Co-Teaching Derek Decker Jody Drager

Learning targets I can describe the rationale for co-teaching. I know where to access the co-teaching models and have a basic understanding of each. I know how to effectively co-plan. I have begun discussion around implementing co-teaching within my context.

What is Co-Teaching? At CSU, we define co-teaching as two or more teachers (cooperating teacher(s) and teacher candidate(s)) working together with groups of students – sharing the planning, organization, delivery and assessment of instruction as well as the physical space. All teachers are actively involved and engaged in all aspects of instruction

Co-Teaching is an Attitude An attitude of sharing the classroom and students Co-Teachers must always be thinking… WE’RE ALL TEACHING!

Why Co-Teach? In light of Senate Bill 191, CSU understands the incredible changes in teacher evaluation. We understand that this may have created uncertainties for teachers and administrators alike. The option of co-teaching is a means to allow flexibility for classroom teachers to better meet PK-12 students’ needs, while at the same time providing a valuable learning experience for the teacher candidate. Based on feedback from administrators and district personnel, we feel strongly that our teacher candidates need opportunities that will prepare them to be highly effective collaborators. Co-teaching is an avenue to learn, practice and fine tune collaboration skills which are needed in today’s teaching world. Preliminary research is finding increased levels of reading and math proficiency in co-taught classrooms. CEP is currently engaging in initial research projects related to co-teaching during student teaching. Watch for upcoming information about involvement.

Co-Teaching Strategies/Approaches One Teach, One Observe One Teach, One Assist Station Teaching Parallel Teaching Supplemental Teaching Alternative (Differentiated) Teaching Team Teaching Copyright 2013, The Academy for Co-Teaching and Collaboration at St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant

There must be a planned purpose when observing. One Teach, One Observe One teacher has primary instructional responsibility while the other gathers specific observational information on students or the (instructing) teacher. There must be a planned purpose when observing. Copyright 2013, The Academy for Co-Teaching and Collaboration at St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant

One Teach, One Assist One teacher has primary instructional responsibility while the other assists students with their work, monitors behaviors, or corrects assignments. Copyright 2013, The Academy for Co-Teaching and Collaboration at St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant

Station Teaching This strategy allows the co-teachers to divide the instructional content into parts. Each teacher instructs one of the groups, groups then rotate or spend a designated amount of time at each station. Copyright 2013, The Academy for Co-Teaching and Collaboration at St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant

Parallel Teaching In this approach, each teacher instructs a group of students. The teachers are addressing the same instructional material using the same teaching strategies. Copyright 2013, The Academy for Co-Teaching and Collaboration at St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant

Supplemental Teaching This strategy allows one teacher to work with students at their expected grade level, while the other teacher(s) works with those students who need the information and/or materials extended or remediated. SUPPLEMENTAL TEACHING Copyright 2013, The Academy for Co-Teaching and Collaboration at St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant

Alternative or Differentiated Teaching Alternative teaching strategies provide different approaches to teaching the same information. The learning outcome is the same for all students however the avenue for getting there is different. Copyright 2013, The Academy for Co-Teaching and Collaboration at St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant

Team Teaching Well planned, team taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. All teachers are actively involved in the lesson. From a student’s perspective, there is no clearly defined leader, as all teachers share the instruction, are free to interject information, and available to assist students and answer questions. Copyright 2013, The Academy for Co-Teaching and Collaboration at St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant

Hierarchy??? Team Teaching Alternative or Differentiated Teaching Supplemental/Extended Parallel Teaching Station Teaching One Teach, One Assist One Teach, One Observe Copyright 2013, The Academy for Co-Teaching and Collaboration at St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant

Utilizing your classroom human resources The main focus of Co-Teaching is to find ways to keep all teachers actively engaged with students and their learning. Refer to Teacher Actions during Co-Teaching Handout for ideas.

Co-planning Effective co-teaching will not happen if effective co-planning has not taken place first. Co-planning template What is included? Uses

Co-teaching Implementation Framework Purpose of Model When it could be used Roles of co-teachers Planning considerations Questions/Concerns

THANK YOU FOR THE INVITE! WE VALUE YOUR PARTNERSHIP! Questions Derek Decker derek.decker@colostate.edu Jody Drager jody.drager@colostate.edu