Iowa Department of Education 2006 Co-Teaching

Iowa Department of Education 2006 Iowa’s Consultative Model Effective Instruction Effective Behavior Supports Co-teachingCollaborative Consultation

Iowa Department of Education 2006 Collaboration as a Tool Collaboration – is a style for interaction between co-equal parties voluntarily engaged in shared decision making as they work toward a common goal Marilyn Friend

Iowa Department of Education 2006 Bridge Builders Supportive beliefs and values Mutual trust Mutual respect Establishment of a sense of community

Iowa Department of Education 2006 Why engage in collective effort rather than an individual one, even when you wonder, “What’s in it for me?” Self- interest is isolating. When you work in collaboration, you’re responsible to each other, and therefore much less likely to shirk your responsibilities or cheat your partner. Team work is not only performance-enhancing, it’s comforting.

Iowa Department of Education 2006 Co-Teaching: Both: Collaborative Consultation Model:

Iowa Department of Education 2006 Collaborative Consultation Key Components 1.Individual prerequisites 2.The professional relationship 3.Planning, implementing and evaluating 4.Concerns

Iowa Department of Education Individual Prerequisites (Highly Qualified Teacher Roles) Core Content Teacher Content Expert Assigns grade/teacher of record Assures progress in course Certifies student has met course requirements “Other” Teacher Strategy expert Ensures student makes progress toward his/her goals Ensures appropriate accommodations

Iowa Department of Education The Professional Relationship Both/All Focus on what is best for each student Open communication skills Positive interpersonal traits Compatibility of perspective on effective teaching Identification of needed supplemental materials Problem solving Ongoing assessment of student progress Collegial exchange of teaching strategies

Iowa Department of Education Professional Relationship (continued) Responsibility of general educator Clearly defined content outcomes Consistent behavioral expectations Responsibility of special educator Curriculum adaptation Skills deficit remediation Assessment modification Effective behavior supports Strategies instruction

Iowa Department of Education 2006 Planning Planning process –Problem solving process –Multidisciplinary team input Planning content around learning objectives –Accommodations/modifications –Reteaching/preteaching –Skills acquisition –Strategy needs Planning actions –Division of tasks

Iowa Department of Education 2006 Planning Macro Micro

Iowa Department of Education 2006 Macro Planning Big Picture Planning—Planning Pyramid Unit Overview –Big Ideas (What is it you want them to understand, know, and be able to do at the end of the unit?) –Instructional Activities (How will you guide/facilitate student learning?) –Assessment (How will you know your students have learned the intended outcomes?) –Timeline –Materials/Resources Task (app min.) –General education teacher will provide a unit overview. –Discuss Planning Pyramid (what all, most, and some students will learn) –Together, complete the Unit Planning Form. –Challenge yourself to differentiate your instructional plan.

Iowa Department of Education 2006 Micro Planning “Nuts and Bolts” Day to Day/Weekly Variety of Lesson Plan Formats –Need to put it in writing Task (app minutes) –Review formats and samples. As a team, select one. –Challenge yourself to “craft a new course” and intensify instruction for your students. –Begin micro planning.

Iowa Department of Education 2006 “Disappointing results come from the fact that most new programs, materials,or staff are intended to produce more of what the system is already producing and will not change the outputs of the system significantly.” “The current system in place was never designed to successfully teach all children. If we set out on a new mission, we will have to craft a new system.” Lawrence Lezotte in Learning for All

Iowa Department of Education You grow collaboration 2.People need to work as part of a team 3.When the system is working it is seamless 4.It doesn’t look the same from year to year 5.It is a relentless effort 6.Reluctance is overcome through continual PD

Iowa Department of Education 2006 Capacity building is not just workshops and professional development for all. It is the daily habit of working together, and you can’t learn this from a workshop. You need to learn it by doing it and having mechanisms for getting better at it on purpose. Michael Fullan

Iowa Department of Education 2006 Resources The Power of 2 by Marilyn Friend DVD - Disc 1 - Program Sections: (all times approximate) Introduction to 2nd Edition (3 mins) Co-Teaching Defined (2.45 mins) Essential Components of Co-teaching 5-Part Framework Shared Systems of Beliefs (4.45 mins) Prerequisite Skills (7 mins) Collaborative (6.30) Classroom Practice (27.30) Administrative Roles and Perspective (12 mins) Marilyn's Wrap (3 mins) DVD - Disc 2 - Bonus Material Sections: More On Co-Teaching Approach (9.25 mins) Elem. & MS Teacher Rountables (28 mins) HS Teacher Rountable (24 mins) Administrator Interview (19 mins) Drs. Friend & Burrello Reflect (14 mins) Introducing Andrew (13 mins)