Co-Teaching: A Starting Point

1. Co-Teaching: A Starting Point Elaine Neugebauer Marianne Trachok

2. Administrative Roles and Responsibilities in Co-TeachingMary Jane Conley, Program Officer Program for Students with Exceptionalities If your actions inspire others to dream more, learn more, do more and become more, you are a leader. -John Quincy Adams-

3. Principals Participate in Professional Development Once in the Fall and once in the Spring Provides a strong endorsement of this service delivery model to educate students with disabilities Belief in a Collaborative School Culture Plan lessons Compare notes Enjoy their successes Brainstorm about dilemmas Consider refinements for the program moving forward

4. Principals Understanding of Co-Teaching Discuss with teachers Explain to parents Problem solve to address issues that arise Observing Implementation Shared lesson plans Co-teaching checklist

5. Supervisors Participate in Professional Development Understanding of co-teaching Teacher support Dialogue with Teacher Team Problem solve instructional issues Success stories Observe Implementation Co-teaching checklist Provide feedback Progress Monitor Student Data

6. PPS Vision and Mission Statement • Vision: Excellence for All • PPS Mission Statement - The PPS will be one of America’s premier school districts, student-focused, well-managed, and innovative. - We will hold ourselves accountable for preparing all children to achieve academic excellence and strength of character, so they have the opportunity to succeed in all aspects of life. • Professional Development Mission Statement - To provide high quality Professional Development to the learning community of the PPS that supports the District’s Excellence for All Strategies and is aligned with the National Professional Development Standards to support and enhance research based instruction for all students.

7. PaTTAN’s Mission The Pennsylvania Training and Technical Assistance Network is an initiative of the Pennsylvania Department of Education working in partnership with families and local education agencies to support programs and services to improve student learning and achievement.

8. PDE’s Commitment to Least Restrictive Environment (LRE) Recognizing that the placement decision is an Individualized Education Program (IEP) team decision, our goal for each child is to ensure IEP teams begin with the general education setting with the use of supplementary aids and services before considering a more restrictive environment.

9. Today’s Objectives Describe the rationale, benefits, and barriers associated with co-teaching Discuss the elements of effective co-teaching Identify and discuss the various co-teaching models

10. Ice-Breaker Activity • Each person writes a definition of co-teaching • Definitions are shared with partners and one common definition is developed • Team definitions are posted on large post-it paper • A list of co-teaching commonalities is developed

11. Objective 1: Describe the rationale, benefits, and barriers associated with co-teaching

12. Rationale • Co-Teaching is… • An approach for delivering special education and related services to students with disabilities within their general education classes. • A general education and special education teacher working collaboratively on a coequal status to meet the unique needs of all students in a general education classroom (Murawski , 2005). • Instruction is provided to a group of diverse learners, some of whom are students with disabilities

13. Rationale • Co-Teaching is NOT…. A consultation model … • whereas, the special educator offers suggestions and helps with adaptations and modifications without providing direct support to students. An In-class support model… • whereas, the special education teacher circulates and assists students having difficulty academically or behaviorally.

14. The Benefits of Co-Teaching • Facilitates collaboration between general education and special education. • Ensures that educators who are knowledgeable about both content and accommodations are teaching in the general education class. • Expands instructional expertise.

15. The Benefits of Co-Teaching Expected benefit to allstudents • Offers a wider range of instructional alternatives • Enhances participation of students • Provides instructional strategies which lead to more engaged time • Lowers the teacher-student ratio Walther-Thomas, C. S. 1997. Co-teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities 30 3: 395-407

16. The Benefits of Co-Teaching • Improved student attitudes • Increased teacher-student ratio • Increased ability to use effective research-based instructional strategies • Greater sense of community • Increased professional growth • Increased job satisfaction Villa, Thousand & Nevin (2004)

17. The Benefits of Co-Teaching Provide students with disabilities: • Access to the general education curriculum • Access to both general education and special education teachers • Access to preparation for PSSA • Access to typical peers

18. Co-Teaching…some barriers What it is Not… • Taking turns • My kids, IEP kids • You plan– I’ll do • You teach – I’ll drink coffee • No time – anything goes • Evaluation (I’ll tell the principal) • Go tell it in the Faculty Room What it is… • Joint responsibilities • Our class • Co-planning • We teach together • Share the learning, successes, and false starts • Communication and trust • Joint problem-solving

19. Activity # 1: Who Is Responsible? Review the charts which list the responsibilities teachers play in the classroom on a daily basis. Using the post it notes provided, place your post-its on the charts that correspond with your current beliefs. Once all post-its are posted, let’s discuss!

