Successful Integrated Co-Teaching Improving Access to the Curriculum for Students With Disabilities Through Integrated Co-Teaching Presented by Rhonda Sorger-Special Education Achievement Specialist Phoebe Robinson Sorger-Special Education Achievement Specialist CFN 211-Jean McKeon-Network Leader CFN 210-JoAnne Brucella-Network Leader October 2012 Welcome the participants to the session on co-teaching. Introduce yourself (or selves) as presenter(s), and briefly cite your experience working with students with disabilities. Explain that the session will last approximately 3 hours and will include a PowerPoint presentation and participant activities.

Session Agenda Welcome and Overview/ Opening Activity Introduction to Integrated Co-teaching Integrated Co-teaching Approaches/Video viewing and activities Collaborative Lesson Planning Wrap-up Reflection Part I. Agenda and Overview Approximate time: 10 minutes Show this agenda, and briefly cite the major content of the session.

Two on a Crayon Activity #1: Instructions: This is a completely NONVERBAL activity!!!!  Select one crayon and one piece of paper, per team When the music begins, START creating a picture together When the music stops, STOP and put the crayon down Connections Instruct participants: - This is a completely NONVERBAL activity!!!! (absolutely no talking from this point on) - Select one crayon and one piece of paper, per team - When the music begins, START creating a picture together - When the music stops, STOP and put the crayon down

Background: Educators are more receptive to change when they have background knowledge and a common purpose to improve teaching and learning. This slide can be presented as follows: Connection in terms of common purpose relating to Activity #1 & the reception to change. This one is really self-explanatory, isn’t it? No one likes being told what to do. We can minimize any negative feelings or feelings of resistance by explaining the needs of kids with disabilities to general educators. The key is capitalizing on everyone’s knowledge about kids and how they learn. Steele, Bell, & George, 2005

Outcomes of Our Work: Clarify what Co-Teaching is / is not Identify the benefits of using the six models/approaches of co-teaching Utilize strategies for effective collaborative planning

Defining Co-Teaching Co-teaching occurs when two or more professionals jointly deliver substantive instruction to a diverse, or blended, group of students in a single physical space. This has become the most widely accepted definition in the literature. Go over handout 1 (H1): “Co-Teaching, What it IS, what it is NOT.” This handout is shown on the next slide to help participants locate it in their packets. Allow 5 minutes to discuss this handout. Interestingly, co-teaching originated in the field of general education and has only recently been applied as a way to provide services to students with disabilities. Cook & Friend, 1995, p. 1

What is it?-What it is not? Co-Teaching What is it?-What it is not? Emphasize the following points about HANDOUT #1: Although paraprofessionals/instructional aides are essential, it is not fair to expect them to be able to deliver instruction, particularly in content areas. Be sure that having two teachers in the same room is a value-add. One teacher should not always be in the supportive role, otherwise students will pick up on that and begin to treat that teacher differently. Both teachers’ areas of expertise should be included in the classroom. Be sure that the teachers are co-teaching, not just coexisting. It is important to understand and realize that small groups of students will still need to be taken aside or elsewhere for instruction. This is OK, as long as it is meeting the needs of the students, but it should not be the method of choice.

Six Co-teaching Approaches One Teach, One Observe Station Teaching Parallel Teaching Alternative Teaching Team Teaching One Teach, One Assist Have participants locate the sheet with all 6 Approaches on one page – handout 2a and 2b. Options for facilitator: Option #1 Show VIDEO of Classroom Practices at this point and skip slides 9-14. OR Option #2 Keep slides 9- 14 in and present them BEFORE you show the video of classroom practices Participants can look at the HANDOUTS whenever the facilitator chooses.

One Teach, One Observe One educator teachers the lesson, the other educator observes student (s), teaching strategy, lesson delivery, or an aspect of classroom management The teacher who is observing should be using a clipboard or some other device to take notes The observer will be looking for specific things, that are predetermined prior to the lesson

Station Teaching Teachers divide the responsibility of planning and instruction Students rotate on a predetermined schedule through stations Teachers repeat instruction to each group that comes through; delivery may vary according to student needs Approach can be used even if teachers have very different pedagogical approaches Each teacher instructs every student One station may be for students working independently Make the following points about this slide: Since each teacher has separate responsibilities for instruction, this approach can be used if the teachers have differing pedagogical approaches. Drawbacks to this approach can be the amount of movement and noise it can entail—it can be distracting. However, many classrooms make use of stations, or centers, so this can usually be integrated fairly seamlessly. Some noise may be minimized by using headphones or study carrels or by having the teachers move rather than the students. Friend & Cook, 2003

Parallel Teaching Teachers share responsibility for planning and instruction Class is split into heterogeneous groups, and each teacher instructs half on the same material Content covered is the same, but methods of delivery may differ Both teachers need to be proficient in the content being taught Teachers switch groups at another time Make the following points about this slide: Because both teachers need to be proficient in the content area, it is difficult to use this approach initially. The primary goal here is to limit the student–teacher ratio. This approach requires significant coordination between the teachers so that all students receive essentially the same instruction and that grouping decisions are based on maintaining diversity. Noise and movement levels should be monitored, and teachers will need to pace their instruction similarly. Friend & Cook, 2003

