INTRO TO CO-TEACHING RTSD June 13, 2016

AGENDA Reading research and literacy strategy Video and note-taking strategy Points of discussion and matrix Co-teaching strategies Collaboration Scenarios Benefits and Challenges

Text-based Seminar Purpose: to enlarge your understanding of a text Rules: Listen actively to others Build on what others say Refer to the text; challenge others to go to the text Make your assumptions explicit Watch your own air time; give all an equal opportunity Invite clarifications Framing question: What lessons can veterans in co-teaching teach us?

Education is the ability to listen to almost anything without losing your temper. ~ Robert Frost

Video note-taking strategy As you watch, complete the “Windows to the Video” worksheet. In your groups, discuss a question each of you has raised. Summarize the main points of the video. Sketch or diagram something important that you saw. Record questions that arose because of something you saw or heard. Other notes.

MATRIX Read about the discussion points Identify your own beliefs Note areas that need further discussion Consider non-negotiables Plan to compromise

George Bernard Shaw ‘If you have an apple and I have an apple and we exchange these apples then you and I will still each have one apple. But if you have an idea and I have an idea and we exchange these ideas, then each of us will have two ideas.’

Stages of Collaboration Beginning Compromising Collaborating Consider how a classroom partnership could be like a marriage. Where do you stand with likely partners in your situation? How can you effectively move a co- teaching relationship to the Collaborating stage?

CO-TEACHING IS …………….. Co-teaching is like ……..a marriage.. Co-teaching is two people sharing responsibility for teaching some or all of the students assigned to a classroom by distributing the planning, instruction, and assessment between the two according to a predetermined and fair method.

CO-TEACHING STRATEGIES Lead and Support Station teaching Parallel teaching Alternative teaching Team teaching Simplest approach: Little planning Little coordination One teacher provides instruction Other teacher monitors classroom for: management understanding individual assistance Clear division of labor Each teacher responsible for planning & teaching their content Content divided into 2 segments and presented in two locations in room Students switch stations Reduced student-teacher ratio Requires joint instructional planning teach same general content teach simultaneously address different learning goals, styles, levels of understanding group composition is flexible Aka: Remedial Teaching little collaboration in planning one teacher selects group of students needing different instruction used for preteaching, review, reteaching, data gathering, teaching learning strategies, etc May lead to stigmatization Most evolved share teaching & planning for all students highest degree of trust blend of teaching styles reported to be most rewarding

VIDEO CASE REVIEW Ray and Dianne oOne lead, one support oStation teaching oParallel teaching oAlternative teaching oTeam teaching bin/cgiwrap/specconn/page/collaboration/coteachin g/raydianne_vid.html

VIDEO CASE REVIEW Dr. Suess- Lisa and Dianne oOne lead, one support oStation teaching oParallel teaching oAlternative teaching oTeam teaching bin/cgiwrap/specconn/page/collaboration/coteachin g/drsuess_vid.html

VIDEO CASE REVIEW Lisa and Erin oOne lead, one support oStation teaching oParallel teaching oAlternative teaching oTeam teaching bin/cgiwrap/specconn/page/collaboration/coteachi ng/lisaerin_vid.html

Case Study In grade level groups: Read scenario Discuss type of co- teaching arrangement Discuss planning strategy Discuss how this might work in your classroom Divide group in half: One half >> Make list of benefits Other half >> Make list of challenges Put top 5 of each on posters provided

Benefits of Co-teaching Students more accepting of peers Students become active learners Students benefit from different teaching styles and strategies Cohesive programming for special needs students Collegial relationships develop Resources are shared Management strategies more consistent with frequent feedback Individualization more likely with multiple views of student Data gathering and assessment increases Increased flexibility in grouping Less wait time increases time on task Students can imitate cooperation of adults Students and teachers have more fun More immediate and accurate diagnosis of student need Academic gains in literacy Decreased referrals in co- taught classes

Successful Co-teaching Tips Planning Discuss your beliefs with partner Parity Willing partners Attend to details and keep your promises On-going professional development Prepare parents Avoid the “Glorified Aide” trap When disagreements occur, talk them out Go slowly

“If you always do what you’ve always done, you’ll always get what you’ve always got.” ~ Albert Einstein

PROMISES, VOWS, & CONTRACTS “I promise to… … know you and try to understand your viewpoint (communicate) … clarify goals to avoid hidden agendas … facilitate a collaborative culture … recognize and accept our differences … expect to be held accountable to you and our students … agree to reflect and celebrate often.”