Co-TeachingBuilding a Solid Foundation for a

Successful Partnership

1st Quiz of the Course!! Number your paper 1 – 13 & Guess

WHO…1. I collect Pez dispensers.

2. I have been indoor skydiving.

3. I went to a Metallica concert.

4. I was an Army Reservists.

5. I have 1 brother and 2 sisters.

6. I am the biggest Badger fan in the school.

7. I make candles.

8. I love to scrapbook.

9. I ran a half-marathon.

10. I love the Brewer Racing Sausages.

11. I jumped off a cliff in Jamaica.

12. I was on the pom squad in high school.

13. My favorite Brewer is Corey Hart.

Kim Trendel Nationally Board Certified- Exceptional Needs,

Ages 5-21

11th year of teaching at FPMS

Cross-categorical teacher

Teach math

4th year co-teaching

Spoken at conferences for the last 3 years on team and co-teaching

Michelle Koenig Nationally Board Certified-EA Math

10th year of teaching

FHS & FPMS

Currently teaching 8th grade math & algebra

4th year co-teaching

Spoken at conferences the last 3 years on team and co-teaching

Let’s begin!

First, some introductory information . . .

Our Definition

Equal partnership in planning and implementing

curriculum, and assessing student work to

best meet the need of all students in the

same classroom. There are different models

to reach this goal based on instructional and

student need. K. Trendel & M. Koenig 2010

Are all models of team teaching the same?

We think that there is a difference between

team teaching and co-teaching.

You will probably start team teaching (as we did),

but our goal is to get you to the co-teaching level…

this is where students will be taken to the next

level.

Teacher Benefits of Co-Teaching

Share work load (copies, lesson plans, assessments, classroom management)

Someone to process ideas with

Play off each other in the classroom

Tag team with difficult students

Not a one way street

Dealing with absent students

More Teacher Benefits…

Share strengths

Sharing of teaching strategies

Know “regular” classroom expectations and curriculum to benefit self-contained students

Inclusion of SWD teachers in the departments

SWD teachers seen as teachers instead of just “helper” in the room

Student Benefits of Co-Teaching

Getting caught up after an absence

More individualized instruction

SWD do not stand out

Smaller teacher: student ratio

More engaging environment

More likely to ask for help

Teachers are more accessible to students

And we still have more to share!

Handouts

Population of our Co-Teaching Hour

Students labeled with a disability (SLD, EBD, or OHI)

Math Lab students

Students that are basic or minimal on WKCE

Students that struggle in math

Students that “hate” math

What results have we seen?

• 2007-08 SY-2-5% points higher on tests compared to non-team teach hours-19 students increased or maintained their grades from 1st to 4th quarter

• 2008-09 SY -14 students increased or maintained their

grades from 1st to 4th quarter

Data (2006-07 SY)Grade Co-Taught

Class Q1, Q2, Q3, Q4

Independently Taught ClassQ1, Q2, Q3, Q4

Independently TaughtClassQ1, Q2, Q3, Q4

A 3, 8, 9, 7 1, 8, 5, 7 6, 11, 8, 11

B 14, 11, 12, 12 11, 8, 11, 8 6, 4, 7, 5

C 4, 6, 1, 6 6, 3, 1, 3 12, 6, 4, 5

D 4, 1, 2, 1 3, 3, 5, 3 2, 3, 4, 4

F 1, 0, 1, 1 0, 1, 1, 1 0, 1, 3, 2

Data (2008-09 SY)

Assessment Team-TaughtClass Ave (%)

Independently Taught Class Ave (%)

Independently TaughtClass Ave (%)

