Collaborative Teaching Paula Marshall FDLRS/Miccosukee.

Collaborative Teaching

Paula MarshallFDLRS/Miccosukee

A dreadful flight…imagine…

• How might this scenario relate to your collaborative planning as it is now?

• What implications does this scenario have for the students (passengers) in your classroom

Two or more people using their talents and sharing the responsibilities to plan and teach together in one classroom

Use best practices strategies (graphic organizers, modeling, restating, clarifying, etc.)


Rationale for…

• Legal mandates – No Child Left Behind (NCLB, 2001)– Individuals with Disabilities Education

Improvement Act (IDEA, 2004)– “Close the achievement gap”– “Highly qualified instructors”

• “Masters of Curriculum” (i.e., classroom teachers)

• “Masters of Access” (i.e., special educators, ELL, Gifted and Talented etc.)

Collaboration between all members of a school community is essential. This collaboration occurs when educators work together and support each other in an effort to provide the highest quality curriculum and instruction for all the students they serve.

-FLDOE Inclusion Brief, April 2005


Aligning Practices Through Co-Teaching

• Co-teaching is becoming one of the fastest growing inclusive practices in school.

• Despite this rapid increase in popularity, co-teaching remains one of the most commonly misunderstood practices in education.

Steele, Bell, & George, 2005

Three Major Models

• Consultant model• Coaching model• Collaborative (or teaming)

model

Friend & Cook, 2003

Most Common Approaches• One Teach, One

Observe• Station Teaching • Parallel Teaching• Alternative

Teaching• Team Teaching• One Teach, One

AssistFriend & Cook, 2003

Taking Flight: Collaborative Teachers at

Work

Benefits of Collaboration

• Shared responsibility for educating all students

• Shared understanding and use of common assessment data

• Supporting ownership for programming and interventions

• Creating common understanding

Friend & Cook, 2003

CO-Teachers’ Planning Guide• Communication is the KEY!

Where to Begin: Building Bridges

Walking across the bridge, leaving the familiar ground of working alone, is the first act of collaboration. All parties are in neutral territory, with the security of knowing they can return to land better, stronger, and changed. And perhaps they will return to the same side of the bridge even though they started from opposite sides.


What is Change?

Change is always:–Risky–Scary

But it can also be:–Rewarding–Fun


Collaboration Won’t Just Happen

•Deliberate•Structured•Systematic•Ongoing


Why Won’t it Just Happen?Some possibilities might be:

• Little understanding of curriculum, instruction, and assessment between general and special educators

• Collaboration does not occur without a student-driven reason and a deliberate structure with resources.


Why Won’t it Just Happen? (cont.)• 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.


How Can We Work With This?

• Provide purpose and structure• Create baseline and a plan for

scaffolded change• Provide a visual map to guide

discussion• Keep discussions objective • Allow many issues to be put on the

table for considerationSteele, Bell, & George, 2005

What does my Working Style

have to do with

ANYTHING?

Working effectively with others by understanding our own tendencies and

expectations.

Working Together Book – Pages 14 - 16

Read and Complete Page 14 “independently.”

When finished, read pages 15 and 16 “silently.”

Analysts

Low risk-taking, less “people” oriented

Highly disciplined and persistent

They love to reason and think things through

Their greatest needs are accuracy and order

Strategies for working with Analysts

• Be reserved, but not cold when first approaching them

• They are uneasy with light, social conversation• Arrive on time and be prepared• Present information in step by step manner• Pay close attention – take notes • Expect to be challenged and receive little

feedback• Minimize risks for them

Supporters

Low risk-taking, more “people” oriented

High ideals and standards for everyone

They love a calm environment, and avoid conflict

Their greatest needs are to be appreciated and secure.

Strategies for working with Supporters

Interact with them in a calm, casual, friendly, and informal manner

Request their assistance, they love to help Actively listen, then reflect their feelings Listen patiently and attentively as they wrestle with

making the right decision Only discuss issues that meet their values and standards Appreciate any efforts they make Make it easy for them to share their objections, or they

won’t.

Achievers

High risk-taking, less “people” oriented

Confident and decisive

Need to be in control of situations

Forceful and direct when working with others

Strategies for Working with Achievers

Keep it short and simple (KISS)Be punctual, business-like and directSet timelines for meetingsUse factual statements providing a clear

picture of results they can expect to achieveActively listen to their ideas and paraphrase

and clarify what they sayBe succinct, cut to the heart of the matterNever fail to give them credit

Persuaders

High risk-taking, high “people” oriented

Highly spirited and social

They love to inspire and be inspired.

Articulate and Intense

Their greatest needs are recognition and applause

Strategies for working with Persuaders

Be open and visibly interested in them as peopleDon’t be too serious or task oriented at firstAcknowledge their importance, competence,

humor, and friendlinessInvite them to share their feelings and opinionsPresent ideas in enthusiastic mannerThey love to sell and be soldPut plans in writing immediatelyReaffirm your personal relationship frequently

How will I share this with my collaborative partners?

Non-negotiables

Landing the Plane Smoothly

Effective Co-Planning

Provide Weekly Scheduling Co-Planning Time• Co-teaching teams

should have a minimum of one scheduling/planning period (45–60 minutes) per week.

• Experienced teams should spend10 minutes to plan each lesson.

Dieker, 2001; Walther-Thomas, Bryant, & Land, 1996

Weekly Co-Planning

• Effective weeklyco-planning is based on regularly scheduled meetings,rather than “fittingit in.”

• Important to stay focused• Review content in advance of

meetingWalther-Thomas, Bryant, & Land, 1996

Weekly Co-Planning (cont.)• Guide the session with

the following fundamental issues:– What are the

content goals?– Who are the

learners?– How can we teach

most effectively?

Walther-Thomas, Bryant, & Land, 1996

Weekly Co-Planning (cont.)

•Shape instructional plans

•Establish timelines and priorities

•Assign preparation tasks

Walther-Thomas, Bryant, & Land, 1996

The Schultz Philosophy Quiz:

• Name the 5 wealthiest people in the world.• Name the last 5 Heisman trophy winners.• Name the last 5 winners of Miss America.• Name ten people who have won the Nobel

Prize.• Name the last 6 Academy Award winners for

best picture.• Name the last decade’s World Series winners.

Now let’s try another quiz:

• List a few teachers who aided your journey through school.

• Name 3 people who have helped you through a difficult time.

• Name 5 people who have taught you something worthwhile.

• Name a few people who have made you feel appreciated.• Name 5 people you enjoy spending time with.

The lesson

The people who make a difference in your life are not the ones with the most credentials, the most money, or the most awards. They are the ones that care.

Questions and Possible Answers

Collaborative Teaching Paula Marshall FDLRS/Miccosukee.

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