Co-Teaching: What Two Can Do!Presented by:

Lisa Amspacher, Milton Hershey SchoolLisa Menges, Lincoln Intermediate Unit12

Teamwork divides the task and doubles the success.-Unknown

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Establish Norms

Establish RapportMy 25 Things

1. I am in love with three men (my three sons). O.K., make that four. 2. I would cook everyday if I didnt have to do dishes. 3. I highly recommend living next door to your grandmotherI do! 4. I did my student teaching in Espaola, New Mexico. 5. My mantra (stolen from Eleanor Roosevelt): When you feel like youve reached the end of your rope, tie a knot in it and hang on. 6. For my next career, Ill be a personal shopper. 7. I am a certified Reading Specialist and have taught history on the high school level. 8. Chocolate makes me smile. 9. I lived in Mississippi for awhile growing up and yes, I had a Southern accent. 10. I enjoy playing sports of all kinds, but tennis is my favorite. 11. My ancestors came to America with William Penn. 12. I have a twin sister, but we are total opposites. 13. Perfect dinner: lasagna and a glass of red wine. 14. My favorite outfit is a pair of jeans, a t-shirt, and shoes that make a statement. 15. Apparently, I require less sleep than the average person. 16. I have an inability to say no, but Im learning to say, Yes, with conditions. 17. I like to read just about any genre and I rarely watch T.V. 18. Im a cup half-full kind of a person. 19. I am soooo not a creature of habit but I have to have coffee every morning. Decaf. 20. I can speak some Spanish, Greek, and Japanese (enough to get by in any of those places, should I happen to win a free trip!) 21. I have the best friends in the whole world. 22. Reiki calms me. 23. Im working on being less sarcasticmy sister tells me its a sin. 24. I love to travel. 25. I wish I could find time to maintain a meaningful blog.

What Co-Teaching Is NOT . . .Integrating students, but adults still maintain responsibility for own separate populations.

Homogeneous grouping of all at-risk kids in one classroom with two teachers.

Collaborative teaching w/o collaborative planning.

One person delivering instruction while the other is solely responsible for crowd control.

Parallel play where each person does his/her own thing without communication.

What Co-Teaching is NOT. . .Duplication of roles & responsibilities.

One person teaches while the other takes a break.

Pulling students out by disability label rather than forming groups according to skill needs.

What Co-Teaching Is Determining what two teachers can do together that one cannot.

An attitude of sink or swim together.

Mutual planning & delivering of instruction.

Determining & defining roles & responsibilities.

Taking time to debrief & reflect on instruction.

What Co-Teaching is . . .Use of effective communication & conflict management skills.

Sharing ideas, strategies, & techniques to create better instruction for ALL kids.

Supporting & enhancing each others learning.

Co-teaching is a creative way to connect with and support others to help all children learn.

What are theBENEFITSof Co-Teaching?

And the survey says(Tiffin Middle School, Tiffin, OH)Do you get more help when there are two 89% 11% teachers in the room?

Do you behave differently when there are two 34% 66% teachers in the room?

Do you ask more questions when there are two 44% 56% teachers in the room?

Do you get better grades in the inclusion 74% 26% classes than the other classes?Yes No

And the survey says(Tiffin Middle School, Tiffin, OH)Do you do a better job on your homework 77% 23% in your inclusion classes? Do you answer more questions in your 49% 51% inclusion classes?

Do you pay closer attention to the teacher 72% 28% in your inclusion classes?

Do you wish all of your classes could be 70% 30% inclusion classes?Yes No

Co-Teaching BenefitsSpecial education & ESL students have access to regular education environment.

Improvements in academic and social skills.

Teacher-student ratio is increased, allowing for better teaching and learning to occur.

Provides a variety of learning situations within the classroom.

Co-Teaching BenefitsPositive classroom environment. Provides students with opportunities to work together.

Increased flexible groupings.

Increased time on task, less wait time.

Satisfies NCLB/Highly Qualified Requirement; Gaskins, IDEA 2004, LRE, AYP

Analysis of Professional Standards That Co-Teachers Demonstrate

Classroom Teachers Interstate New Teacher Assessment and Support Consortium (INTASC 2006)Special EducatorsCouncil for Exceptional Children (CEC 2003)Experienced TeachersNational Board for Professional Teaching Standards (NBPTS 2006)Standard 3 requires teachers to understand how learners differ.Knowledge and skills in understanding characteristics of learners with different cognitive, physical, cultural, social, and emotional needs.Teachers adjust their practice according to individual differences in their students.Standard 4 requires teachers to use a variety of instructional strategies.Competencies related to knowledge and skills for instructional content and practice.Teachers show multiple methods to engage student learning and to enable students to reach goals.Standard 10 asks teachers to collaborate and communicate with parents, families, and colleagues to support student learning.Competencies related to communication and collaborative partnerships.Teachers collaboratively work with others and coordinate services.

Wearing the same shirts doesnt make a team.

~Buchholz and Roth

Models of Co Teaching

Models of Co-TeachingSupportive: One teacher teaches while the other assists all students

Team: Two teachers teaching the whole group together

Parallel: Two teachers teaching one lesson to 2 different groups at the same time

Alternate: One teacher does the direct instruction of skills, the other a small group for support/enrichment

Station Teaching: Students are divided into instructional groups and rotate through groups. Both teachers take responsibility for instruction.

Take a Break!

