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Leading the Co-Teaching Dance

Lisa Dieker, Ph.D.University of Central Florida

Lisa.dieker@ucf.edu

Objectives• Definehowco-teachingfitsintoinclusiveschools

• Definewhatco-teachingisandisnot

• Identifythebenefitsandbarriersofco-teaching

• Describethestructures&schedulingstrategiesnecessarytodevelopacollaborativecultureabletosustainco-teaching

• Sharestrategiesforincreasingcommunication&collaboration

Prelude:MeetYourDanceInstructor

(AKAEstablishingabackground)

Sample of Long term projects

• Arkansas DOE – 12+ years • Omaha Public Schools, NE - 7 years • Colorado Springs, CO - 4 years• Sun Prairie, WI – 5 years• Seminole County, FL – 5 years• Alexandria, VA – 5 years• Lee County Public Schools, FL - 3 years• Shelby County, TN– 2 years• West Springfield, MA – 2 years• Bridgewater-Raynham, MA – 3 years• Ludlow, MA – 3 years

Agenda: 7 Strategies that Work

1) Creating a School-Wide Culture2) Celebrating the Success of All Students3) Developing Interdisciplinary Collaboration

4) Implementing Effective Co-Teaching5) Establishing Active Learning Environments

6) Implementing Successful Evidence-Based Instruction

7) Improving Grading and Assessment

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Present

Future Brain Break

• Identifyfromthelistanareaofstrength.Nowidentifyanareathatyouthinkshouldbeafocusinyourschooland/orclassroomtoincreaseeffectiveinclusionarypractices.

ü Technology Accessü Gradingü Homework ü Team work/Co-Teachingü Behavior ü Active Learning

•

Chapter1:Learningthebasicmoves

(AKAgettingonthesamepage)

5KeystoCreating&SustainingCo-Teaching

1. Know what co-teaching is and when it is needed.

2. Recognize that co-teaching is a marriage and that you are the matchmaker.

3. Make scheduling a priority.4. Planning is critical.5. Monitor success, give feedback, and

ensure evidence-based practice.Murawski, 2008

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Collaboration & Co-Teaching

• Collaboration – A style of interaction in which two or more professionals work together toward a common goal (Friend & Cook, 2003)

• Co-Teaching – when two or more educators co-plan, co-instruct, and co-assess a group of students with diverse needs in the same general education classroom (Murawski, 2003)

Not Co-Teaching

• Consultation– Where one individual helps another problem-solve

• In-class Support (aka Facilitated Support)– when a special service provider comes into a class without prior planning and provides reactive support “on-the-spot”

• Co-Planning – when two or more educators plan lessons together but implement them separately

TypesofSupport(minimuminsteadofmaximum)

• Self-contained• Co-Teaching• Facilitativesupport• In-classsupport• NoSupport

Essential Question of Co-Teaching

How is what co-teachers are doing together substantively different and better for kids than what each of them would do alone?

In the book….

• At A Glance Menu of Options

• At A Glance “Do’s & Don’ts of Co-Teaching”

• At A Glance “5 Keys to Leading Co-Teaching”

Assessments£ Oral assessments

£ Self-checking assessments

£ Computer-based assessments

£ Reflections

£ Precision teaching

£ Performance

£ Demonstration

£ Portfolio

£ Rubrics

£ Videos/media

£ Other ________________________________________________________

Tools£ Rubistar£ Dragon Dictation£ PBL Checklist£ Edumoto£ Voki£ Voicestream£ Slideboom£ Prezi£ Google Docs£Other__________________________________________________________________________________________

Targetedskills£ Note-Taking£ Writing£ Reading£ Communication£ Social skills£ Behavior£ Participation£ Engagement£ Organization£ Collaboration

ServiceDelivery£ Co-Teach£ Support Facilitation £ Consultation£ Mainstream

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One Support Facilitator’s Recipe:

Invites Teachers Weekly to Select Best Use of Time from Menu

Lists sample mini-lessons topics she can share

Conferences with ALL students to set goals

When not instructing, circulates with gradebook and consults with ALL students

✔

Whatwillyouputonyourmenu?