Mod 1 Quiz 91 89.2 89.3

Mod 1 Test A 91.4 87.6 88.3

Mod 1 Test B 92.3 89.8 83.8

Mod 2 Quiz 85.7 88.6 85.4

Mod 2 Test A 80 85.6 82.1

Mod 2 Test B 84.8 86.7 87.9

Mod 3 Quiz 83.2 82.8 83.8

Mod 3 Test A 88 84.4 85

Mod 3 Test B 90.1 89.3 89.2

Semester Exam

87.1 91.4 91.4

Mod 4 Test A 89.1 93.3 94.1

Data (2008-09 SY)

Assessment Team-TaughtClass Ave (%)

Independently Taught Class Ave (%)

Independently TaughtClass Ave (%)

Mod 5 Quiz 86.4 92.8 90.1

Mod 5 Quiz #2 84.4 89.2 88.8

Mod 5 Test A 87.8 91.7 91.1

Mod 5 Test B 91.1 90 93.2

Mod 6 Quiz 90 88 91.8

Mod 6 Test A 78.5 86.6 84.2

Mod 6 Test B 88 90.2 91.6

Semester Exam 87 89.1 90

Data (2009-10 SY)

Assessment Team-TaughtClass Ave (%)

Independently Taught Class Ave (%)

Independently TaughtClass Ave (%)

Mod 1 Quiz 84.5 85 86.4

Mod 1 Test A 92 88.5 92.4

Mod 1 Test B 91.9 91.3 92.7

Mod 2 Quiz 89.4 88.1 88.8

Mod 2 Test A 89.7 86.1 86.7

Mod 2 Test B 87.1 87.3 89.7

Mod 3 Quiz 87.6 86 91.5

Mod 3 Test A 92.6 89 91.6

Mod 3 Test B 91.8 91.7 92.2

Mod 4 Quiz 92.2 87 93.6

Data (2009-10 SY)

Assessment Team-TaughtClass Ave (%)

Independently Taught Class Ave (%)

Independently TaughtClass Ave (%)

Mod 5 Quiz 90.2 90.5 91

Mod 5 Test A 92.3 91.1 91.7

What results have we seen?Student comments

“We get help faster.”

“We cover more material.”

“It is more fun.”

“You can learn two different ways to do math and pick the one that works for you.”

Q: What worked well for you this year?

A: Having 2 teachers.

More student comments . . .

“When I started working with Mrs. Trendel & Mrs. Koenig it (math) got easier.” (This student was moved into our co-teaching class mid-year.

“We have a lot of fun and learn a lot, too.”

“I actually liked math class this year.”

“I will never forget the niceness of my teachers, how much I’ve learned, and the wonderful experience of math with you two.”

What results have we seen?

Parent comments

“Jeff actually likes math this year.”

“These are the best math grades Cody has ever received.”

“My daughter tells me she LOVES your class! [Student] is dyslexic. All odds were against her. Keep up the great work.”

More Parent Comments!

Because of you and your teaching methods my daughter who did NOT like math and could not read until the 4th grade now not only LOVES math, but embraces it. The biggest part of the success is you are a TEAM! You’re both funny and make learning fun . . . The Math Divas!! You both take extra time if you see someone does not get it. You have a song and dance for everything . . . You make the kids not only laugh but also REMEMBER.

I can only hope the Franklin Public School system knows how LUCKY they are to have a team of great teachers like you and Mrs. Trendel.

How do we make it work?

Dedicated to this model

Similar Philosophy (Grading, Classroom Management, children & Instruction)

OUR classroom, OUR students

Make time to meet & plan (outside of scheduled time)

Open to new ideas & strategies

Sense of humor

Share the work load

More Tips

Make the development of the team a top priority.

Don’t just assume the team will work well together; work on making the group function at the top of its game.

Students need to see teachers as equals

Set clear goals for the team, and then ensure its activities lead to those goals.

Still More Tips…

Communicate clearly and honestly to survive and grow stronger from conflict.

Honor individual and team success.

Assume responsibility for assigned roles.

Be prepared for team discussions and work.

Let’s start collaborating!!

