The Maryland Co-teaching Framework Welcome to the webinar discussing the Maryland Co-teaching Framework The Maryland Co-teaching Framework

brought to you by the Maryland State Department of Education Division of Special Education/Early Intervention Services and The Johns Hopkins University Center for Technology in Education.

Understanding The Maryland Co-teaching Framework During this session, you will explore The Maryland Co-teaching Framework and develop a better idea of the important elements of effective co-teaching.

Challenge Question Which stakeholders are integral for co-teaching to be successful? We want to give you some time to reflect on your current understanding of co-teaching. To help you, here is a Challenge Question to guide your thinking. Which stakeholders are integral for co-teaching to be successful? Before you begin please download the document, The Maryland Co-teaching Framework, and look it over. You will refer to the document throughout the presentation.

How do you define co-teaching? You will look at what The Maryland Co-teaching Framework will offer and how it will help you. But first, let us take a few minutes to define co-teaching. Jot down four words that come to mind when you think of co-teaching.

State Definition of Co-teaching Co-teaching is a collaborative partnership between a general educator and a special educator who have shared accountability and ownership for planning and delivering instruction and assessment to all students within a classroom environment. The Maryland Co-Teaching Framework refers to co-teaching as a collaborative partnership between two teachers. Typically, a general educator and a special educator form a co-teaching team. They share the responsibility for planning, delivering instruction, and assessing the students in their classroom. Co-teaching is most effective when there is an appropriate proportion of general education students and students with disabilities (remember, a good rule of thumb is that classes should be balanced with no more than 30% of students with behavioral and academic issues) High quality co-teaching ensures that appropriate accommodations and modifications are evident during instruction and support students with disabilities. Co-teaching teams work together to differentiate instruction so that all students are successful.

Why is there a Maryland Co-Teaching Framework? -Systemic and consistent approach to co-teaching - Identifies effective co-teaching strategies You may be wondering why the state would initiate The Maryland Co-teaching Framework. This framework encourages a systemic and consistent approach to co-teaching across Maryland school districts. More specifically, it identifies effective co-teaching strategies and models that promote inclusive practices and access to the general education curriculum for students with disabilities.

Framework Core Contents Co-Teaching Implementation Roles for: Central Office Administration School-Based Administration General and Special Educators Although many school districts in Maryland are implementing various aspects of co-teaching, the framework provides the core components necessary to make co-teaching successful. As you review The Maryland Co-teaching Framework, you will notice various roles and responsibilities identified for central office administrators, school administrators, and teachers. It is critical for these stakeholders to fulfill their respective responsibilities in a coordinated effort to support co-teaching.

VISION Joint accountability for general and special educators in: Planning Delivery of instruction Assessment Just as a co-teaching team needs a vision and mission statement to work cohesively, The Maryland Co-teaching Framework includes those elements as well. The vision states that general and special educators regularly collaborate and share joint accountability and ownership for planning, delivery of instruction, and assessment for the success of all students in the general education curriculum. This will be necessary to achieve systemic change and sustainability of co-teaching.

Mission A need for high quality tools, meaningful and engaging learning experiences for teachers, system leadership and school-based administrators. THE RESULT: Improved student achievement and more inclusive opportunities for students with disabilities In reviewing the mission statement, you will find that it addresses the need for high quality tools, meaningful and engaging learning experiences for teachers, system leadership and school-based administrators. This will result in improved student achievement and more inclusive opportunities for students with disabilities.

Collaborative Implementation Stages Development Implementation Monitoring Evaluation The Maryland Co-teaching framework is organized by the interdependent responsibilities of central office administrators, school-based administrators, and the co-teachers. The framework includes four collaborative stages: development, implementation, monitoring and evaluation. Each group has clearly defined responsibilities in all four stages.

Maryland Promotes 5 Co-teaching Approaches One Teach-One Assist Station Teaching Parallel Teaching Alternative Teaching Team Teaching The Maryland Co-teaching Framework promotes five key models of co-teaching. All stakeholders need to have a working knowledge of these models and their practices. Teachers need to know how to implement these practices successfully, while administrators need to identify the co-teaching practices in order to give teachers substantive feedback.