20. Roles and Responsibilities of Co-Teaching Partners Before the lesson begins… Identify strengths that each co-teaching partner brings to the lesson Discuss the content areas that will be co-taught Analyze student needs Decide how student outcomes will be assessed

21. Roles and Responsibilities of Co-Teaching Partners During the lesson… Explain each team member’s role to students Ask questions Reinforce each other Provide feedback Monitor student and teacher performance and compare with goals Determine student progress

22. Roles and Responsibilities of Co-Teaching Partners After the lesson … Continue to communicate and coach each other as lessons and activities are planned collaboratively Contact parents Structure a skills oriented lesson for students needing extra instruction Set up learning centers to respond to student interests Celebrate accomplishments

23. Roles and Responsibilities of Co-Teaching Partners Daily: feedback on homework and in-class assignments, recording student progress, collecting necessary materials for lesson Weekly: communicate with parents and administrators Periodically: completing formal progress reports, conducting parent-teacher meetings, evaluating teaching assignments

24. The Power of Two…Roles General Education Teacher Shares understanding of content, structure, and pacing of the general education curriculum and assessment of group learning needs Special Education Teacher Shares strategies that support the general education curriculum and assessment of unique learning needs of individual students

25. Objective 2: Elements of effective co-teaching 25

26. Three Guiding Principles These guiding principles also serve as a foundation for collaboration, consultation and co-teaching

27. Three Guiding Principles 1. Mutual respect for one another’s unique knowledge and skills 2. The willingness to ask questions and seek knowledge from professional peers 3. The willingness to share information and data generated from observations in the classroom Mostert, M. P. (1998) Interprofessional Collaboration in Schools. Boston: Allyn & Bacon.

28. Getting to Know Your Partner Establish rapport Identify your teaching styles Discuss strengths and weaknesses

29. Activity #2 Working by yourself and using your activity form: • List at least one or more personal beliefs about instruction and learning. • List two strengths that you believe you can bring to the co-teaching partnership. • List two skills/habits that you would like to learn from your partner. • Share your lists with your partner. What did you learn?

30. Get to Know Your Partner • Do we have similar teaching styles? • Describe and compare • Do we have any pet peeves or preferences? • Instructional • Personal • Organizational • Do we both have similar levels of expertise? • Where are we strong • Where are the gaps

31. Objective 3: Identify and discuss the various co-teaching models

32. Activity #3 • Watch the video description of each co- teaching model. • With your partner, record how one could use each of the featured models and note possible cautions given the model’s usage.

33. 1. One Teaching/One Observing One teacher instructs the class, the other observes or takes notes

34. 2. One Teaching/One Assisting One teacher instructs the class, the other supports individual students

35. 3. Stations Teaching Students are divided into two or three groups Each teacher teaches a distinct lesson to one group (third group works independently or with a paraprofessional or a student teacher) Groups rotate through each station

36. 4. Parallel Teaching Two heterogeneous groups are each taught the same lesson by one of the teachers

37. 5. Alternative Teaching One teacher provides instruction for a small group of students while the other teacher works with the larger group

38. 6. Team Teaching Both teachers provide instruction to the class together. The two teachers take turns instructing, modeling, charting, etc.

39. Co-Teaching Models • The success of all models depends on: • Clear goals • Competent team members • Clear roles and accountabilities • Effective communication systems • High standards of excellence

40. Implementing Co-teaching Models Which models should we use? The model implemented will vary according to the goals of the lessons and the assessed needs of the students.

41. Activity # 4Classroom Practice: Planning and Roles What do you see as your individual roles? When and how often will you plan? How will you add planning time when needed?

42. Strategies for Finding Co-planning Time Use other adult to help cover classes Find funds for substitute teachers Experiment with late arrival and early dismissal days Stay late once a month Reduce other work to save time to meet National Institute for Urban School Improvement, 2005

43. Tips for Success Planning is key. Discuss your views on teaching and learning. Attend to details.

44. Tips for Success Prepare parents. Use multiple co-teaching models. Talk out disagreements Go Slowly.

45. Getting Started Attend co-teaching workshops together as a team Find co-planning time Decide content and how it will be taught Help to design instructional alternatives Listen actively and share decisions Try different co-teaching configurations

46. Suggested Next Steps Identify needs Specific topics Discuss complexities of collaboration Continue to celebrate success! Meet with veteran co-teachers

47. Elaine Neugebauer eneugebauer@pattan.net 800-446-5607 Pittsburgh Public Schools Marianne Trachok mtrachok1@pghboe.net 412-323-4086 Contact Information www.pattan.net Commonwealth of Pennsylvania Edward G. Rendell, Governor Pennsylvania Department of Education Gerald L. Zahorchak, D.Ed., Secretary Diane Castelbuono, Deputy Secretary Office of Elementary and Secondary Education John J. Tommasini, Director Bureau of Special Education Patricia Hozella, Assistant Director Bureau of Special Education