Chapter2:OrganizingtheDance

(AKADevelopingaculture&structurestosupportco-teaching)

School-WideConsistent but Flexible

Checklist

üTechnology AccessüGradingüHomework üTeam work/Co-

TeachingüBehavior üActive Learning

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Technology Access

Duckworth,A.L.,&Quinn,P.D.(2009).DevelopmentandvalidationoftheShortGritScale(GRIT–S).Journalofpersonalityassessment,91(2),166-174.

Grit

Grading

Homework

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Teaming/Co-Teaching Behavior

Active Learning Peer Tutoring and/or Cooperative

Learning

Consistent but Flexible Checklist

üTechnology AccessüGradingüHomework üTeam work/Co-

TeachingüBehavior üActive Learning

Brain Break

Identifyfromthelistanareaofstrength.Nowidentifyanareathatyouthinkshouldbeafocusinyourschooland/orclassroomtoincreaseeffectiveinclusionarypractices.ü Technology Accessü Gradingü Homework ü Team work/Co-Teachingü Behavior ü Active Learning

In the book….• Tips for improving communication between

various groups (including SHARE worksheet)

• Strategies for avoiding resistors & determining who should participate

• Suggestions for strategic and differentiated professional development

• First steps with new teams

• Reproducible Surveys of different stakeholders

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If they are dancing 7 Strategies that Work(that also make co-teaching easier)

1) Creating a School-Wide Culture2) Celebrating the Success of All Students3) Developing Interdisciplinary Collaboration4) Implementing Effective Co-Teaching5) Establishing Active Learning Environments6) Implementing Successful Evidence-Based

Instruction 7) Improving Grading and Assessment

Page 3

Barriers to Effective Co-Teaching• Philosophy• History• Time• Preparation• Content knowledge

Murawski &Dieker,2008

3 C

•Co-Planning•Co-Instructing•Co-Assessing

TrueCo-teaching

Murawski,2003

What’sUpNext?Webinar#2

• Chapter4:AdvancedChoreography(AKAmoreschedulingstrategies)

• Chapter5:PlanningfortheDance(AKAplanningstrategies)

• Chapter6:CreatingYourOwnMoves(AKAimplementationphase)

ObjectivesforthisWebinar• Identifyschedulingstrategiesfordifferenttypesofschoolstructures

• Describetheneedforco-planningaswellasstrategiestobuildtimeforco-planning

• IntroducetheWhat/How/Whoapproachforusingco-planningtimemoreefficiently

• Reviewcommonissuesinco-planning• Discussdifferentmodelsofco-instructionandhowtoencouragetheirusebyco-teachers

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Essential Question of Co-Teaching

How is what co-teachers are doing together substantively different and better for kids than what each of them would do alone?

Chapter4:AdvancedChoreography

(AKASchedulingstrategies)

What type of school do you have?

• Size of school matters.• Type of school matters.

General pervasive guidelines:• Know what co-teaching is and is not.

• Cluster & spread.

• Divide & conquer.

• Full Support model• Grade/Subject Support

model• Cluster/Team Support model• Looping• Hodge-Podge Model

Other Support Strategies

• Put classrooms near one another.• Use a “family support model” (Dieker,

2001).• Build in collaborative planning time for

all at beginning or end of the day (Fabrocini, 2012).

• Start with volunteer partnerships.• Avoid more than 30% of the class with

special needs.

In the book….

• Example schedules of the various models

• Example scheduling matrix

• Step by step guide for figuring out how many co-taught classes you’ll need

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Chapter5:PlanningfortheDance

(AKAplanningstrategies)

Co-planningtime:Yourjobasleaders?

1. Buildintime.2. Providetoolstosupportplanning.3. Observeplanning&give

suggestionsforusingtimeefficiently.