Lets Watch Classroom practice

The Supportive Model One teacher assumes primary instructional responsibility while the other teacher assists students.

When to use:In new co-teaching situationsOne teacher has expertiseIn lessons stressing a process in which student work needs close monitoringWhen a need for student observation arisesWhen the lesson lends itself to delivery by one teacher

Station TeachingStudents are divided into instructional groups and rotate through groups. Both teachers take responsibility for instruction.

When to use:

When content is complex but not hierarchical

In lessons in which part of planned instruction is review

When several topics comprise instruction

Parallel TeachingTwo teachers teaching one lesson to two different groups simultaneously.

When to use:

When a lower student-adult ratio is needed to improve instruction efficiency

To foster student participation in discussions

For activities such as drill and practice, re-teaching, and test review

Alternative TeachingOne teacher instructs one group while the other teacher previews or re-teaches.

When to use:

In situations where students mastery of concepts taught or about to be taught varies tremendously

When extremely high levels of mastery are expected for all students

When enrichment is desired

When students are working in a parallel curriculum.

FormingMembers come together with uncertainty

Desire to be accepted

Avoid controversy

Gathering information and impressions

Avoidance of conflict and threat

StormingMarked by conflict

Minor confrontations arise

Individuals may feel like they are winning or losing battles

Look for structural clarity or rules to prevent conflict from persisting

NormingBeginnings of team interdependence

Rules have been established

Individual responsibilities are clear, but still function in separate roles

Having had arguments, they understand each other

May resist pressure to change for fear they will revert back to storming

PerformingGroup moves forward to accomplish objective

Team interdependence and flexibility

High level of trust

Roles and responsibilities change seamlessly

Forming, Storming, Norming, or Performing?

Co-Teaching Scenarios

In which stage is each pair of co-teachers?

Forming, Storming, Norming, and Performing?What are the team development characteristics of our own co-teaching relationship?

Guided Questions

Tying Up Loose Ends

Gots and Needs FeedbackLesson Planning TemplateFollow-up Support

Time for Lunch

Gots and Needs Feedback

Teaching StyleArticle: The Co-teaching Partnership Formal Authority Demonstrator Facilitator Delegator

http://www.longleaf.net/teachingstyle.html

Co-Teaching: What Two Can Do!

What Can Two Do?

I

J M F

L B S U N

A O H Z P T R

D G Z V E H Q C K

Collecting Data

IndividualScoresGroup AverageCollaborative GroupGroup Group Group

X

Z H U

H C G L B

T W F O J Z A

S D N C E L R K G

Debriefing . . . How did your score change?

What caused your change in score?

How did you feel under each condition?

Parity(Equality, as in amount, status, or character)Both teachers names appear on classroom materials

Both teachers handwriting on student assignments

Both teachers have space for personal belongings

Both teachers talk during instruction

Both teachers work with ALL students

What Two Can Do!

How might classroom instruction look different with two teachers in the classroom and an 80 minute block of time?

Co-Planning a Lesson

A Broken ArmRegular Education TeachersSpecial Education Teachers

Discussion QuestionsWhat have we learned about each character in the case?

What do we think is motivating the thoughts and actions of each character?

Discussion QuestionsWhat are the issues and problems in the case? What are some common problems and issues that could arise in a co-teaching relationship? What steps are required to establish successful co-teaching relationships?

Discussion Questions When is it appropriate to make instructional modifications? What instructional modifications in spelling did Mary make for Jim? Were the modifications effective? Why or why not?

Discuss techniques for modifying instructional methods and materials.

Take a Another Break!

Co-Teaching Relationship Observation Form6th Grade Math

High School Math

Models of Co-TeachingWhat models have you experienced today?

Gots and Needs Feedback

Planning in a Co-teaching ClassroomGeneral Education Teachers:

Develop a lesson planSpecial Education Teachers:

Develop a lesson plan

Exit Slip

Be well, do good work, and keep in touch.

~Garrison Keillor

Contact InformationLisa AmspacherAmspacherL@mhs-pa.org

Lisa Mengesldmenges@iu12.org

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If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.*Create a list of whole group norms on chart paper. Have pairs make a list together and personalize to suit their coteaching situation.**Notes:*Notes:*Notes:*Notes:**Brainstorm by team on chart paper*Rina can do this part.*Rina*--Opens up curricular areas for Spec Ed students--social skills and appropriateness--From a Teachers perspective, I am seen as a teacher to other students, not a spec ed teachertherefore my students are more accepted, were not labelled.

--Four hands are better than twomore opportunity for st-teacher interactions--the lawIDEA, Gaskins,LRE,*-- diversity, acceptance of others,Varied approach to teaching, we bring different teaching styles/life experiences to the tableAllows us as teachers to create different experiences for the students simultaneously to better meet their learning style/intelligence/learning preference--remediation--extend

*Lisa*Lisa*Lisa*Lisa*Rina*Rina*Rina*Rina*Rina*RinaRemind participants to adhere to the group and personal norms they wrote this morning.**Lisa facilitates the reg. ed as they plan a lesson using only the first column. What do you think about having the spec. ed teachers go through the Your Co-teaching relationship survey as a discussion amongst themselves. Is this too much self reflection after having done the rubric and the celebrations-improvement activity?I see giving HS people 15 min to write the lesson, then bringing the groups back together, giving the demographics of the class and having them plan together.