Crafting a Co-Teach Classroom. Goals and Objectives for Co-Teach Model State Board Goal: All...
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Transcript of Crafting a Co-Teach Classroom. Goals and Objectives for Co-Teach Model State Board Goal: All...
Crafting a Co-Teach Classroom
Goals and Objectives for Co-Teach Model
State Board Goal: All students willachieve their full educational potential.
District Goal: Students' academic performance and achievement level will reflect excellence in learning and attainment of both high expectations and high standards.
Goals and Objectives for Co-Teach Model
Objective 23: Improve the academicoutcomes of students in special populations(such as Limited English Proficient, gifted-talented, and special education) bystrengthening the curricula designed to meettheir needs.
Activity 21: Improve special education students' programs and learning outcomes by implementing the district's plan of action for improvement (CAP) and by monitoring each campus's progress in providing the least-restrictive environment.
Inclusionary Models
• Co-Teaching Model• In-Class Support Model• Modifications Only
Co-Teaching Models
• 1-Teach, 1-Observe• 1-Teach, 1-Drift• Station Teaching• Parallel Teaching• Alternative Teaching• Team Teaching
1-Teach, 1-Observe
• Whole class• One teacher instructing• One teacher pitching in or adding
to
1-Teach, 1 Drift
• One group with one teacher providing direct instruction to students
• One teacher monitoring with purpose, answering questions, prompting
Station Teaching
• Clear teaching responsibilities• Multiple groups/cooperative
learning• Small group instruction with
teachers• Groups working independently
Parallel Teaching
• Parallel teaching of two equally sized groups
• Two teachers teaching the same content simultaneously with equal responsibilities
Alternative Teaching
• Full use of both professionals• Small group of students instructed
apart from the whole group• Pre-teach, reteach and extension
to meet individual needs
Team Teaching
• Use of a variety of groupings and instructional arrangements
• Instruction becomes a conversation, not turn-taking
• Both teachers contribute in large group instruction and monitoring
Inclusionary Models
• Co-Teaching Model• In-Class Support Model• Modifications Only
In-Class Support Model
• General Education Teacher/Special Education Teacher
• General Education Teacher/Special Education Paraprofessional
• Roles and Responsibilities
Inclusionary Models
• Co-Teaching Model• In-Class Support Model• Modifications Only
Nuts and Bolts of Co-Teaching
• Roles and Responsibilities• Routines and Procedures• Building Relationships
Roles and Responsibilities
• Curriculum and instruction• Assessment and grade reporting• Behavior management
Routines and Procedures
• Daily routines• Classroom management
procedures• Classroom organizational
preferences
Building Relationships
• Individual beliefs and values• Personal and professional
strengths and challenges
Meeting the Challenges
• Finding planning time for collaboration
• Training• Yours, Mine, and Ours• Scheduling• Administrator as a Co-Teach
Advocate
Time for Collaboration
• Common planning times• Use of volunteers and substitutes• Before and after scheduled school
planning with duty relief• Collaboration = Committee
Involvement
Training
• Who should be involved?• When should it occur?• What should be included?
Yours, Mine and Ours
Effective Co-Teach classrooms create an atmosphere that models
the target objective:
“Students will have a clear understanding that their
teachers want them to be successful.”
Scheduling
• Master Schedule Considerations• ARD Schedule Considerations
Administrator as Co-Teach Advocate
• Administrators are critical members of coteach team.
• Administrators ensure that many details that contribute to coteaching success are in place.
• Review Co-Teach Administrator Advocate handout