Co-Teaching: A Starting Point Elaine Neugebauer Marianne Trachok

Administrative Roles and Responsibilities in Co-Teaching Mary Jane Conley, Program Officer Program for Students with Exceptionalities If your actions inspire others to dream more, learn more, do more and become more, you are a leader. -John Quincy Adams-

Principals Participate in Professional Development Once in the Fall and once in the Spring Provides a strong endorsement of this service delivery model to educate students with disabilities Belief in a Collaborative School Culture Plan lessons Compare notes Enjoy their successes Brainstorm about dilemmas Consider refinements for the program moving forward

Principals Understanding of Co-Teaching Observing Implementation Discuss with teachers Explain to parents Problem solve to address issues that arise Observing Implementation Shared lesson plans Co-teaching checklist

Supervisors Participate in Professional Development Understanding of co-teaching Teacher support Dialogue with Teacher Team Problem solve instructional issues Success stories Observe Implementation Co-teaching checklist Provide feedback Progress Monitor Student Data

PPS Vision and Mission Statement Vision: Excellence for All PPS Mission Statement - The PPS will be one of America’s premier school districts, student-focused, well-managed, and innovative. - We will hold ourselves accountable for preparing all children to achieve academic excellence and strength of character, so they have the opportunity to succeed in all aspects of life. Professional Development Mission Statement - To provide high quality Professional Development to the learning community of the PPS that supports the District’s Excellence for All Strategies and is aligned with the National Professional Development Standards to support and enhance research based instruction for all students.

PaTTAN’s Mission The Pennsylvania Training and Technical Assistance Network is an initiative of the Pennsylvania Department of Education working in partnership with families and local education agencies to support programs and services to improve student learning and achievement.

PDE’s Commitment to Least Restrictive Environment (LRE) Recognizing that the placement decision is an Individualized Education Program (IEP) team decision, our goal for each child is to ensure IEP teams begin with the general education setting with the use of supplementary aids and services before considering a more restrictive environment.

Today’s Objectives Describe the rationale, benefits, and barriers associated with co-teaching Discuss the elements of effective co-teaching Identify and discuss the various co-teaching models

Ice-Breaker Activity Each person writes a definition of co-teaching Definitions are shared with partners and one common definition is developed Team definitions are posted on large post-it paper A list of co-teaching commonalities is developed

Objective 1: Describe the rationale, benefits, and barriers associated with co-teaching

Rationale Co-Teaching is… An approach for delivering special education and related services to students with disabilities within their general education classes. A general education and special education teacher working collaboratively on a coequal status to meet the unique needs of all students in a general education classroom (Murawski , 2005). Instruction is provided to a group of diverse learners, some of whom are students with disabilities

Rationale Co-Teaching is NOT…. A consultation model … whereas, the special educator offers suggestions and helps with adaptations and modifications without providing direct support to students. An In-class support model… whereas, the special education teacher circulates and assists students having difficulty academically or behaviorally.

The Benefits of Co-Teaching Facilitates collaboration between general education and special education. Ensures that educators who are knowledgeable about both content and accommodations are teaching in the general education class. Expands instructional expertise.

The Benefits of Co-Teaching Expected benefit to all students Offers a wider range of instructional alternatives Enhances participation of students Provides instructional strategies which lead to more engaged time Lowers the teacher-student ratio Walther-Thomas, C. S. 1997. Co-teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities 30 3: 395-407

The Benefits of Co-Teaching Improved student attitudes Increased teacher-student ratio Increased ability to use effective research-based instructional strategies Greater sense of community Increased professional growth Increased job satisfaction Villa, Thousand & Nevin (2004)

The Benefits of Co-Teaching Provide students with disabilities: Access to the general education curriculum Access to both general education and special education teachers Access to preparation for PSSA Access to typical peers

Co-Teaching…some barriers What it is Not… Taking turns My kids, IEP kids You plan– I’ll do You teach – I’ll drink coffee No time – anything goes Evaluation (I’ll tell the principal) Go tell it in the Faculty Room What it is… Joint responsibilities Our class Co-planning We teach together Share the learning, successes, and false starts Communication and trust Joint problem-solving What it is.. Co-teaching partners share the responsibility for direct instruction, curriculum development and /or modification, guided practice, reteaching, enrichment activities, progress monitoring, communication with families, and student evaluation (Walther-Thomas, 1996 ; Magiera & Zigmund, 2005 ). Activity consensogram: Purpose: baseline of participants perception of sharing classroom responsibilities. Handout #1 Each section of the handout need to be enlarged and placed on accessible wall space in order. Give participants post-it notes have them place the notes in the area that corresponds to their current belief of who is responsible for each classroom responsibility in a co-taught classroom. The charts will illustrate the perceptions the participants have to which roles are for general education and special education teachers in a co-taught class. No wrong answer to roles.