Alternative Teaching Teachers divide responsibilities for planning and instruction. The majority of students remain in a large group setting, but some students work in a small group specifically for preteaching, enrichment, reteaching, or other individualized instruction. Approach allows for highly individualized instruction to be offered. Teachers should be careful that the same students are not always pulled aside. Make the following points about this slide: One consideration here is that teachers should be mindful of the groupings. Groups should vary so that one group of particular students is not always pulled aside. A benefit of this approach is that it acknowledges the fact that there are times when small groups of students need instruction that is different from what the large group is participating in. Friend & Cook, 2003

Team Teaching Teachers share responsibilities for planning and instruction Teachers work as a team to introduce new content, work on developing skills, clarify information, and facilitate learning and classroom management This requires the most mutual trust and respect between teachers and requires that they be able to mesh their teaching styles

One Teaching, One Assist One teacher plans and instructs, and one teacher provides adaptations and other support as needed Requires very little joint planning Should be used sparingly Can result in one teacher, most often the general educator teacher, taking the lead role the majority of the time Can also be distracting to students, especially those who may become dependent on the assisting teacher Make the following points about this slide: This approach is also known as “One Teaching, One Supporting” or “Lead and Support.” It is the most commonly used approach—why? Because it is the easiest approach to start with, since it does not need much time for co-planning. This is also a fall-back approach. However, careful attention should be paid to this approach, because if one teacher continues to take the lead, it can diminish the role and/or credibility of the other teacher. Friend & Cook, 2003

Video Viewing Activity #2 Refer to handout packet #H4 - Refer to handout #4 – VIDEO VIEWING GUIDE FOR CO-TEACHING APPROACHES Use the ICT Model Processing Sheets as you watch the video. Take notes on the strengths and weaknesses of each of the different approaches. Write down how you might implement this in your classroom.

Team Teaching possibilities in the classroom: Refer to handout #H13 – Co-Teaching in the Classroom Handout #3 – “When one of you is doing this… The other can be doing this…”

Benefits of Collaboration Shared responsibility for educating all students Shared understanding and use of common assessment data Supporting ownership for programming and interventions Creating common understanding Share the following: Working together can be very exciting. For as much as we may acquire high levels of knowledge and experience on our own, increasing the interaction with others within and across education creates opportunities for learning beyond these traditional boundaries and encourages learning as a system. Instead of “what can each of us do for OUR kids,” it becomes “what can we do together for ALL kids.” Revisit Crayon Activity “MUTUAL TRUST & RESPECT” Friend & Cook, 2003

Effective Co-Planning

Effective Pre-planning Important to spend time talking and getting better acquainted with each other’s skills, interests, and educational philosophies Having a semistructured preliminary discussion can facilitate this process. Discuss current classroom routines and rules Co-planning doesn’t just happen, it is: Deliberate Structured Systematic Ongoing Walther-Thomas, Bryant, & Land, 1996

Effective Classroom-Level Planning Effective planners design learning environments for their students and for themselves that demand active involvement. Effective co-planners create learning and teaching environments in which each person’s contributions are valued. Effective planners develop effective routines to facilitate their planning. Planning skills improve over time. This means that: Co-teachers should show a shared commitment and enthusiasm. Both teachers’ names should be posted on the door and in the classroom. All meetings and correspondence with families should reflect participation from both co-teachers. Skilled planners trust the professional skills of their partners. Walther-Thomas, Bryant, & Land, 1996

Provide Weekly Scheduling Co-Planning Time Co-teaching teams should have a minimum of one scheduling/planning period (45 minutes) per week Experienced teams may need less time Share the following: Dieker, 2001; Walther-Thomas, Bryant, & Land, 1996

Weekly Co-Planning Is based on regularly scheduled meetings, rather than “fitting it in” Review of content in advance of meeting Maintaining focus Make the following points about this slide: “Fitting it in” planning doesn’t work for a couple of reasons: We tend to not actually end up fitting it in anywhere because we are pressed for time or have more immediate concerns (kind of like me and going to the gym). Hallway conversations are never the most effective—they tend to end up going like this: One teacher sees another in the hallway and is reminded of something he/she needs to tell that teacher. “Oh, there’s Mrs. Smith, I’ve been meaning to talk to her about _______ (insert kid’s name).” Why is this not ideal? First, only one teacher is prepared for this conversation to happen. Secondly, there is limited time in the hallway. We often have only 5 minutes to get coffee, use the restroom, etc., let alone have a detailed and worthwhile conversation. Walther-Thomas, Bryant, & Land, 1996

Weekly Co-Planning (cont.) Guide the session with the following fundamental issues: What are the content goals? Who are the learners? How can we teach most effectively? Make the following points about this slide: We want our planning meetings to be structured and purposeful. Some things to think about: Where do we want our students to be? What are the biggest bumps going to be along the way? How can we work together to make the road less bumpy? Walther-Thomas, Bryant, & Land, 1996

Weekly Co-Planning (cont.) Shape instructional plans Establish timelines and priorities Assign preparation tasks Share with the participants that there are even books that contain premade, co-teaching lesson plans. Refer to H10 and H11 on Slides 53 and 54 for sample plans from a lesson book. Walther-Thomas, Bryant, & Land, 1996

Lesson Planning Tools and Templates: Refer to handouts

Lesson Planning Tools & Templates Again, please remember, this is just one example from a commercial co-teaching planning book.

