Co-Teaching A special form of teaming that is a unique blend of direct and indirect services in which a general educator and a special educator jointly instruct pupils in a single classroom (p.48). A special form of teaming that is a unique blend of direct and indirect services in which a general educator and a special educator jointly instruct pupils in a single classroom (p.48). Co-teaching is an option for delivering special education services for students with disabilities. Co-teaching is an option for delivering special education services for students with disabilities.

Co-Teaching occurs… 2 or more professionals jointly deliver substantive instruction to a diverse, or blended, group of students in a single physical space (Cook & Friend, 1995). 2 or more professionals jointly deliver substantive instruction to a diverse, or blended, group of students in a single physical space (Cook & Friend, 1995).

Defining characteristics 2 or more professionals 2 or more professionals Jointly delivered instruction Jointly delivered instruction Diverse group of students Diverse group of students Shared classroom space Shared classroom space

Rationale Meets the educational needs of students with diverse learning abilities Meets the educational needs of students with diverse learning abilities Ability to bring intense and individualized instruction to students in general education setting Ability to bring intense and individualized instruction to students in general education setting A vehicle for positive social interactions between students with disabilities or other special needs and their peers without disabilities. A vehicle for positive social interactions between students with disabilities or other special needs and their peers without disabilities.

Co-Teaching Approaches One teaching-one observing One teaching-one observing One teaching- one drifting One teaching- one drifting Station teaching Station teaching Parallel teaching Parallel teaching Alternative teaching Alternative teaching Team teaching Team teaching

Co-Teaching Issues Willingness to change Willingness to change Work closely with another adult Work closely with another adult Shared responsibility Shared responsibility Rely on another for things previously done alone Rely on another for things previously done alone Communication skills Communication skills Collaboration Collaboration Personal characteristics Personal characteristics Situation (administrative support) Situation (administrative support)

Are you ready to co-teach…? Handout…… Handout……

Chapter 4 Historical Factors Differentiation Differentiation –Levels –Rationale patterns and differentiation –Assessment of differentiation

Emotional transmission Transmission of family issues Transmission of family issues Family patterns of emotional transmission Family patterns of emotional transmission Cohesive families Cohesive families Explosive families Explosive families

Birth order Personality factors Personality factors Birth order and relationships Birth order and relationships Bowen theory on sibling position Bowen theory on sibling position

Triangulation/Detriangulation Triangles Triangles –Parent and child –Remarriage –Families and agencies –Detriangulation

Consultation Define consultation Define consultation Outlines the relationships among professional educators and parents Outlines the relationships among professional educators and parents

Some beliefs to be challenged People tell the truth about themselves People tell the truth about themselves The best way to get a favor is to give a favor The best way to get a favor is to give a favor Each person’s thoughts and feelings are unique Each person’s thoughts and feelings are unique

Staff Development Link to staff development and school improvement and change Link to staff development and school improvement and change Staff development more effective when it is collaborative Staff development more effective when it is collaborative Teachers require specialized skills and a supportive climate to implement successful collaborative ventures. Teachers require specialized skills and a supportive climate to implement successful collaborative ventures. Part of your professional responsibilities Part of your professional responsibilities

Fullan (1990) Framework Relationship between staff development and innovation Relationship between staff development and innovation –Staff development is a strategy for implementation –Staff development is an innovation in its own right –Staff development as institutional development

Institutional development Successful schools can be distinguished by looking at interactions among staff. Successful schools can be distinguished by looking at interactions among staff.

Principles of Needs Assessment Links to subsequent staff development program Links to subsequent staff development program Teacher perceptions about their needs and ways of meeting them should be a central concern of needs assessment. Teacher perceptions about their needs and ways of meeting them should be a central concern of needs assessment. Ongoing process and interactive Ongoing process and interactive Valid, reliable, and comprehensive data are essential Valid, reliable, and comprehensive data are essential Information should be reported back to the participants Information should be reported back to the participants

1. Describe what you believe to be your own greatest learning needs. In other words, what do you think you most need to learn in order to enhance your performance in your professional role? Develop a group plan for how your group can acquire the knowledge or skills you have identified.

Question 1 My co-teacher is responsible for students with EBD. He is called away frequently from our co-teaching to deal with student problems. What should I do? My co-teacher is responsible for students with EBD. He is called away frequently from our co-teaching to deal with student problems. What should I do?

Question 2 I am a special service provider. When I enter the classroom to co-teach, the general education classroom teacher seems to think it is to release her for an extra preparation period. What should I do? I am a special service provider. When I enter the classroom to co-teach, the general education classroom teacher seems to think it is to release her for an extra preparation period. What should I do?

Question 3 As a special education teacher, I sometimes feel like I am being used in the classrooms as a paraprofessional or helper, not a professional. How can I avoid this situation? As a special education teacher, I sometimes feel like I am being used in the classrooms as a paraprofessional or helper, not a professional. How can I avoid this situation?