Activity # 1: Who Is Responsible? Review the charts which list the responsibilities teachers play in the classroom on a daily basis. Using the post it notes provided, place your post-its on the charts that correspond with your current beliefs. Once all post-its are posted, let’s discuss! Activity consensogram : The purpose of this activity is to get a baseline of participants’ perception of sharing classroom responsibilities. This activity allows teachers to proactively discuss ideas about roles and responsibilities, as each partner may have different ideas about responsibilities and in order for co-teaching to be successful, there needs to be discussion and then agreement on roles. It is also possible for roles/responsibilities to evolve over time as the partners work together. Take out Co-Teaching Activity Packet Turn to Activity#1 section *Trainer Preparation note: Each section of the handout needs to be enlarged poster size and placed on accessible wall space in order (1-8). Give participants post-it notes and have them place the notes in the areas that corresponds to their current belief of who is responsible for each classroom responsibility in a co-taught classroom. *Trainer Note: demonstrate how to begin placing post-its by starting bottom left of selected response area .Choice: I-mine/his-hers means each teacher will be responsible for supporting specific students groups. The charts will illustrate the perceptions the participants have to which roles are for general education and special education teachers in a co-taught class. No wrong answer to roles.

Roles and Responsibilities of Co-Teaching Partners Before the lesson begins… Identify strengths that each co-teaching partner brings to the lesson Discuss the content areas that will be co-taught Analyze student needs Decide how student outcomes will be assessed

Roles and Responsibilities of Co-Teaching Partners During the lesson… Explain each team member’s role to students Ask questions Reinforce each other Provide feedback Monitor student and teacher performance and compare with goals Determine student progress

Roles and Responsibilities of Co-Teaching Partners After the lesson … Continue to communicate and coach each other as lessons and activities are planned collaboratively Contact parents Structure a skills oriented lesson for students needing extra instruction Set up learning centers to respond to student interests Celebrate accomplishments

Roles and Responsibilities of Co-Teaching Partners Daily: feedback on homework and in-class assignments, recording student progress, collecting necessary materials for lesson Weekly: communicate with parents and administrators Periodically: completing formal progress reports, conducting parent-teacher meetings, evaluating teaching assignments

General Education Teacher Special Education Teacher The Power of Two…Roles General Education Teacher Shares understanding of content, structure, and pacing of the general education curriculum and assessment of group learning needs Special Education Teacher Shares strategies that support the general education curriculum and assessment of unique learning needs of individual students Will include overview of Power of 2 and materials listing web etc..

Objective 2: Elements of effective co-teaching 25

Three Guiding Principles These guiding principles also serve as a foundation for collaboration, consultation and co-teaching

Three Guiding Principles 1. Mutual respect for one another’s unique knowledge and skills 2. The willingness to ask questions and seek knowledge from professional peers 3. The willingness to share information and data generated from observations in the classroom Mostert, M. P. (1998) Interprofessional Collaboration in Schools. Boston: Allyn & Bacon. Examples of these principles are shared in the following slide notes. The general educator can provide an overview of content, curriculum and standards to be addressed before each planning meeting. Co-teaching partnerships provide special educators with the opportunity to share their knowledge and expertise pertaining to effective cognitive strategies (e.g., note taking, paraphrasing, mnemonics, reading comprehension) and study skills (e.g.., notebook organization, homework completion strategies and time management). In a study done by teachers reported that students outside their co-taught classes also benefited from the emphasis on cognitive strategies and study skills development. Middle school participants reported that they learned how to teach study skills and cognitive strategies during their co-taught classes. They liked the student performance improvement they saw and went on the teach these skills to students in their other classes

Getting to Know Your Partner Establish rapport Identify your teaching styles Discuss strengths and weaknesses Notes school level----- teams

Working by yourself and using your activity form: List at least one or more personal beliefs about instruction and learning. List two strengths that you believe you can bring to the co-teaching partnership. List two skills/habits that you would like to learn from your partner. Share your lists with your partner. What did you learn? Working by yourself and using your handout #3 complete 1-3. 10 minutes then share with partner or another participant. Handout#3 Form for activity Two Co-teaching team activity worksheet pg 1.

