (observation, conference, quizzes, group work, rubrics)Summative: (test, performance-based task, etc.)Sequence of Lesson/Activities: How will you support and scaffold students’ learning as they move toward mastery?

1. Whole class introduction/mini-lesson, etc.: Jane read a story. Richard gave instructions for group work and modeled how to write a summary of a selected part of the text to share.2. Flexible group activities: The students move to a second group and read a two-page passage closely and work together to create a summary to share.3. Wrap-up/Evaluation (exit slip, hand in work, observation, quiz, etc.) Students handed in their summaries. Day 2 Students begin their collection journals as a class. They select words they liked from The Boy Who Loved Words and Richard posts them on the class word wall for powerful words. Students begin their journals then break up into groups based on books that they are reading. The ELL group is together. Students select words from their books and enter them into their journals. They select 4 words to share with the class. Each student in the group picks his or her favorite word. The whole class meets and each student contributes a word for the powerful word collection.  

Whole Unit Planning

Unit/Lesson NameStandard(s) (District or State)What students will know and be able to do at the end of the unit/lesson. Assessments: Formative: (observation, conference, quizzes, group work, rubrics)Summative: (test, performance-based task, etc.)Sequence of Lesson/Activities: How will you support and scaffold students’ learning as they move toward mastery?1. Whole class introduction/mini-lesson, etc.:2. Flexible group activities: 3. Wrap-up/Evaluation (exit slip, hand in work, observation, quiz, etc.)

Co-teaching Model(s) Supportive Model (Whole Class) Parallel Model (Small Groups) Complementary/Side-by-Side (Whole Class)

Teacher A Responsibilities  

Teacher B Responsibilities

Grouping Strategies (Seating Arrangements) 

Group A Students (identify by table, group, name)

 

Group B Students(identify by table, group, name)

 Paraprofessional Role

(Optional)Paraprofessional Materials

(Optional)Accommodations, Modifications, and Materials for this

unit/lesson 

Accommodations, Modifications, Materials for this unit/lesson

 Evaluation of Group A Evaluation for Group BFollow-up Notes to Share with Co-Teacher Follow-up Notes to Share with Co-Teacher

Elementary LessonUnit/Lesson

Standard(s) (District or State). 

What students will know and be able to do at the end of the unit/lesson.

Assessments: Formative:Summative:

Sequence of Lesson/Activities: How will you support and scaffold students’ learning as they move toward mastery?

Elementary Unit LessonCo-teaching Model

Supportive Model (Whole Class) Parallel Model (Small Groups) Complementary/Side-by-Side (Whole Class)

_____________Responsibilities Richard’s Responsibilities

Grouping Strategies (Seating Arrangements)

Group Students (identify by table, group, name)

 

Group Students(identify by table, group, name)

. 

Accommodations, Modifications, and Materials for this unit/lesson

  

Accommodations, Modifications, Materials for this unit/lesson

Evaluation of Group A 

Evaluation for Group B 

Follow-up Notes to Share with Co-Teacher.

Follow-up Notes to Share with Co-Teacher

Developmental Continuum of High Performing Co-Teaching Teams (use highlighter)

Criteria  Novice Developing Proficient High-Performing

Team

Next Steps

Partnership

Begin to set goals using Co-Teaching Progress Rubric/Tracker

Begin to clarify on roles and responsibilities using Teacher Skills Survey

Begin to set standards for classroom routines, behavior using the Roles and Responsibilities Matrix

Develop daily/weekly communication plan  

Measure progress on goals fairly often and adequatelyRoles and Resp. getting clarified Norms generally observed Meetings mainly effective Problem solving protocol mainly worksDaily/weekly communication plan mostly works Other: 

Measure goal progress generally consistently Roles and Resp. generally consistently clarified Norms observed generally consistently Meetings generally are effective Problem solving protocol works generally effectively Daily/weekly communication plan generally works reliably Other

Goals are mutually shared and measured by each teacher and team consistently Roles and Resp. consistently clarified Norms observed consistently Meetings consistently effective Problem solving protocol works well consistently Daily/weekly communication plan consistently works efficiently Other

 

Co-planning

Begin to plan for full year’s meeting schedule

Develop agenda format

Develop Lesson Plan format (long form)

Develop weekly lesson plan format (short form)

  

The full year’s meeting schedule mainly works The agenda format mainly works Lesson Plan format (long form) mainly works Weekly lesson plan format (short form) mainly works  

The full year’s meeting schedule generally works effectively and consistently The agenda format generally works effectively and consistently Lesson Plan format (long form) generally works effectively and consistently Weekly lesson plan format (short form) generally works effectively and consistently  

The full year’s meeting schedule works effectively and consistently The agenda format works effectively and consistently Lesson Plan format (long form) works effectively and consistently Weekly lesson plan format (short form) works effectively and consistently  

 

Needed Support from your Principal◦ What Does Administrative Support Really Mean for Co-Teaching Teams

◦ Based upon Billinsley and McLesky’s research on the principal’s role in an inclusive school (Billingsley and McLeskey 2014), principals are key in leading the change process toward both maintaining high standards and educating all students. Principals do not have to lead each part of the initiative, but may distribute some of the leadership to teams of teachers or teacher leaders.

◦ The principal’s major role is to provide his school with a clear vision that the purpose of inclusion is to meet the needs of all students. The principal also needs to support the co-teaching team and the whole faculty with time to work collaboratively toward this goal. Professional development that may include outside experts who work periodically with the whole faculty to support their growth in understanding inclusion and learning disabilities and effective teaching practices and the roles of specialists.

◦ The organization of the school may need to be redesigned to support inclusion. From the practical needs for space to work in groups to the organization of time to support a collaboration school culture and, in some schools roles may be redefined, for example, if coaches are added to the faculty.

◦ The principal needs to support and monitor progress of inclusion while balancing inclusion with the mandates and drive to student achievement (Billingsley and McLeskey 2014)

Paraprofessional Concerns◦ Job Description and Contractual Provisions: The principal’s and the other administrators’

expectations as well as the job descriptions and contractual descriptions.

◦ Expectations for the Different Roles Para-Professionals May Play: when they work 1 to 1, every day in a classroom, some days in the classroom, etc., for example, assistive software, programs, or software that will be used, modification of lessons, IEP expectations in 1 to 1 relationships, etc.

◦ Confidentiality: Para-educators need to realize that the information that they may have about students cannot be discussed outside of the classroom with colleagues. Unless a teacher is with the para, generally the para-professional does not discuss her work with parents.

◦ Schedules: for support and for meeting times (if they are supported by the school)

◦ The Role of the Classroom Teacher: developing a whole-year, weekly, and daily plan for working together; the degree of supervision or evaluation expected by the school; an accounting of the results of the para-professional’s work, for example, does this teacher/para team need to track social-emotional or academic progress, or does the classroom teacher need to use a rubric for feedback to the para and the principal, to evaluate the para.

◦ The IEP or 504 Plan may be used to define the para-professional’s role although the team process makes the decision about exactly what the services are that the para-professional

◦ Paraprofessionals supplement the classroom teacher’s work

◦ Paraprofessionals are directed by both teaching and behavioral planning by the classroom teacher or co-teachers

What does this mean to you as a teacher?

◦ http://www.youtube.com/watch?v=Bc-5FCd7t0U