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Transcript of Pennsylvania Training and Technical Assistance Network Co-Teaching Professional Learning Community...
![Page 1: Pennsylvania Training and Technical Assistance Network Co-Teaching Professional Learning Community for Administrators: Day Two.](https://reader031.fdocuments.net/reader031/viewer/2022020417/5697bfd61a28abf838cae048/html5/thumbnails/1.jpg)
Pennsylvania Training and Technical Assistance Network
Co-Teaching Professional Learning
Communityfor Administrators: Day Two
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PaTTAN’s Mission
The mission of the Pennsylvania Training and Technical Assistance
Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who
receive special education services.
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PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary
Aids and Services before considering a more restrictive environment.
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Updates on Action Research Projects
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Today’s Objectives
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• Examine current co-teaching practices and effective practices (including planning time and program evaluation)
• Network with other administrators to ask questions and share out some of the trials and tribulations of co-teaching within their school/district
• Continue to use a Co-Teaching Considerations Framework
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SUPPORTING CO-PLANNINGCo-Teaching PLC Day Two
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Co-Planning Time
“Without time for sharing this expertise, teachers often teach a class the way they
have always taught it and there is not ‘value added’ by the second professional
educator.”Murawski, 2012 7
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What is Co-Planning Time?Dedicated time
within the workday, several times per week,
for more than one teacher to meet and prepare the
co-teaching agenda
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Co-Planning and Team Logistics
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Scheduling Time for Collaboration
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Finding Face-to-Face Time
• Common Preparation• Parallel Scheduling• Adjust start/end time of day• Shared Classes• Group Activities• Banking Time• In-service/Faculty Meeting Time
Adapted from Dufour, 2006 11
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Finding Face-to-Face Time
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“Making Time for Collaboration” Discussion
• Discuss one of the following strategies with a group:– Shared Classes– Group Activities– Banked Time
• Reflect upon the provided questions
• Report out to PLC
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Shared Classes
• How could you select teams to utilize this strategy?
• Would your current schedule provide common class times to implement this strategy?
• What grade levels in your school or district would be possible implementers of this strategy?
• How often could this strategy be used?
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Group Activities, Events and Testing
• How could administrators be aware of the planned non-instructional activities or events scheduled which could provide this time for planning?
• Who would supervise the students during this time?
• Would these activities or events provide enough regularly scheduled time?
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Banked Time
• How would you get buy-in from the teachers to use this strategy?
• Who could coordinate the use of banked time regarding students?
• How could teachers be held accountable for using the banked time for planning and how could that be monitored?
• How could you involve parents and community members implementing this strategy?
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Finding Time Electronically
•Emailing lesson plans and communicating via email•Exchanging personal contact information (texting, calling, etc.)•Communicating via other formal technology means such as:
– Pbworks http://pbworks.com/ – Wikispaces http://www.wikispaces.com/– Google groups http
://www.groups.google.com/– Skype http://www.skype.com/
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Co-Planning Expectations for Administrators
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Preparing for Co-Planning
• Each teacher should come to the planning meeting prepared:– General educator selects and brings
relevant curricular and resource materials
– Special educator supplies important student information and individualized/small-group resource materials
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Planning Questions
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Sample Meeting Agenda One
20% Review and Reflect-What worked?
-What didn’t work?
60% Plan Instruction
20% Assign Responsibilities
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T/TAC W&M
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Sample Meeting Agenda Two
Date: Teachers: Subject:Upcoming curriculum
topics/units/lessons 4 minutes
Co-teaching arrangements and assignments
9 minutes
Challenges and strategies to help students succeed
7 minutes
Individual student matters 6 minutes
Housekeeping / Logistics 4 minutes
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Questions . . .
Do your teachers utilize a standard planning agenda when co-planning?
If yes, would you be willing to share it with the PLC?
If no, would you find a standard planning agenda beneficial in holding your teachers more accountable for their planning time? 23
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Sample Lesson Plans
http://2teachllc.com/lessons.html 25
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When Co-Planning is Lacking!
Lack of :•Time Management•Preparation•Listening or Parity•Initiative •Respect
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Administrative Support of Co-Planning
The administrator should…• Attend co-planning sessions• Praise successes• Provide constructive feedback• Listen to concerns and provide support• Adjust non-instructional
responsibilities to provide time for planning
• Provide administrative coverage to allow time for co-planning
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Considerations Framework
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SUPPORTING CO-TEACHINGCo-Teaching PLC Day Two
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Administrative Training
• Training is essential - Administrators need to have a clear understanding of what co-teaching is and is not
• Administrative ownership is important
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Supporting the Co-Teaching Classroom
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Professional Development for Co-Teachers
Provide multiple professional development opportunities in co-teaching skills
• Collaboration• Conflict management• Team maintenance• Unit planning• Universal Design for Learning
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1. What do you do to show your co-teachers that you support them?
2. How do you provide feedback to your co-teachers?
Questions
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OBSERVING CO-TEACHINGCo-Teaching PLC Day Two
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The Importance of Observation
• Builds relationships between staff and administration
• Allows for recognition of successes
• Creates a forum for constructive feedback
• Provides motivation for improvement
• Increases administrator awareness of co-teaching activities
• Promotes the educational achievement of every student
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Observing: What to ASK for
Hammill Institute on Disabilities 36
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Observing: What to LOOK for
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Observing: What to LISTEN for
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1. What other things do you look for to see evidence of effective co-teaching?
2. What other things do you listen for to see evidence of effective co-teaching?
Questions
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A Framework for Teaching:Components of Professional Practice
Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Contributing to the School and District•Growing and Developing Professionally•Showing Professionalism
Domain 3: Instruction•Communicating Clearly and Accurately•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and Responsiveness
Domain 1: Planning and Preparation•Demonstrating Knowledge of Content and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments
Domain 2: The Classroom Environment•Creating an Environment of Respect and Rapport
•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space
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PROGRAM EVALUATIONCo-Teaching PLC Day Two
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Program Quality
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Stages of Effective Co-Teaching
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Program Evaluation
• Student outcomes• Instructional setting • Parent response• School community
response
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Considerations Framework
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Essential Question of Co-Teaching
How is what co-teachers are doing together substantially different and better for kids than what each of them would do alone?
(Murawski & Spencer, 2011)
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Upcoming PLC Sessions:
• Next Webinar: • Next Face-to-Face Meeting:
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Contact Information www.pattan.net
Commonwealth of Pennsylvania
Tom Wolf, Governor
PaTTAN Harrisburg(717) 541-4960(800) 360-7282 PA only
PaTTAN King of Prussia (610) 265-7321(800) 441-3215
PaTTAN Pittsburgh(412) 826-2336(800) 446-5607 PA only
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References
DuFour, DuFour, Eaker, & Many, (2010). Learning by Doing: A Handbook for Professional Learning Communities at Work™ (2nd ed., pp. 125–127) Solution Tree Press.
Murawski, W. W. (2012). 10 Tips for using co-planning time more efficiently. Teaching Exceptional Children, 44(4), 8 -15.
Murawski, W. & Dieker, L. (2013). Leading the Co-Teaching Dance: Leadership Strategies to Enhance Team Outcomes. Arlington, VA: Council for Exceptional Children.
Hammill Institute on Disabilities: http://hammill-institute.org/
William and Mary Training and Technical Assistance Center: http://education.wm.edu/centers/ttac/
2Teach: http://2teachllc.com/lessons.html 50