Co Teach: SUCCESS FOR ALL LEARNERS Chandra Turrentine August 2, 2016

Learning NORMS Silence your technology Please take care of YOURSELF Actively participate Ask Questions Take Cornell Notes (ET) Have FUN!

Collective Commitments Take Responsibility For Student Learning Work Together In True Collaborative Teams Define Clearly What Every Student Needs to Learn Constantly Evaluate Effectiveness Respond Collectively When Student Do Not Master The Material

Learning Objectives Describe what Co-teaching is and is not Examine contemporary Co-teaching approaches Co-teaching challenges

What is Co-Teach What is a service delivery Model What is inclusion What is access to the general curriculum

Co-teaching and inclusion are two distinct concepts Inclusion is a belief system that values diversity and fosters a shared responsibility to help all students reach their potential Co-teaching is a service delivery model in which students with disabilities can be have access to the general curriculum

Co-teaching is one effective service delivery model that allow GET and SET to differentiate and deliver instruction that all students will have full access to the general curriculum. Co-teaching is a professional instructional partnership- enables educators to more readily determine students’ strengths and weakness, to deliver instruction and tailor instruction to learners needs Paras are not able to provide COT

There is an assumption that the more intense a learner’s needs, the more time the learner should spend in a separate settings Co-teachers engage in a professional partnership that develop lesson plans, deliver instruction, progress monitoring, share a physical space, and share the responsibility of student accountability Both Names listed in the room Both names listed on that periods syllabus and assignments

Discuss page 8 what COT is not

Not an extra set of hands in the classroom It is not an arrangement in which one persons takes the lead on Monday and the other on Tuesday – it is not exchanging the lead teacher role It should be that if someone walked into the room they could not determine who the GET or SET is It is not a period off It is not Team Teaching

Discuss page 8

PARITY Both teachers names are located in the room on the syllabus, assignments, tutorial schedules, report cards, students need to see both teachers writing on assignments, teacher talk and instruction is equal, both teachers give permission and directions, both teachers works with all students, both teachers are considered as teachers, Never should the SET have all the plan students,

How frequent should this approach be implemented Describe the Approach How frequent should this approach be implemented When could this approach be implemented Opportunities (Pros) Challenges (Cons) Any approach must not be seen as an in-class pullout and never should the SET have all plan students in a group and never should the GET teach the same students with a plan.

Page 9 This entails one teacher leading instruction while the other gathers data – IEP data collection (academic, behavior, and social skills progress) Use with low frequency Provides an avenue for excellent data collection, observational data. Frequency LOW, this should not be first approach used

Page10 Describe, when could it be used, frequency pros and cons When providing instruction to those that need remediation, extension activities, they can be grouped by skill level, content acquisition, extension, responsive to individual needs, highly interactive instructional environment. Skill grouping, Con – noise level, used for writing process, a great deal of planning, teachers move instead of students or vice versa, and can have more than 3 stations with one student leading a group. This is not echo teaching

d Teachers are both teaching the same information. Teachers will only work with that group not all students like in station teaching. Pros: it increases the number of times that each student can respond, increased participation, Cons: noise level, only effective is the teachers can offer equivalent instruction, group heterogeneously not all Plan students with the SET. Use frequently! Can be used for math operations/computations,

One teacher takes responsibility for the large group and the other takes the small group. Use occasionally. To teach absent students, to review, to remediate, complete bell ringer, or test, gives teachers the chance to provide intense small group sessions, teachers can use to remediate/reteach, enrichment, pre teaching a concept. This approach must used occasionally, and can not be seen as in class pull out group and identity,

Both teachers are delivering instruction at the same time or tag team teaching, ( it is not ECHO teaching) one brain two bodies, most consider this the most complex, but the most satisfying use occasionally, one can instruct as the other model like a math class, while one provides note taking on the smartboard. Cons: confusing, slow instructional pace, DON’T correct the other teacher in front of the class. Increase engagement, this method is not good if both teachers are chatty cathy,

Use seldom, use less than 10%, this method is frequently abused, This has a teacher in a lead role and the other assisting, ,most people believe this is COTeaching, CON: this method is overused and abused,

Future Learning Forms Grading Planning time Micro vs. Macro How to deal with Parents and Parent Communication The use of Substitute teachers Administration Observations – Formal/Informal Increasing Sections ??? Shared Lesson Plans Shared Gradebook (for report card purposes only the teacher of record will be listed) Mini School