Initiating a Successful

Co-Teaching

Relationship

2014 GATE Conference

Presenter: Donna Cherveny

Online Adjunct Brenau University

Adult and Graduate Studies Program

Today’s points of discussion. . .

Define co-teaching

Six models of co-teaching

What to do prior to your first meeting

What to do during your initial meeting

How to handle your first class together

How to reflect over your budding

relationship

How to maintain an effective relationship

What is co-teaching?

“The partnering of a general education teacher and a special education teacher or another specialist for the purpose of jointly delivering instruction to a diverse group of students, including those with disabilities or other special needs, in a general education setting and in a way that flexibly and deliberately meets their learning needs” (Friend, Cook, Hurley-Chamberlain, & Shamberger, 2010, p. 11)

The simple definition?

Co-planning

Co-instructing

Co-assessing

AND co-just-about-everything-else

Similar to a marriage?

Experts state that co-teaching is similar to

a marriage (Sileo, 2011).

An ARRANGED marriage

Who benefits from co-teaching?

Students with disabilities

Students without disabilities

Parents

Administrators

Teachers

(Bronson & Dentith, 2014; Mirza & Iqbal, 2014; Friend et al, 2012)

Six Models of Co-Teaching One teach, one observe One teacher delivers content

One teacher observes & collects data

One teach, one assist One teacher leads content

One teacher assists the lead teacher

Station teaching Each teacher teaches a small group

Groups rotate between stations

Parallel teaching Each teacher delivers content to heterogeneous

group simultaneously

Alternative teaching One teacher delivers content to a large group

One teacher instructs small group via enrichment

or remediation

Team teaching Both teachers instruct the whole group

(Friend, Cook, Hurley-Chamberlain, & Shamberger, 2012)

Should co-teaching

experience be part of

teacher education programs?

ABSOLUTELY!

Almost 80% of special education students

in Georgia spend at least half their day in

general education classrooms (Georgia

DOE, 2014).

So. . .you’ve been tapped for co-

teaching. . .now what?

Before your initial meeting

During your initial meeting

During your first day of class

After your first day of class

Before your initial meeting. . .

Familiarize yourself with the six models of

co-teaching and consider visiting an

effective co-taught classroom

Mentally prepare by opening your mind to

a new style of teaching

Consider your strengths to bring to the

partnership

Brainstorm topics for discussion during

your initial meeting

(Brown, Howerter, & Morgan, 2013; Kliegel & Weaver, 2014; Randhare Ashton, 2014)

Think-Pair-Share

Take one of the index cards provided

You have 1 minute to brainstorm for

topics you feel should be discussed in an

initial meeting of co-teachers

Now. . .pair up with your elbow buddy to

expand on your list of topics for 2

minutes

Let’s share your ideas

Consider this springboard. . .

Complete a beliefs survey and a

responsibilities checklist (Brown,

Howerter, & Morgan, 2013)

During your initial meeting. . .

Personal beliefs

Classroom Practices

Classroom Goals

Personal beliefs

What are your perceptions of

co-teaching?

How do you feel about sharing a

classroom?

How do you plan to collaborate

with your co-teacher?

(Sileo, 2011; Lawter, 2013; Solis, Vaughn,

Swanson, & McCulley, 2012)

Classroom Practices

Classroom Management

Instructional Strategies

Student assessment

Modifications and Accommodations

Communication with parents

(Lawter, 2013)

Classroom Goals

Student success

Goals for special education students

Goals for regular education students

Differentiation techniques

Responsibilities of each teacher (Solis, Vaughn, Swanson,

& McCulley, 2012)

Extras for discussion during initial

meeting. . .

Your first day of class together. . .

Respect one another

Talk about students as “OUR” kids

Present a unified front to students

Ensure both teachers have equal opportunities to interact with class as a whole

Demonstrate loyalty to one another and your students

Reflecting over your first day. . .

Successes

Improvements

Observations

(Sileo, 2011)

GRASS IS GREENER WHEN YOU WATER IT Maintain the effective co-teaching relationship you’ve worked so hard to build

Relationship maintenance strategies

Continue to overcommunicate

Continue to show respect and

appreciation for one another

Continue to demonstrate a united front

Listen to your partner

Keep your commitments

Never participate in the blame game

Develop enthusiasm fueled by each other

(Kliegel & Weaver, 2014; Mirza & Iqbal, 2014)

Sticky Note Summarizer

Please take a sticky note from the basket.

Take one minute to write down the most

important piece of information you have

learned from today

When you finish, please stick it!

References Bronson, C. E., & Dentith, A. M. (2014). Partner teaching: A promising model. Education, 134(4), 506-

520.

Brown, N. B., Howerter, C. S., & Morgan, J. J. (2013). Tools and strategies for making co-teaching work. Intervention in School and Clinic, 49(2), 84-91. doi: 10.1177/1053451213493174

Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of Educational & Psychological Consultation, 20(1), 9-27. doi: 10.1080/10474410903535380

Georgia Department of Education (2014). Special education report card. Retrieved from http://archives.gadoe.org/ReportingFW.aspx?PageReq=105&PTID=77&CTID=78&Source=Profile%20Summary&PID=37&StateId=ALL&T=1&FY=2011

Kliegl, J. A., & Weaver, K. D. (2014). Teaching teamwork through coteaching in the business classroom. Business and Professional Communication Quarterly, 77(2), 204-216. doi:10.1177/1080569913507596

Lawter, L. (2013). Countdown to co-teaching: Are you ready? New Teacher Advocate, 20(4), 10-.

Mirza, M. S., & Iqbal, M. Z. (2014). Impact of collaborative teaching (CT) on mathematics students' achievement in Pakistan. Journal of Research & Reflections in Education (JRRE), 8(1), 13-21.

Randhare Ashton, J. (2014). Beneath the veneer: Marginalization and exclusion in an inclusive co-teaching context. International Journal of Whole Schooling, 10(1), 43-62.

Sileo, Jane M. (2011). Co-teaching: Getting to know your partner. Teaching Exceptional Children, 43(5), 32-38.

Solis, M., Vaughn, S., Swanson, E., & McCulley, L. (2012). Collaborative models of instruction: The empirical foundations of inclusion and co-teaching. Psychology in the Schools, 49(5), 498-510. doi: 10.1002/pits.21606