Maryland Promotes 5 Co-teaching Approaches One Teach-One Assist - use sparingly Station Teaching Parallel Teaching Alternative Teaching Team Teaching The approach that most co-teachers are familiar with and seem comfortable with is One Teach-One Assist. This is when one teacher is teaching the content to the whole class, while the second teacher assists. The assisting can be done differently, depending on the need. The teacher assisting might be sitting with one or two students who need to be monitored to ensure understanding, or may be collecting data on student progress. These are a few of the ways that the assisting teacher can be used in the classroom. Although co-teachers are often comfortable with this approach it is recommended to be used sparingly.

Maryland Promotes 5 Co-teaching Approaches One Teach-One Assist Station Teaching* use frequently Parallel Teaching Alternative Teaching Team Teaching One of the approaches of co-teaching is station teaching. It is recommended that this be used frequently in the classroom as it allows for small group instruction. In this model the teachers divide the content to be taught into three segments. Then they group the students into three groups. The groups can be identified based on need for differentiation, accommodations, modifications, interest level, behaviors, or ability level. The students rotate through the three segments. Two are led by the teachers and the third is independent. Click for video

Maryland Promotes 5 Co-teaching Approaches One Teach-One Assist Station Teaching Parallel Teaching* use frequently Alternative Teaching Team Teaching Another approach which is recommended to be used frequently is parallel teaching. The teachers divide the class into two groups. Each teacher teaches one group. Both teachers are teaching the same content material. For this model to be successful, both teachers need to be qualified to teach the content material. being taught. As with station teaching, this approach maximizes student participation and allows the teachers to group the students as needed.

Maryland Promotes 5 Co-teaching Approaches One Teach-One Assist Station Teaching Parallel Teaching Alternative Teaching use sparingly Team Teaching Alternative Teaching is an approach that should be used sparingly. It is when one teacher leads the class in instruction, while the second teacher takes a small group of students for remediation or acceleration of content. It may be a small group of students who have been absent for a couple of days and missed specific content, or it may be a group of students who, based on a math assignment need to review the concept. It might also be a group of students who would benefit from pre-teaching before getting the information with the entire class.

Maryland Promotes 5 Co-teaching Approaches One Teach-One Assist Station Teaching Parallel Teaching Alternative Teaching Team Teaching* use frequently The final approach we will discuss is Team Teaching. In this approach, both teachers are in front of the room co-leading instructions. During this approach both teachers are fully engaged in teaching the lesson. This is an approach that is recommended to be used frequently. Click to see video

Challenge Question Which stakeholders are integral for co-teaching to be successful? In closing, we will review the challenge question. Which stakeholders are integral for co-teaching to be successful?

Which stakeholders are integral for co-teaching to be successful? Shared Responsibility and Accountability among: Central Administrators School-based Administrators Co-Teachers It is necessary for central administrators, school-based administrators, and co-teachers to share responsibility and accountability for co-teaching if all students with disabilities are to successfully access the general education curriculum. Each of the stakeholders must be invested in advancing The Maryland Co-teaching Framework mission and fulfilling their collaborative roles and responsibilities.

Thank you for watching “Understanding The Maryland Co-teaching Framework” brought to you by the Maryland State Department of Education and the Johns Hopkins University Center for Technology in Education. This was developed and produced by the MSDE, Division of Special Education/Early Intervention Services, in collaboration with the Johns Hopkins University/Center for Technology in Education. MSIG Part D Grant #H323A990016 is funded by the U.S. Department of Education , Office of Special Education and Rehabilitative Services. The views expressed herein do not necessarily reflect the views of the U.S. Department of Education or any other federal agency and should not be regarded as such. The Division of Special Education/Early Intervention Services received funding from the Office of Special Education Programs, Office of Special Education and Rehabilitative Services, U.S. Department of Education. © 2009 This document was developed and produced by the MSDE, Division of Special Education/Early Intervention Services, in collaboration with the Johns Hopkins University/Center for Technology in Education. MSIG Part D Grant #H323A990016 is funded by the U.S. Department of Education , Office of Special Education and Rehabilitative Services. The views expressed herein do not necessarily reflect the views of the U.S. Department of Education or any other federal agency and should not be regarded as such. The Division of Special Education/Early Intervention Services received funding from the Office of Special Education Programs, Office of Special Education and Rehabilitative Services, U.S. Department of Education. © 2009