Professional Development Supporting co-teachers

Before co-teaching: The Principal Administrators need appropriate training. Administrators needs to verbally and financially commit to the process. The master schedule should allow for co-planning and co-teaching. An on-going professional development/training needs to be developed to ensure teacher success.

Before co-teaching: The teachers Teachers must receive adequate time and experiences to build a relationship with their co-teacher. Retreat, team-building exercises, get-to-know you time, preferred teaching strategies, etc. Similar to administration, teachers need an overview training on the design of co-teaching. Teachers must receive tools to guide their planning as they begin co-teaching. Identify strategies, objectives, responsibilities, what to do when conflict arises, etc. (See handouts)

DURING CO-TEAChing: Planning is key Common planning time includes who… Plans and teaches the lessons, Prepares and organizes instructional materials, Chooses co-teaching structures that complement the lessons and students‘ abilities, Identifies assessment processes that determine students' acquisition of knowledge and ability to demonstrate skills and competencies, Grades assignments, and Communicates with parents when necessary.

Sustaining co-teaching To sustain co-teaching the principal must Frequently observe co-teaching teams Insist on common planning time…no exceptions Protect and respect the teams: encourage their professionalism and risk-taking Be mindful of how change and interruptions affect the teams Provide ample data as feedback on effective strategies Allow and encourage peer coaching and observation Allow time for teacher reflection

Sustaining co-teaching (Continued) Frequently ask for feedback from teachers Frequently ask for feedback from students Maintain teams from year to year Provide incentive, celebration, and on-going professional development Be a visionary—help teachers to focus on the end-goal: student achievement and well-being