the inclusive classroom: a resource for co-teaching
TRANSCRIPT
The Inclusive Classroom: A Resource for Co-Teaching
Elizabeth Hoskins
PEDU 509
Longwood University
Overview● Establish a guiding resource for both general and special
education teachers for best practices in the middle school
inclusion classroom.
● Teachers at DRMS were asked what resources they think will
best aid them in creating a successful inclusive environment,
with emphasis on co-teaching strategies and differentiation.
● Research outside the division for ways to improve the
collaboration process.
● Creation of a uniform, school-wide resource for training
teachers
Research● 2015-2016 SOL Data
○ Math: 83% pass rate
○ Reading: 76% pass rate
● School Improvement Plan
○ Emphasis on co-teaching in reading and math
Goals
Success specifically related to this phase of the project was
measured by:
● Creation of a uniform co-teaching training resource
● Faculty professional development
● Co-teaching observations by 12/3/2016.
Co-Teaching Survey● Math, Language Arts, Special Education
● 17 total teachers
DRMS Co-Teaching Survey
Team Members● Principal
● Math Teacher
● Special Education Teacher
Training Resources● Co-Teaching Binder
○ Co-Planning, Co-Teaching, Co-Assessing
● Co-Teaching Workshops
○ Train the Trainer PLC
○ Two training sessions for teachers
Co-Teaching Observations● Classroom lesson
● Co-planning session
● Post-observation conference
NELP Standards● 4.1 The resource created aids in implementing data-driven
systems of co-teaching instruction in order to promote
academic success in response to diverse student needs.
● 4.2 The resource created allows teachers to promote
challenging and engaging instructional practices within the
co-teaching environment.
● 4.4 By implementing the co-teaching professional development
resources provided, teachers may employ effective and
appropriate technologies, structures, and other necessary
instructional practices to support equitable access to learning
for each student.
Reflection● Salisbury & McGregor (2002) identified shared characteristics
of administrators of successful co-teaching programs
○ Risk-takers
○ Reflect on their actions
○ Clear and committed to beliefs
○ Promote value of professional relationships
○ Accessible
○ Intentional with goals and expectations
Commitment and Modeling● Co-teaching buy-in
● Tried new strategies in my classroom and shared my
experiences
Collaboration● United all stakeholders in a common purpose (Kouzes &
Posner, 2012)
● Led team in faculty presentations
● Delegated responsibilities (Gorton & Alston, 2012)
Accessibility● Available by email, in person
● Visited classrooms, met with teachers
Intentionality● Leaders must invest time and resources in breaking away from
the status quo (Kouzes and Posner, 2012)
● From one co-teaching model to others
● Set school-wide goals and expectations for co-teaching
○ Implement a variety of styles of co-teaching
○ Utilize binders as a resource
● Followed up, reinforced co-teaching successes
Areas of Improvement● Failure breeds success, so leaders must learn from experience
(Kouzes & Posner, 2012)
● Follow-up survey at the end of phase one
● More data from post-tests to measure student growth
● Delegate others to observe co-teaching lessons
Goals
● Creation of a uniform co-teaching training resource
● Faculty professional development
● Co-teaching observations by 12/3/2016.
ReferencesDRMS. (2016). School improvement plan reporting form: Data-driven decision making for improving instruction. Retrieved 28
September 2016 from https://docs.google.com/ document/d/1j0w1RKIsXailk7odSm_9ty00Y7FUNUR-pCre5TwEHQg/edit
Friend, M. (2014). Co-Teach! Building and Sustaining Effective Classroom Partnerships in Inclusive Schools (2nd ed.).
Greensboro, NC: Marilyn Friend, Inc.
Gorton, R., & Alston, J. (2012). School administration and leadership: Important concepts, case studies, and simulations (9th ed.).
New York, NY: McGraw-Hill.
Kouzes, J. M., & Posner, B. Z. (2012). The leadership challenge: How to make extraordinary things happen in organizations. San
Francisco, CA: Jossey-Bass.
Salisbury, C. & McGregor, G. (2002). The administrative climate and context of inclusive
elementary schools. Exceptional Children, 68, 259-270.