Co-Teaching as Best Practice in Student Teaching Co-Teaching Overview 1.
Initiating a Successful Co-Teaching...
Transcript of Initiating a Successful Co-Teaching...
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Initiating a Successful
Co-Teaching
Relationship
2014 GATE Conference
Presenter: Donna Cherveny
Online Adjunct Brenau University
Adult and Graduate Studies Program
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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
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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)
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The simple definition?
Co-planning
Co-instructing
Co-assessing
AND co-just-about-everything-else
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Similar to a marriage?
Experts state that co-teaching is similar to
a marriage (Sileo, 2011).
An ARRANGED marriage
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Who benefits from co-teaching?
Students with disabilities
Students without disabilities
Parents
Administrators
Teachers
(Bronson & Dentith, 2014; Mirza & Iqbal, 2014; Friend et al, 2012)
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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)
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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).
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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
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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)
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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
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Consider this springboard. . .
Complete a beliefs survey and a
responsibilities checklist (Brown,
Howerter, & Morgan, 2013)
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During your initial meeting. . .
Personal beliefs
Classroom Practices
Classroom Goals
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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)
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Classroom Practices
Classroom Management
Instructional Strategies
Student assessment
Modifications and Accommodations
Communication with parents
(Lawter, 2013)
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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)
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Extras for discussion during initial
meeting. . .
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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
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Reflecting over your first day. . .
Successes
Improvements
Observations
(Sileo, 2011)
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GRASS IS GREENER WHEN YOU WATER IT Maintain the effective co-teaching relationship you’ve worked so hard to build
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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)
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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!
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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