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New Hope-Solebury School District
Co-Teaching:The Power of 2 March 23, 2012
Presented by:
Lorraine Johnson
Danette Richards
Bucks County Intermediate Unit
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K – W – F CO-TEACHING
K
What do I know?
WWhat do I
want to learn?
FHow do I feel about it?
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Part 1: What to expect
Opportunity to collaborate with colleagues
Clear understanding of what
co-teaching is and is notOptions / models / teacher rolesEssential elements of successful
collaboration
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Inclusion Is:
•Students with disabilities attending their neighborhood school or the school they would attend if they were not disabled.
•Each child in an age-appropriate general education classroom.
•Every student accepted and regarded as a full and valued member of the class and school community.
•Special education supports provided within the context of the general education classroom.
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Inclusion Is (continued):
•A natural proportion of students with disabilities attending any school and classroom.
•No child excluded on the basis of type and degree of disability.
•The school promoting cooperative/collaborative teaching arrangements.
•Building-based planning, problem solving, and ownership of all students and programs.
•All students receiving an education that addresses their individual needs.
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Inclusion Intends:
To require commitment and collaboration from all the adults.
To provide quality programs, not simply access to programs.
That all students can learn and every teacher has something to offer every student.
The use of innovative practices. The best use of resources. That decisions are based on individual
student need. To meet the needs of students in the
regular classroom and curriculum. To promote the use of accommodations
that facilitate learning.
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About two-thirds of general classroom teachers support the idea of inclusion.
Teachers willingness varies somewhat depending on the type and degree of disability.
More than half feel inclusion provides benefits to students.
Only one-third of teachers believe they have sufficient time, skills, training, or resources for inclusion
Scruggs & Mastro Pieri (1996)
Teacher Perceptions about Inclusion
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Take A Moment
With a partner…– Share your experience with inclusion and co-
teaching.
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What Co-Teaching Is…
Determining what two teachers can do together that one cannot.
An attitude of sink or swim together.
Mutual planning & delivering of instruction.
Determining & defining roles & responsibilities.
Taking time to debrief & reflect on instruction.
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What Co-Teaching is...
Use of effective communication & conflict management skills.
Sharing ideas, strategies, & techniques to create better instruction for ALL students.
Supporting & enhancing each other’s teaching.
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Special Education Teacher
Student
General Educatio
n Teacher
Teach Teach
Assess, Plan, and Evaluate
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Defining Co-Teaching
Co-teaching occurs when two or more professionals jointly deliver substantive instruction to a diverse, or blended, group of students in a single physical space. (Cook and Friend, 1995, pg 1)
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Co-Teaching is Like….
Driving a motorcycleDriving a luxury sedanDriving a minivanDriving a sports car
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Take a moment to complete this sentence.
Co-Teaching is like a marriage because…OR dancing partners because…1.2.3.4.5.
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The Power of 2:Definition
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Collaboration won’t just happen
DeliberateStructuredSystematicOngoing
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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.
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How we make this work…
Provide purpose and structureCreate baseline and a plan for scaffolded
changeProvide a visual map to guide discussionKeep discussions objective and data drivenAllow many issues to be put on the table
for consideration
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Aligning Practices through Co-Teaching
Co-teaching is becoming one of the fastest growing inclusive school practices
Despite this rapid increase in popularity, co-teaching remains one of the most commonly misunderstood practices in education
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What Co-Teaching Is NOT . . .
One person delivering instruction while the other is solely responsible for crowd control.
Parallel groups where each teacher “does his/her own thing” without communication.
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What Co-Teaching Is NOT . . .
Integrating students but adults still maintain responsibility for own separate populations.
Homogeneous grouping of all at-risk kids in one classroom with two teachers.
Collaborative teaching w/o collaborative planning.
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What Co-Teaching is NOT. . .
Duplication of roles & responsibilities.
One person teaches while the other takes a break.
Pulling students out by disability label rather than forming groups according to skill needs.
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Activity
How well do you SHARE?How well do you SHARE?
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The Power of 2:Shared Beliefs
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Co-teaching Models The Heart of Co-Teaching
1. Lead and Support1 teacher complements, supports the other
2. Parallel Teaching Class is split
Content same or different, concepts same
flexible grouping
3. Station TeachingBoth experts in curriculum
Both plan explicitly
Credibility & Flexibility
4. Team Teaching Teachers take more risks.Interactive workplace
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The Power of 2:Co-teaching Models
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Activity
For each approach, identify potential strengths and drawbacks
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Basis for Selecting a Co-Teaching Approach
Student characteristics and needs.Teacher characteristics and needsCurriculum, including content and
instructional strategiesPragmatic considerations
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WHY DO IT?
Provide instruction in the general education setting
Provide more intense and individualized instruction to all students, including students with disabilities
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Alternative to our Current Practice: WHY?