Get to Know Your Partner Do we have similar teaching styles? Describe and compare Do we have any pet peeves or preferences? Instructional Personal Organizational Do we both have similar levels of expertise? Where are we strong Where are the gaps Get to know your partner Listed are just a few questions to start a dialogue between co-teachers. More guiding words or phrases are below each heading to additionally guide the conversation.

Objective 3: Identify and discuss the various co-teaching models

Activity #3 Watch the video description of each co- teaching model. With your partner, record how one could use each of the featured models and note possible cautions given the model’s usage. As you watch the video description of each co-teaching model, with your partner, complete the Co-teaching Approaches Activity . The video (The Power of Two with Dr. Marilyn Friend, from The Forum of Education) provides a comprehensive look at co-teaching as part of the foundation of an inclusive and collaborative classroom.  Clear and detailed demonstrations of the six co-teaching arrangements are included.  It can assist educators with collaboration and the sharing of their knowledge and skills in order to help their students learn. The video is available via PaTTAN Inclusive Practices – www.PaTTAN.net – supporting students, short term loan, kits, “Power of Two.”   The video includes: a definition of co-teaching essential components of co-teaching the five-part framework shared system of beliefs prerequisite skills collaboration classroom practice administrative roles and perspectives We will be viewing the Classroom Practice section of the video/DVD to assist in defining the various co-teaching models (Cook & Friend, 1996). Participants are to write possible uses of each model in their classes as well as the challenges of each approach. The teachers can then share their notes with their partners and facilitators can choose volunteers to share two comments for each model/configuration.

1. One Teaching/One Observing One teacher instructs the class, the other observes or takes notes 1. One teaching/One observing: This model is often used in the very beginning of a co-taught classroom. The special educator is just get acclimated to the classroom. This model is not recommended to ocur continuously. Teachers need to move on to the other models as quickly as possible.

2. One Teaching/One Assisting One teacher instructs the class, the other supports individual students These approaches are often considered the easiest to use. They require minimal co-planning and can provide an opportunity for special educators to learn the general education curriculum design, classroom routines and methods for large-group instruction. Note: If used exclusively these approaches can result in one teacher being relegated to the role of assistant. Teachers should exchange roles periodically and ensure that students understand that both teachers have equal responsibility and authority in the classroom. 2.One teaching /one assisting - one teacher instructs the class, the other supports individual students during whole class instruction or individual seat work; supports and monitors small group instruction but does not provide primary instruction of content WHEN TO USE • When the lesson lends itself to delivery by one teacher • When one teacher has particular expertise for the lesson • In new co-teaching situations--to get to know each other • In lessons stressing a process in which student work needs close monitoring AMOUNT OF PLANNING • Low

3. Stations Teaching Students are divided into two or three groups Each teacher teaches a distinct lesson to one group (third group works independently or with a paraprofessional or a student teacher) Groups rotate through each station 3.Station Teaching -This approach involves a clear division of labor as the co-teachers divide the instructional content and takes responsibility for planning and teaching part of it. Students are scheduled to move from one station to another and one station may be used for student to complete independent work assignments , to participate in peer tutoring or to work under supervision if a Para educator is available. This approach requires a shared responsibility for planning in order to divide the instructional content. Each teacher also has separate responsibilities for delivering instruction. Students benefit from smaller teacher student ratio and groups can be flexible and arranged around individual instructional needs. Note: This approach includes high noise and activity levels and must be tightly scheduled. WHEN TO USE • When content is complex but not hierarchical • In lessons in which part of planned instruction is review When several topics comprise instruction AMOUNT OF PLANNING • Medium Note: • There are classroom management needs which will need to be planned for due to the amount of movement and noise as the students change stations • Some noise may be minimized by study carrels or by having teachers move from stations and students remaining seated. During planning teachers can coordinate timing so transitions are smooth and students can be instructed on how to transition prior to station instruction.