Things that can be done to maximize success: Review the different approaches to co-teaching and think about how each might look in a classroom Discuss each other’s learning style preferences to see how these can be incorporated into the lesson to assist students with varying styles Point out the following: Teaching in the same room at the same time is often the most difficult part of co-teaching. However, the instruction component has also been frequently reported to be the most rewarding part of co-teaching, provided teachers follow some tips for success. Murawski & Dieker, 2004

Instructional Tips: Develop unobtrusive signals to communicate with each other Create signals for students that are consistent and can be used by either teacher Vary instructional practices Clearly display an agenda for the class, which includes the standard(s) to be covered and any additional goals Avoid disagreeing with or undermining each other in front of the students Strive to demonstrate parity in instruction whenever possible by switching roles often Avoid stigmatization of any one group of students Elaborate on this slide as follows : Unobtrusive signals should cover such cues as when it is time to move on, when extra time is needed, when one teacher needs to leave the room for an emergency, or when the teachers need to briefly meet. Signals for students can be used to indicate transitions, gain attention, or make an announcement. One of the distinctive features of co-teaching is that two teachers allow for more flexibility and creativity during lessons. Study skills are frequently part of students’ IEP goals and can help all students find success. Use occasions of potential disagreement to model appropriate communication techniques (Murawski & Dieker, 2004). No one teacher should always be with a small group or circulating while the other is always providing large group instruction. To avoid stigmatization, circulate students and maintain heterogeneous groups within both large and small group instruction (Murawski, 2005). Murawski & Dieker, 2004

Wrap-up Summary-Prepare to Collaboratively Impact the Academic Outcomes for ALL students. Complete the Reflection Sheet

TOGETHER is a beautiful word Coming together is the beginning Keeping together is progress Thinking together is unity Working together is success!

References Austin, V. L. (2001). Teachers’ beliefs about co-teaching. Remedial and Special Education, 22, 245–255. Cook, L. H., & Friend, M. (1995). Co-teaching guidelines for creating effective practices. Focus on Exceptional Children, 28(2), 1–12. Cook, L. H., & Friend, M. (2003). Interactions: Collaboration skills for school professionals (4th ed.). Boston: Allyn and Bacon. Dieker, L. (2001). What are the characteristics of “effective” middle and high school co-taught teams? Preventing School Failure, 46, 14–25. Dieker, L. (2002). Co-planner (semester). Whitefish Bay, WI: Knowledge by Design. Fennick, E. (2001). Co-teaching: An inclusive curriculum for transition. Teaching Exceptional Children, 33(6), 60–66. Friend, M., & Cook, L. H. (2003). Interactions: Collaboration skills for school professionals (4th ed.). Boston: Allyn and Bacon. Gately, S. E. (2005). Two are better than one. Principal Leadership, 5(9), 36–41. Gately, S. E., & Gately, F. J. (2001). Understanding co-teaching components. Teaching Exceptional Children, 33(4), 40–47. Geen, A. G. (1985). Team teaching in the secondary schools of England and Wales. Educational Review, 37, 29–38. Hourcade, J. J., & Bauwens, J. (2001). Cooperative teaching: The renewal of teachers. Clearinghouse, 74, 242–247. References

References (cont.) Mastropieri, M. A., Scruggs, T. E., Graetz, J. E., Nordland, J., Gardizi, W., & McDuffie, K. (2005). Case studies in co-teaching in the content areas: Successes, failures, and challenges. Intervention in School and Clinic, 40, 260–270. Murawski, W. W. (2005). Addressing diverse needs through co-teaching: Take baby steps! Kappa Delta Pi Record, 41(2), 77–82. Murawski, W. W., & Dieker, L. A. (2004). Tips and strategies for co-teaching at the secondary level. Teaching Exceptional Children, 36(5), 52–58. Salend, S., Gordon, I., & Lopez-Vona, K. (2002). Evaluating cooperative teams. Intervention in School and Clinic, 37(4), 195–200. Steele, N., Bell, D., & George, N. (2005, April). Risky business: The art and science of true collaboration. Paper presented at the Council for Exceptional Children’s Annual Conference, Baltimore, MD. Trump, J. L. (1966). Secondary education tomorrow: Four imperatives for improvement. NASSP Bulletin, 50(309), 87–95. Walsh, J. M., & Jones, B. (2004). New models of cooperative teaching. Teaching Exceptional Children, 36(5), 14–20. Walther-Thomas, C., Bryant, M., & Land, S. (1996). Planning for effective co-teaching: The key to successful inclusion. Remedial and Special Education, 17, 255–265. References