Louisiana’s Co-Teaching Guide

1. Louisiana’s Co-Teaching Guide Presented by: Kristina L. Posey, La Department of Education Melanie Lemoine, LaSPDG Co-Director @laspdg

2. Considerations • This webinar is being recorded and will be available for viewing at www.laspdg.org • If you need to ask a question, please use the Chat Pod on your screen (NOTE: all participants will see your chat) • You can download today’s presentation resources from the FILES pod. --Click on the file name and then select “SAVE TO MY COMPUTER”. --Select a destination on your computer and then save the file.

3. CLU Credit • In order to receive a certificate of participation for today’s webinar (1 CLU credit contingent upon the approval of your employing school system) you will need to type the following information into the chat pod at this time: • Full name • Parish you are representing • Your complete email address • Your certificate will be emailed to you by Friday afternoon; if you do not receive it, please email Wendy Allen wallen@lsu.edu

4. People First Language “People First Language puts the person before the disability and describes what a person has, not who a person is.” Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf

6. Visit www.laspdg.org and click on Inclusive Practices on the top toolbar

7. Co-Teaching • Co-teaching is a research-driven methodology that: • Creates a powerful learning environment • Promotes partnership and collaboration • Adapts to support a variety of: • Grade Levels • Support Models • Experience Levels

8. The Co-Teaching Resource Guide • Created in 2010 as a collaborative effort between the LDOE and LaSPDG • A Strategist Team of professionals • Team included: • School and district level personnel • University personnel • LDOE • SPDG Staff • Related service providers

9. Collaborative Teaching • Why is this important? • IDEA requires that all students with disabilities have access to and show progress in the general education curriculum, and • Instructional programs should be delivered in the Least Restrictive Environment (LRE)

10. Collaborative Models • Co-Teaching Support Model • Consultant Support Model • Paraeducator Support Model • These models have been described in depth during the webinar series Inclusive Practices: Making it Work! • These are available for viewing on the SPDG website http://laspdg.org/content.cfm?id=292

11. Let’s Take a Poll! • How would you describe your current teaching situation? • Individual • Collaborative • Co-Teaching

12. Co-Teaching Defined • As defined by Friend and Cook (2010)… • Co-teaching is a service delivery option for providing special education or related services to students with disabilities or other special needs while they remain in their general education classes. • Two or more professionals jointly deliver meaningful instruction to a diverse, blended group of students in a single physical space.

13. The Co-Teaching Resource Guide • Three Sections • Planning • Implementation • Results • Resources throughout the document *The resources included in the document come from a variety of sources and reflect diverse strategies, implementation, and techniques. They are only a starting point and can be modified to fit your needs. These resources should be used as a guide for your own work.

14. Planning • Planning for Administrators • Teacher selection • Scheduling • Caseload • Planning for Classroom Teachers • Team building & Communication • Parity • Classroom management

15. Planning (continued) • Planning for Other Stakeholders • Related Service Professionals • Families • Paraeducators

16. Implementation • Co-Teaching Approaches • Station Teaching • Parallel Teaching • Alternative Teaching • Team Teaching • One Teach, One Assist**

17. Results • Tools to assess the effectiveness of planning and implementation • Tools to assess overall effectiveness • Reflective tools for teachers and administrators

18. Co-Teaching Approaches • Subsequent slides delineate: • General description of the approach • Benefits of that particular approach • A diagram of classroom configuration • Use link to study in more depth

19. Station Teaching • Teachers divide the responsibility of planning and instruction. • Students rotate on a predetermined schedule through stations. • Teachers repeat instruction to each group that comes through; delivery may vary according to student needs. • Approach can be used even if teachers have very different pedagogical approaches. • Each teacher instructs every student. • Website: http://www.powerof2.org

20. Station Teaching

21. Station Teaching (continued)

22. Room Configuration for Station Teaching Teacher Table Student Table

23. Parallel Teaching • Teachers share responsibility for planning and instruction. • Class is split into heterogeneous groups, and each teacher instructs half on the same material. • Content covered is the same, but methods of delivery may differ. • Both teachers need to be proficient in the content being taught. • http://education.byu.edu/cpse/co_teaching/videos/Sequence3.MPG

24. Parallel Teaching

25. Room Configuration for Parallel Teaching Teacher Table Student Table

26. Alternative Teaching • Teachers divide responsibilities for planning and instruction. • The majority of students remain in a large group setting, but some students work in a small group for pre-teaching, enrichment, re-teaching, or other individualized instruction. • Approach allows for highly individualized instruction to be offered. • Teachers should be careful that the same students are not always pulled aside. • Website: http://www.powerof2.org

27. Alternative Teaching

28. Room Configuration for Alternative Teaching Teacher Table Student Table

29. Team Teaching • Teachers share responsibilities for planning and instruction. • Teachers work as a team to introduce new content, work on developing skills, clarify information, and facilitate learning and classroom management. • This requires the most mutual trust and respect between teachers and requires that they be able to mesh their teaching styles. • Great Science Example: http://www.teachertube.com/viewVideo.php?title=Michelle_Seigler___Rockets_and_Co_Teaching&video_id=240066

30. Team Teaching

31. Room Configuration for Team Teaching Teacher Table Student Table

32. One Teach, One Assist • One teacher plans and instructs, and one teacher provides adaptations and other support as needed • Requires very little joint planning • Should be used sparingly Can result in one teacher, most often the general educator, taking the lead role the majority of the time • Can also be distracting to students, especially those • who may become dependent on the drifting teacher • Website: www.powerof2.org

33. One Teach, One Assist

34. Room Configuration for One Teach, One Assist

35. Let’s Take a Poll! • Which co-teaching approach have you had experience with? • Station Teaching • Parallel Teaching • Alternative Teaching • Team Teaching • One Teach, One Assist Use your chat pod to share success or challenges with this approach!

36. Next Steps? • Given your current situation, what are your next steps? (Use the chat box to share) • Follow-up and Support: • LaSPDG (www.laspdg.org) • LDOE (network request)

37. Questions? Please use your chat pod if you have questions related to this presentation (if time permits, we will answer them, if not, please email questions to contacts below) • You may email questions to Melanie Lemoine lemoinem@lsu.edu or Kristina Posey Kristina.Braud@LA.GOV

38. REMINDER: CLU Credit • IF YOU HAVE NOT ALREADY DONE SO DURING THIS WEBINAR….. • In order to receive a certificate of participation for today’s webinar (1 CLU credit contingent upon the approval of your employing school system) you will need to type the following information into the chat pod at this time: • Full name • Parish you are representing • Your complete email address • Your certificate will be emailed to you by Friday afternoon; if you do not receive it, please email Wendy Allen wallen@lsu.edu

39. www.laspdg.org The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. @laspdg

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