4. Bepreparedtosupportteacherswhenco-planninggoeswrong.

Building in TIME for Co-Planning

• School Assemblies

• Research projects

• Using basic technology

• Using helpful products:– Co-Planner– CTSS

• Common planning periods

• Banked times

• Scheduled meetings

• Coverage

• Reduction of duties

• Student activities

Products to Save Time in Co-Planning

• Co-Teaching Lesson Plan Book Available at www.cec.sped.org& www.knowledge-by-design.com

• CTSS –Available at www.coteachsolutions.comand www.2TeachLLC.com

• Lesson Co-Planning Databasewww.2TeachLLC.com FREE lessons and downloadable template!

WHAT/HOW/WHOAPPROACHWHATarewegoingtoteach?

GENEDLEAD 5MIN

HOWarewegoingtoteachiteffectively?

BOTHLEAD 7-15MIN

WHOwillneedadditionalsupport?

SPECEDLEAD 5MIN

Murawski (2012) Teaching Exceptional Children

Language Arts 1st Grade

No Support Facilitative Support

Co-taught Support

Self-Contained

JasonMattTanishaShawnSallyKevinDante

SeanMikeSamTabithaJose’Angel

AustinBillStarShanteFredBrynAllenGHOSTGHOST

TimElyseKellyFred

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Language Arts 2nd Grade

No Support Facilitative Support

Co-taught Support

Self-Contained

KevinDonetta

SteveJoshTony

SeanSamShante

TomLaShondraMarcusMoniqueAustinTimSueBradAdamTabithaLaKendraMatt

Language Arts 3rd Grade

No Support Facilitative Support

Co-taught Support

Self-Contained

StephenFredMarquetteJoseCecilaWendy

ShaunMaryLisaLindaJeffMelodyEricStan

TimothyBrandonStanleyNickFredrickAngelicaAngelAdamBret

StephenKendra

FlexibleScheduleModel Inbook..Howtoaddresswhencommon

planningissues

1. Lackoftimemanagement2. Lackofpreparation3. Lackofparity4. Lackofinitiative5. Lackofrespect

Page 25 Page 26

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Page8insert4areas

Dieker & Hines, 2014

Types of Co-Teaching(Consider using Co-Planner)

ØOne Teach, One observe/driftØOne Lead, One SupportØStation TeachingØParallel TeachingØAlternative TeachingØTeam Teaching

Big Idea Instructional Method

Standard Assessment

Modified Assessment

Type of Co-teaching

Behavioral Strategies

Instructional Strategies

Data Collected/Notes

Co-Teaching Approaches(Cook & Friend, 1995)

• One Teach, One Support• Parallel Teaching• Station Teaching• Alternative Teaching• Team Teaching

KEY POINTS:

Parity between educators – switch roles often

Heterogeneous groups – switch students often

Use a variety of approaches!

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One Teach, One Observe/Drift

• lead teacher• support teacher typically

works with targeted student• Data collection of target

behavior or skill typically expected

• little planning

One Lead, One Support

• lead teacher•support teacher• little planning

(Cook & Friend, 1993)

•divide content•share but separate responsibilities

Station Teaching

What it looks like..station

•same content•deliver instruction to half the class

• joint planning

Parallel Teaching

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What it looks like..Parallel

• one large group, one small• small group preteaches, reinforces or reteaches large group

• joint planning

Alternative Teaching

What it looks like..Alternative

• shared instruction• coordinated activities in one

lesson• mutual trust and commitment• co-planning

Team Teaching

What it looks like..

PersonalGoal Currentstatusofdatacollectedinthisarea

MeasurableObjective Datatobecollected Whatif… Yourrole/commitment

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Chapter6:CreatingYourOwnMoves

(AKAimplementationphase)https://del.icio.us/ldieker

3 Things I know Activityp. 51

• From today…– Three things that you now know more

about related to co-teaching

– One thing you plan to implement immediately or you need to learn

School-WideGoals Currentstatusofdatacollectedinthisarea

MeasurableObjective Datatobecollected Whatif… Yourrole/commitment

5year

3year

1year

PlanningTime