Improving Access to General Curriculum for All Students Through Co-Teaching Some Information from The Access Center: Improving Outcomes for All Students US Department of Education

“One doesn’t uncover new lands without consenting to lose sight of the shore for a long time.” Andre Gide

Change from MDE  Impact of high school reform  High school credits & primary teaching  Change in MTTC credit  District steps  Co-teaching

Agenda for the Day Morning Lunch Afternoon Welcome Specific Planning PowerPoint Reflection Information Next Meeting Discussion Reflection General Planning

Objectives for Session #1 We will:  Explore common approaches to co- teaching.  Identify and demonstrate effective teaming practices.  Plan practical strategies for learning.  Plan future co-teaching ventures.  Celebrate our successes.

Defining Co-Teaching  2 or more professional teachers  Meaningful instruction  Set curriculum & assessments  Diverse/blended group of students  Single classroom IN PETOSKEY HIGH SCHOOL GE Teacher SE Teacher

See Handout #1: Co-Teachers Our Temperature: Cool = 1 Moderate = 2 Hot = 3

Major Co-Teaching Approaches  One Teaching, One Drifting  Parallel Teaching  Station Teaching  Alternative Teaching  Team Teaching Friend & Cook, 2003

One Teaching, One Drifting Approach  One teacher- plans & instructs  Other teacher- provides adaptations & support  Joint planning- little  Research indicates- use sparingly Friend & Cook, 2003

Parallel Teaching Approach  Both teachers- share responsibility for planning & instruction  Both teachers- proficient in content  Each teaches- ½ of class in heterogeneous groups  Content- same  Methods- may differ slightly Friend & Cook, 2003

Station Teaching Approach  Divide responsibility- planning & instruction  Students- divided into groups & rotate  Teacher- repeats instruction to each group  Each teacher- instructs every group  Delivery- may vary  Content- somewhat similar Friend & Cook, 2003

Alternative Teaching  Teachers- divide planning & instruction  Student majority- large group setting  Small group(s)- individualized preteaching, enrichment, reteaching, etc.  Groups- should not always be the same  Strength- individualized instruction Friend & Cook, 2003

Team Teaching Approach  Both teachers- plan & instruct together  Team work- responsible for teaching & learning  Requires- communication, time, trust, respect, & meshing teaching styles  High potential- for student achievement Friend & Cook, 2003

See Handout #2A & 2B.  What percent of our time is spent on each co-teaching approach?  Draw your present co-teaching pie chart.  Draw your future co-teaching pie chart.  Document ideas to reach your future goals.  What resources will you need to reach those goals?

Begin by Building Bridges  See Handout #3, “Myth Busters.”

Team Collaboration Needs  Student-driven reasons  Structure & purpose  Resources  Time together  Open communication  Support services  Others? Where are you strongest? Weakest?

Celebrate Successes!  Secret Doodle  Shared Doodle

Common Difficulties General Educators Special Educators Curriculum first Assessment first Assessment- what learned Instruction - repair gaps Where are you and your team member?

Facets of Co-Teaching  Co-teaching approaches & physical space  Familiarity with curriculum (SE & GE)  Curriculum objectives/GLCEs & modifications  Instructional presentation  Classroom management  Assessments Is your team clear about these? Gately & Gately, 2001

Co-Teacher’s Self Assessment Discuss and fill out Handout #12 together. “If you want them to HEAR it, you talk. If you want them to LEARN it, they talk.” (Sharon Bowman)

Thoughtful Planning  Align GE and SE concepts. (Handout #4)  Schedule & focus time.  Post both names on the door.  Know student needs. (Handout #5)  Correspondence & meetings reflect participation of both teachers.  Prepare respectful learning environment.  Create & teach effective routines. (Walther-Thomas, Bryant, & Land, 1996)

Instructional Tips  Develop signals- each other & students  Instructional approaches- varied  Agenda & objectives- displayed clearly in classroom  Teacher roles- show equality & cooperation of team  Respect- each other & students  Learning styles- honored Murawski & Dieker, 2004

Get to Know One Another Deal with the “little” things first.  Do Handout #6 solo. Then discuss and come to an agreement on “bottom-line” answers.

Get to Know One Another Do Handout #7 solo. Share with your partner. Where do you agree/disagree? Where do you/do you not need to agree? Where do you need to compromise? Grand Conversation to follow in 10 minutes.

Weekly Co-Planning  Schedule a meeting time.  Cover your bases. (Handout #8)  Stay focused on task(s).  Review content before meeting.  Keep it simple: Instructional plans/objectives/GLCEs Modifications/adaptations Timelines & priorities Formative assessments Tasks for each teaching partner

Your General Plans for Next Week  Work on Handouts #10 & #11A or 11B as a generalized structure for next week.  Which co-teaching approach will you be using each day/lesson?

Time for More Detailed Plans  Take a future lesson or unit and plan it together!  Remember your target GLCEs!  Experts to support and guide are among us!!! Extended GLCEs Core GLCEs Future & Supplemental GLCEs

References Available from The Access Center American Institutes for Research 1000 Thomas Jefferson Street, NW Washington, DC Differentiating Instruction for Mixed-Ability Classrooms, ASCD Tools for High-Quality Differentiated Instruction, ASCD S. Bowman, Preventing Death by Lecture, 2005 S. Bowman, How to Give It So They Get It, 2005 L. Slanec, 2007