Working in Partnership to Embed Literacy, Language and Numeracy Aim:

1. Working in Partnership to Embed Literacy, Language and Numeracy Aim: • To support collaborative working in the design and delivery of more effective embedded teaching and learning sessions

2. Objectives Participants will have: • an understanding of different models of collaborative working • a basic understanding of what is meant by • co-coaching • a solution-focused approach • practised basic co-coaching skills • analysed the experiences of practitioners who successfully co-teach in an embedded vocational programme • a checklist of critical success factors for effective collaborative teaching • planned, presented and evaluated a co-teaching session that embeds literacy, language and/or numeracy in a vocational or other programme.

3. Models of Collaborative Working

4. Team teaching: research findings “Qualities possessed by tutors and relationships between them were more important than general curricular models of embedded provision.” (National Research and Development Centre for Adult Literacy and Numeracy, 2005)

5. Team teaching: research findings “Literacy, language and numeracy has to be subsumed into the overall vocational objective for the learner.” (National Research and Development Centre for Adult Literacy and Numeracy, 2005)

6. Team teaching: research findings “The characteristic of the successful teacher teams in the case studies was that they were strongly motivated to provide embedded provision; they had time to work and plan together; and both sorts of teachers were willing to learn from each other.” (National Research and Development Centre for Adult Literacy and Numeracy, 2005)

7. Team teaching: research findings “The case studies show that the relationship between the vocational and literacy, language and numeracy areas is a dynamic one, changing over the period of the course. This means that the relationship between vocational and LLN tutors has to be a flexible one, with recognition of respective priorities at any one time on the course.” (National Research and Development Centre for Adult Literacy and Numeracy, 2005)

8. Different models of embedded delivery • Integrated team teaching • Dual skills teaching – one teacher • Linked or contextualised teaching • Other forms of active collaboration between two or more teachers who are supporting learners’ progress towards their vocational goals, including their literacy, language and numeracy support (National Research and Development Centre for Adult Literacy and Numeracy, 2005)

9. Different models of embedded delivery • Fully embedded: one teacher with dual skills • Sandwich model: 50%-50% split between ‘host’ subject and literacy, language and numeracy ; • Overlapping circles of study: (Eldred 2005)

10. Implications for staff development “While short formal courses may be useful for either group, extended opportunities for informal learning (and learning from each other) chime well with models of adult learning. Staff need time to work together developmentally in teams.” (National Research and Development Centre for Adult Literacy and Numeracy, 2005)

11. Moving forward “The key is for vocational and literacy, language and numeracy teachers to plan and work genuinely together and share responsibility for the course.” “Tutors’ own fears of the unknown other need to be dissipated through team working. Embedding seems to require shared working over intensive periods.” (National Research and Development Centre for Adult Literacy and Numeracy, 2005)

12. Models of collaborative working: where are you now? Aim: • to reflect on your current working relationship and to consider how to move forward Objectives: • to identify some models of collaborative working arrangements • to review current ways of working together • to consider the advantages and disadvantages of adopting different ways of working together • to generate questions to support successful team working

13. Where are you now? Consider: • where your working partnership is now • the advantages and disadvantages of these models for your own context. What might work? What might not work? • where you would like to be.

14. Working Together: Why and How

15. Team teaching – embedded research findings “The characteristics of the successful teacher teams in the case studies was that they were strongly motivated to provide embedded provision; they had time to plan and work together; and both sorts of teachers were willing to learn from each other.” (National Research and Development Centre for Adult Literacy and Numeracy, 2005)

16. Working together Team workers need to spend 80% of their time performing excellent work and 20% supporting their colleagues. They will then build a good climate, generate ideas and produce results.(Pegg, Mike. (1989) Positive Leadership: How to Build a Winning Team)

17. Working together Teachers are more likely to be effective in emotionally supportive environments.(Goleman, Daniel. (1996) Emotional Intelligence: Why it Can Matter More Than IQ)

18. Similarities and differences • Working in partnership – it’s good to share some common ground. • It’s perhaps even better to find differences so that we can draw from each other’s strengths and learn from each other. • TASK:Working together in partnership pairs, complete the similarities and differences sheet.

19. 2 be or not 2 be – pros and cons of working together • Working together can have many advantages but it can also have pitfalls. • TASK:With your partner, make a list of the potential advantages and a list of the potential pitfalls.

