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Co-Teaching

Co-Teaching. A special form of teaming that is a unique blend of direct and indirect services in which a general educator and a special educator jointly instruct pupils in a single classroom (p.48).

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Co-Teaching

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  1. Co-Teaching • A special form of teaming that is a unique blend of direct and indirect services in which a general educator and a special educator jointly instruct pupils in a single classroom (p.48). • Co-teaching is an option for delivering special education services for students with disabilities.

  2. Co-Teaching occurs… • 2 or more professionals jointly deliver substantive instruction to a diverse, or blended, group of students in a single physical space (Cook & Friend, 1995).

  3. Defining characteristics • 2 or more professionals • Jointly delivered instruction • Diverse group of students • Shared classroom space

  4. Rationale • Meets the educational needs of students with diverse learning abilities • Ability to bring intense and individualized instruction to students in general education setting • A vehicle for positive social interactions between students with disabilities or other special needs and their peers without disabilities.

  5. Co-Teaching Approaches • One teaching-one observing • One teaching- one drifting • Station teaching • Parallel teaching • Alternative teaching • Team teaching

  6. Co-Teaching Issues • Willingness to change • Work closely with another adult • Shared responsibility • Rely on another for things previously done alone • Communication skills • Collaboration • Personal characteristics • Situation (administrative support)

  7. Are you ready to co-teach…? • Handout……

  8. Chapter 4 Historical Factors • Differentiation • Levels • Rationale patterns and differentiation • Assessment of differentiation

  9. Emotional transmission • Transmission of family issues • Family patterns of emotional transmission • Cohesive families • Explosive families

  10. Birth order • Personality factors • Birth order and relationships • Bowen theory on sibling position

  11. Triangulation/Detriangulation • Triangles • Parent and child • Remarriage • Families and agencies • Detriangulation

  12. Consultation • Define consultation • Outlines the relationships among professional educators and parents

  13. Some beliefs to be challenged • People tell the truth about themselves • The best way to get a favor is to give a favor • Each person’s thoughts and feelings are unique

  14. Staff Development • Link to staff development and school improvement and change • Staff development more effective when it is collaborative • Teachers require specialized skills and a supportive climate to implement successful collaborative ventures. • Part of your professional responsibilities

  15. Fullan (1990) Framework • Relationship between staff development and innovation • Staff development is a strategy for implementation • Staff development is an innovation in its own right • Staff development as institutional development

  16. Institutional development • Successful schools can be distinguished by looking at interactions among staff.

  17. Principles of Needs Assessment • Links to subsequent staff development program • Teacher perceptions about their needs and ways of meeting them should be a central concern of needs assessment. • Ongoing process and interactive • Valid, reliable, and comprehensive data are essential • Information should be reported back to the participants

  18. Question 1 • My co-teacher is responsible for students with EBD. He is called away frequently from our co-teaching to deal with student problems. What should I do?

  19. Question 2 • I am a special service provider. When I enter the classroom to co-teach, the general education classroom teacher seems to think it is to release her for an extra preparation period. What should I do?

  20. Question 3 • As a special education teacher, I sometimes feel like I am being used in the classrooms as a paraprofessional or helper, not a professional. How can I avoid this situation?

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