2009 Inclusion Facilitator Network

1. Together We’re Better: Collaborative Teaming 2009 Inclusion Facilitator Network

2. Outcomes Identify three approaches to collaborative teaming Engage in goal setting with your teaching partner Name 5 grouping structures associated with co-teaching Self-assess the status of your collaborative relationship Develop a plan for enhancing your co-teaching relationship

3. Where to Begin Coming together is a beginning. Keeping together is progress. Working together is success. -Henry Ford

4. Change… Change is: Risky Scary Anxiety provoking But it can also be: Rewarding Fun Well worth the effort

5. What is Collaboration? • Shared responsibility • Reciprocity of ideas • Interactive communication • Problem-solving • Conflict resolution

6. Collaboration Won’t Just Happen Deliberate Structured Systematic Ongoing Steele, Bell, & George, 2005

7. Why Won’t it Just Happen? Some possibilities: Little understanding of curriculum, instruction, and assessment between general and special educators Collaboration does not occur without a student-driven reason and a deliberate structure with resources

8. Why Won’t it Just Happen? General educators begin with the curriculum first and use assessment to determine what was learned Special educators begin with assessment first and design instruction to repair gaps in learning No wonder we are talking different languages Steele, Bell, & George, 2005

9. How Do We Collaborate? Consultation Coaching Co-teaching

10. Write-Pair-Share List circumstances where a Consultation and Coaching approach may be more appropriate than a Co-teaching model

11. Importance of Pre-Planning Collaboration requires thoughtful planning time Administrative support is essential Here is where the alignment of special and general education occurs Make this time as focused as possible Take turns taking the lead in planning and facilitating Murawski & Dieker, 2004; Dieker, 2002

14. What is Co-teaching? • Both teachers take part in • planning • teaching • evaluating students ’ performance • Co-Teaching is two or more professionals delivering substantive instruction to a diverse or blended group of students in a single space. • Friend & Cook, (1995). Co-Teaching: Guidelines for creating effective practices. Focus on Exceptional Children

16. Establishing a co-teaching relationship

17. Getting to Know Each Other Ease into working with one another Deal with the “little” things first These can become thedeal-breakers down the road, and preventing these road blocks earlycan make life easier

18. S.H.A.R.E Time to • Sharing Hopes, Attitudes, Responsibilities, and Expectations • 1. My hopes for this co-teaching relationship are: • 2. My attitude/philosophy regarding teaching students with disabilities in a general education classroom is: • 3. I would like to have the following responsibilities in a co-taught classroom: • 4. I would like my co-teacher to have the following responsibilities:

19. Getting to Know Each Other Consider completing a teaching style inventory Compare how each of you prefers to structure assignments, lessons,classroom schedule, etc. Online http://www.longleaf.net/teachingstyle.html Free Take and score it immediately Useful tool for dialogue about instructional philosophy and style

20. Planning for Instruction Finding time to plan

21. Co-Planning Time Guidelines Co-teaching teams should have a minimum of one planning period (45–60 minutes) per week Experienced teams should spend10 minutes to plan each lesson Dieker, 2001

22. Weekly Co-Planning Make the weekly planning timesacred and non-negotiable Each teacher should review content in advance of meeting Maximize the time: stay focused

23. Weekly Co-Planning Guide the session with the following fundamental questions: What are the content goals? Who are the learners and what are their unique needs? How can we teach most effectively?

24. Weekly Co-Planning Establish timelines and priorities Assign preparation tasks to both individuals equitably Lesson materials Student accommodations/modifications Determine how plans will be shared with paraeducators or other support staff as needed Adapted from Walther-Thomas, Bryant, & Land, 1996

25. What does it look like? • Supportive Teaching • Parallel Teaching • Complementary Teaching • Station Teaching • Team Teaching

26. Supportive Teaching“One Teach, One Support”Whole group instruction or guided practice; one teacher instructs while the other “floats” assisting individuals Benefits Extra attention for kids Requires less preparation Good place to start, esp. if one teacher is learning curriculum Drawbacks Doesn’t maximize professional skills of both teachers “Support” person may feel less valued Research doesn’t support effectiveness

27. Parallel Teaching“Two groups, same content”Class split in two heterogeneous groups, each teacher teaches one group. Both groups cover the same material Benefits More opportunities for interaction and practice Can differentiate presentation Both teachers actively involved Drawbacks Can be noisy Both teachers must be comfortable with content Kids may have “unequal” experiences Requires planning for pacing

28. Complementary Teaching“Two groups, different content”Class split in two groups, each teacher teaches one group. Groups do different activities. Benefits Smaller groups – more interaction and practice Both teachers actively teaching Differentiation of instruction Allows for re-teaching, enrichment, etc. Drawbacks Can be noisy Can lead to “resegregation” by ability Requires careful planning of groupings, pacing, etc.

29. Station Teaching“Two (or more groups), rotate”Class is divided into groups which move among different activities. Each student participates in all activities Benefits Opportunities for more interaction, hands-on activities Movement, variety, application promote learning and retention Can create more, smaller groups by adding “independent” station Drawbacks Can be noisy/busy Teachers can focus on a smaller piece of content Groups need to be designed carefully Activities needed to be planned for pacing, etc.

30. Team Teaching“Both Teach”Both professionals take an active role in teaching during whole group instruction, guided practice, etc. Benefits Kids benefit from “content” and “strategy” expertise Teachers clarify, model, etc. Both teachers actively involved Drawbacks Requires extensive planning and trust Doesn’t provide smaller group interaction

31. So, Which Way is Best? It depends! For example – Supportive teaching as a first step Parallel teaching to practice a new skill Complementary teaching for enrichment Stations for end-of-unit review Team teaching for start of lesson then move to stations

32. Work Smarter Not Harder: A tip from the classroom • General education gives/emails plans in advance • Collaborative planning time is focused on differentiation and discussing individual student modifications as needed • Special educator prepares modifications as needed

33. Three Stages of Co-Teaching Relationships Beginning Compromising Collaborative Gately, 2005

34. Gately & Gately, 2001

35. Self-assessment Where is your co-teaching relationship along each domain? What steps can you take to get to the collaboration stage?