4 Topics We Will Tackle

Logistics

Classroom roles/management

Instruction

Personal

Logistics

Subtopics Room setup Planning time Materials Routines Communicating with parents

Co-planning:What should happen

& when

Finding Planning Time Ideas

Lunch meetings

Before or after school meetings

Request release time from administration

Staff development days

Journaling notebook back & forth

During assemblies when supervision can be covered by others

Swapping coverage during other teachers’ planning periods

Use of technology (e-mails, Skype)

When other professionals are teaching your class (i.e. guidance)

Classroom roles/management

Subtopics Roles of each teacher Rules/how to handle students Communication with parents regarding

discipline concerns

Words of Wisdom

“A strong team includes a variety of different teaching styles. Students

will respond differently to these different teachers. … It is also

essential that the teachers value and support each other in those

roles.”- Glen Lawson

Instruction

Subtopics Strengths/likes vs. weaknesses/dislikes in the

curriculum Grading Actual planning of lessons

Who will teach what & when What model to use

Personal

Subtopics What are your pet peeves? Tasks you like & dislike doing Communication Handling conflict

Tips for Handling Conflict

Hear each person out fully & without emotion

Use honesty with respect in your conversations

Speak from the “I” point of view, not “you”

Agree to disagree on unimportant matters

To resolve conflict: Name it. “I feel” statements Agree on a resolution (be willing to compromise!) Revisit in two weeks

Let’s talk models!

Team teach vs. Co-teachWhat’s the Difference?

Co-Teaching:• Share in

planning• Share

instruction load• Share in

creation of assessments

• Both actively assess student work

• *Embed specialized instruction*

Team Teaching:• Sharing in

planning• Share

instruction load• Share in

creation of assessments

• Provide accommodations and modifications

ModelsTeam-Teaching

Monitoring

Parallel Teaching

Co-Teaching• Active Partnership • Differentiated Split

Class• Station Teaching

Monitoring Teacher

This situation occurs when one teacher assumes the responsibility for instructing the entire class, while the other teacher circulates the room and monitors student understanding and behavior.

Roles shift between teachers during the class period or week.

Monitoring Video

Parallel Instruction

In this setting the class is divided into small 2 larger groups/smaller groups/partners and both teachers circulate and provide individualized support.

Parallel Teaching Video

Active Partnership

The teachers actively share the instruction of content and skills to all students

Examples: One teaches while one constructs concept map, dialog between teachers is exchanging and discussing ideas in front of learners

Active Partnership & Monitoring Video

Differentiated Split Class

This type of teaching involves dividing the class into smaller groups according to learning needs. Each educator provides the respective group with the instruction required to meet their learning needs.

This could be remedial or enrichment instruction.

Flexible grouping

Differentiated Split Video

Station Teaching

Students are divided into groups and rotate through organized stations. Both teachers are teaching at their own station. There are two ways to accomplish this task: Same material is taught but teacher stations address different learning styles or different material related to the same concept is taught in both teacher stations.

Our EvolutionYear One

First semester: monitoring & parallel teaching

Second semester: monitoring (roles switched) and parallel teaching

Year Two

Monitoring, parallel, and active participation

Year Three

Monitoring, parallel, active participation, & differentiated split

Year Four

Monitoring, parallel, active participation, differentiated split, station teaching

Flexible Grouping

How we make it work

Using MAPS scores to create groups

Assessment

Formal versus informal

Model we use PLC & common assessments & grading Mastery benchmark Other components

Record keeping/data collection

Our Contact Information

Kim Trendel

Kimberly.Trendel@franklin.k12.wi.us

Michelle Koenig

Michelle.Koenig@franklin.k12.wi.us

Resources

A Guide to Co-Teaching: Practical Tips for Facilitating Student Learning, Second Edition by Villa, Thousand, and Nevin.

Collaborative Teaching in Secondary Schools: Making the Co-Teaching Marriage Work! By Wendy Murawski. 2009.

Enjoy this clip as we finish out our day!