4. Parallel Teaching Two heterogeneous groups are each taught the same lesson by one of the teachers 4.Parallel teaching-The class is split into heterogeneous groups, and each teacher instructs half of the students on the same material, but methods of delivery may differ. This approach requires both teachers to coordinate their efforts so students receive the same instruction . Grouping decisions should be based on maintaining diversity within each group. WHEN TO USE • When a lower adult-student ratio is needed to improve instructional efficiency • To foster student participation in discussions • For activities such as drill and practice, re-teaching, and test review to accommodate different learning styles AMOUNT OF PLANNING Medium Both teachers share the responsibility for planning and instruction. Both teachers need to be proficient in the content being taught. Friend & Cook, 2003

5. Alternative Teaching One teacher provides instruction for a small group of students while the other teacher works with the larger group 5.Alternative Teaching: This model supports the need for small groups of students need for instruction that is different from what the large group is participating in during a lesson. Notes: Groups should vary so that one group of students or an individual student is not always pulled aside for small group instruction. Co-teachers need to consider what the small group will miss when leaving large group instruction. The small group configuration should be based on assessment and its analysis by one or both of the teachers WHEN TO USE • When there is a need based on progress monitoring for individualized instruction (e.g. re-teaching, pre-teaching content relevant to current class instruction) AMOUNT OF PLANNING • Medium

6. Team Teaching Both teachers provide instruction to the class together. The two teachers take turns instructing, modeling, charting, etc. 6. Team Teaching: This model requires both teachers to be comfortable with the lesson content as well as each other. The teachers are able to share all responsibilities of the instruction of the lesson. It takes time for teaching teams to get to this point.

Co-Teaching Models The success of all models depends on: Clear goals Competent team members Clear roles and accountabilities Effective communication systems High standards of excellence In summary, co-teaching models and their implementation rely on these listed components.

Implementing Co-teaching Models Which models should we use? The model implemented will vary according to the goals of the lessons and the assessed needs of the students. Activity Participants will review the Co-teaching Models and utilize Considerations for Selecting a Co-teaching Approach for this activity. Handout #5 Integration of models within lessons

Activity # 4 Classroom Practice: Planning and Roles What do you see as your individual roles? When and how often will you plan? How will you add planning time when needed? Instruction for trainers roles and responsibilities matrix.in progress Handout # 6

Strategies for Finding Co-planning Time Use other adult to help cover classes Find funds for substitute teachers Experiment with late arrival and early dismissal days Stay late once a month Reduce other work to save time to meet National Institute for Urban School Improvement, 2005 As cited in much of the co-teaching research, co-planning time is essential to successful implementation of co-teaching. Provided is a short list of a few ideas for finding co-planning time.

Tips for Success Planning is key. Discuss your views on teaching and learning. Attend to details. Tips for Successful Co-Teaching a review Planning is key. Make time to plan lesson and to discuss exactly how you will work together throughout your co-teaching experience. Discuss your views on teaching and learning. Experienced co-teachers agree that both teachers should share basic beliefs about instruction. Attend to details. Clarify classroom rules and procedures, such as class routines for leaving the room, using free time, discipline and grading.

Tips for Success Prepare parents. Use multiple co-teaching models. Talk out disagreements Go Slowly. Tips for Successful Co-Teaching Prepare parents. If parents have questions, explain to them that having two teachers in the class gives every child the opportunity to receive more attention and it does not change the curriculum except to enrich it. Multiple co-teaching models. Using a variety of co-teaching approaches can help teachers equity. Talk out disagreements. Raise your concerns while they are still minor and recognize that both of you may have to compromise to resolve your differences. Go slowly. If you begin with co-teaching approaches that require less reliance on one another, you have a chance to learn each other’s styles. As your comfort level increases, you can try more complex co-teaching approaches.

Getting Started Attend co-teaching workshops together as a team Find co-planning time Decide content and how it will be taught Help to design instructional alternatives Listen actively and share decisions Try different co-teaching configurations Before Co-teaching starts:   Attend co-teaching workshops together as a team. Both teachers should take the time to envision what co-teaching will look like in their classroom. Request common planning time so co-teaching can be planned and purposeful, not just a co-assignment. Use some time to plan for small group and individual student needs Decide how the content will be taught What co-teaching models will be used Decide instructional roles *special education teachers resorted to a supportive role when no planning time was provided for both. Put both teachers’ names on the board, on handouts, on notes to families, and on exams.

Suggested Next Steps Identify needs Specific topics Discuss complexities of collaboration Continue to celebrate success! Meet with veteran co-teachers Remind participants of upcoming training/professional development.

Contact Information www.pattan.net Elaine Neugebauer eneugebauer@pattan.net 800-446-5607 Pittsburgh Public Schools Marianne Trachok mtrachok1@pghboe.net 412-323-4086 Commonwealth of Pennsylvania Edward G. Rendell, Governor Pennsylvania Department of Education Gerald L. Zahorchak, D.Ed., Secretary Diane Castelbuono, Deputy Secretary Office of Elementary and Secondary Education John J. Tommasini, Director Bureau of Special Education Patricia Hozella, Assistant Director