20. Getting your act together • Now look at the potential advantages and pitfalls. • TASK:Taking account of your combined skills, what strategies will you use to build on your strengths and avoid the pitfalls?

21. A cycle for working together Planning and Review

22. A Solution-focused Approach to Co-teaching

23. What is co-coaching and why use it to develop effective co-teaching ? • ‘Coaching’ literally means transporting someone from one place to another. • Coaching is used to help people move forward or create change. • Put simply, coaching is a conversation, or a series of conversations. • The coach produces conversations that promote the coachee’s learning and progress.

24. Fundamental skills in coaching • Relationship skills • Observation and listening skills • Asking questions • Goal setting and scaffolding • Giving specific and supportive feedback

25. Framework for coaching • Build rapport and a working relationship. • Investigate your partner’s situation. • Identify strengths and problem areas. • Agree specific goals and outcomes. • Focus on solutions. • Review progress on goals and give feedback.

26. Coaching skills exercise TASK Working in pairs: • each think of a recent example of an aspect of your work where the outcome could have been better • take turns as ‘coach’ helping the other to consider what realistic options might have led to a better outcome.

27. Co-coaching sessions • GETTING TO KNOW YOUR PARTNER • Sitting in on class to find out how they like to work • Sharing teaching styles and methods • Identifying partner’s resources • SESSION 1 • Build rapport and a relationship • Promise support • Clarify issues and explore possible outcomes • Plan action and co-teach • SESSION 2 • Feedback from co-teaching experience • Identify skills and resources • Discuss new approaches • Assign new practices • SESSION 3 • Report on new practice • Results of new approaches • Effects of new competence • Plans for continuation and further development Adapted from: Flaherty, James. (1999) Coaching-Evoking Excellence in Others, Butterworth-Heinemann, USA

28. Solution-oriented principles in coaching (1) • If it works, do more of it; if it doesn’t work, do something different. • A small change in any aspect of a problem can initiate a solution. • People have the necessary resources to change problems. • A focus on future possibilities and solutions enhances change.

29. Solution-oriented principles in coaching (2) 5.Co-operation enhances change. 6. No sign up – no change. • The problem is the problem; not the person. • Possibilities are infinite. • People have unique ways of solving problems.

30. To promote change Enable partner to : • find their successful past – what has worked well • recognise existing useful skills and qualities • articulate their preferred future • think about doing something different • plan it • do it.

31. Scaling (1) On a scale of 1 to 10, where 1 is the worst you can imagine and 10 is fine: • Where are you this week? • How come? • How have you managed to get so far already? (Go for actions rather than feelings) • What did you do differently? 1 2 3 4 5 6 7 8 9 10

32. Scaling (2) When you are one more on the scale: • What will you be doing differently? • What would I see and hear differently on a video? • Who will be the first to notice? • What will they notice first? • How will you know they have noticed?

33. Powerful coaching questions • What do you want? • What will you have to do to complete this? • What stops you? • How will you or others know? • What else? • I wonder? • Suppose…? • What would… look like to you?

34. Giving feedback • Acknowledgement • Evidence of resources that will be of use in moving in the direction of the preferred future • What’s right and what’s working • Signs of possibility • Watching out for signs of progress

35. Problem-maintaining cycle 1. Identify the problem 2. Try out a solution 3. Failure 4. Acknowledge that something went wrong 9. Reduced enthusiasm for change. 10. No change. 5. Explore the cause of the failure. 6. Why did it go wrong? Who was to blame? 8. Mistrust. 7. Protect yourselves

36. Solution-developing cycle 1. Identify the problem 2. Try out a solution 3. Failure 4. Acknowledge that something went wrong 9. Improved enthusiasm for change. 5. Visualise and share the preferred future. What will change look like? 10. More change. 8. Share the credit 6. Notice and identify the first signs of change 7. Explain the progress

37. Try it Out Planning, presenting and evaluating a co-teaching session

38. Try it out Aim: • To put the theory of effective team teaching into practice Objectives: • To create an embedded co-teaching session for an activity or topic • To present your session (or micro-teach it) to another pair • To receive and give constructive feedback.

39. Structure of presentation • Content and learning objectives • How will you present it? For example, which teaching and learning methods will you use? • How will you work collaboratively? • What are your roles? Who will do what? Will it be seamless? • What resources will you use? • How will you assess learning? • How will you evaluate the outcomes of the session for a) the learners b) yourselves?