Access to the general education curriculum
Access to the general education teacher
Access to preparation for statewide
assessmentsAccess to peers
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Alternative to our Current Practice: WHY?
Ensures support for the general education teacher
Ensures collaboration between general education
and special education
Ensures that someone who knows about
accommodations is present in the general
education class
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HOW DOES IT WORK?
General Ed Teacher Shares understanding of
content, structure, and pacing of the general education curriculum and assessment of group learning needs
Special Ed Teacher Shares enhancement of
general education curriculum and assessment of unique learning needs of students
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Staff Support
Administrators: Building and district level
Special education teacher
Regular education teacher
Others
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The Power of 2:Prerequisite Skills
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Teaming
An effective way to meet the needs of all students could be through the
collaboration of a general education teacher and a special education teacher.
This type of collaborative team can easily adapt instruction to meet the needs
of all students.
"The nice thing about teamwork is that you always have others on your side."
-Margaret Carty
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Key Elements of a Quality Team
Commitment Mission Objectives Trust Meetings Shared Responsibility Conflict Resolution Roles and Responsibilities Participation Communication
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What’s Your Interpersonal Style?
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What’s Your Interpersonal Style?
Read each item of the survey titled “What is my style and what is your style?”
Place a check next to your best choice for each item.
Tally the number for each column at the bottom.
We will discuss the results.
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What’s Your Interpersonal Style?
AchieverPersuaderSupporterAnalyst
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What’s Your Interpersonal Style?
Achiever High risk-taker, less
people-oriented Like to be in control of
situations and sometimes people
Generally forceful and direct when working with colleagues
Working with Achievers Be business like and
direct Ask factual questions Propose logical and
efficient plans, but let achievers have/share control over final solutions
Anticipate objections and prepare to address them
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What’s Your Interpersonal Style?
Persuader High risk-taking, more
people oriented High spirited and social Love to inspire and be
inspired Articulate and intense
when working with colleagues
Working with Persuaders Acknowledge their
strengths, competence, humor and friendliness
Present ideas in an enthusiastic, optimistic, persuasive manner
Encourage ideas that are innovative
Get plans in writing, it helps them stay focused
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What’s Your Interpersonal Style?
Supporter Lower risk-taking,
more people oriented High ideals and
standards Love calm
environments and hate conflict
Need security and appreciation for your efforts
Working with Supporters Be calm, casual, friendly Actively listen, reflect
their feelings and concerns
Appreciate their efforts Present ideas that are
consistent with their values and high standards
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What’s Your Interpersonal Style?
Analyst Lower risk taking, less
people oriented
Highly disciplined and persistent
Love to reason and need time to think things through before moving into projects
Accuracy and order are your trademarks
Working with Analysts Present information in a
logical step by step manner Pay close attention to
details Appeal to logic, reason,
order, and systematic approach to problem solving
Do your homework; expect to be challenged on your assumptions, ideas, procedures
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What’s Your Interpersonal Style?
Choose a staff member you work withWrite their nameGiven what you just heard, choose a
strategy you can use when you work with them.
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Collaboration
- A style for direct interaction between at least two co-equal parties voluntarily engaged in shared decision making as they work toward a common goal.
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Role of General Education Teacher
Read and be familiar with the IEPs of your students Deliver instruction which incorporates:
– IEP Goals – Specially Designed Instruction– Behavior support plan components
Collaborate with special education teacher to plan and solve problems (co-teach)
Monitor student progress related to instruction and IEP goals
Communicate with parents and other team members
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Role of Special Education Teacher Coordinate the development and delivery of IEPs that
provide access to the general education curriculum
Deliver specially designed instruction as specified in the IEP
Collaborate (co-teach) with general education teachers, other team members (family, related service providers) to plan and solve problems
Develop a plan and tools for monitoring student progress related to instruction and IEP goals across environments
Communicate with parents and other team members
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Parity: Actions speak louder than words
Conveying the message to students, parents and others.
Who does what when?
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Planning Considerations
1. How will we introduce our “partnership” to the class?
2. How will the content be presented?3. What grouping pattern will be used
for lesson presentation?4. Are modifications needed?5. How will “study skills” be addressed?
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Planning Considerations (Continued)
6. How will paperwork be handled?7.What classroom behavior management
system will be utilized?8. How will each teacher’s responsibilities
be assigned?9. How will communication be handled?10. How will the classroom be arranged?
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Planning Tools
CommunicationCo-Planning
Look in your folders for
samples of tools.
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The Power of 2
Teaming
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Jigsaw
Articles
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The Power of 2:Collaboration
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The Power of 2
Summarizing: Practical Matters and Things to Consider
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A Thought…
If we are to create schools in which students feel welcomed and part of a community, then we must begin by creating schools that welcome the diversity of all children.
Norman Kunc