Co-Teaching: What Two Can Do! Presented by: Lisa Amspacher, Milton Hershey School Lisa Menges, Lincoln Intermediate Unit12

Teamwork divides the task and doubles the success. -Unknown

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Establish Norms

Establish Rapport My 25 Things

1. I am in love with three men (my three sons). O.K., make that four. 2. I would cook everyday if I didn’t have to do dishes. 3. I highly recommend living next door to your grandmother…I do! 4. I did my student teaching in Española, New Mexico. 5. My mantra (stolen from Eleanor Roosevelt): When you feel like you’ve reached the end of your rope, tie a knot in it and hang on. 6. For my next career, I’ll be a personal shopper. 7. I am a certified Reading Specialist and have taught history on the high school level. 8. Chocolate makes me smile. 9. I lived in Mississippi for awhile growing up and yes, I had a Southern accent. 10. I enjoy playing sports of all kinds, but tennis is my favorite. 11. My ancestors came to America with William Penn. 12. I have a twin sister, but we are total opposites. 13. Perfect dinner: lasagna and a glass of red wine. 14. My favorite outfit is a pair of jeans, a t-shirt, and shoes that make a statement. 15. Apparently, I require less sleep than the average person. 16. I have an inability to say no, but I’m learning to say, Yes, with conditions. 17. I like to read just about any genre and I rarely watch T.V. 18. I’m a cup half-full kind of a person. 19. I am soooo not a creature of habit but I have to have coffee every morning. Decaf. 20. I can speak some Spanish, Greek, and Japanese (enough to get by in any of those places, should I happen to win a free trip!) 21. I have the best friends in the whole world. 22. Reiki calms me. 23. I’m working on being less sarcastic…my sister tells me it’s a sin. 24. I love to travel. 25. I wish I could find time to maintain a meaningful blog.

What Co-Teaching Is NOT... Integrating students, but adults still maintain responsibility for own separate populations. Homogeneous grouping of all at-risk kids in one classroom with two teachers. Collaborative teaching w/o collaborative planning. One person delivering instruction while the other is solely responsible for crowd control. Parallel play where each person “does his/her own thing” without communication.

What Co-Teaching is NOT... Duplication of roles & responsibilities. One person teaches while the other takes a break. Pulling students out by disability label rather than forming groups according to skill needs.

What Co-Teaching Is … Determining what two teachers can do together that one cannot. An attitude of sink or swim together. Mutual planning & delivering of instruction. Determining & defining roles & responsibilities. Taking time to debrief & reflect on instruction.

What Co-Teaching is... Use of effective communication & conflict management skills. Sharing ideas, strategies, & techniques to create better instruction for ALL kids. Supporting & enhancing each other’s learning.

Co-teaching is a creative way to connect with and support others to help all children learn.

What are the BENEFITS of Co-Teaching?

And the survey says… (Tiffin Middle School, Tiffin, OH) Do you get more help when there are two 89% 11% teachers in the room? Do you behave differently when there are two 34% 66% teachers in the room? Do you ask more questions when there are two 44% 56% teachers in the room? Do you get better grades in the inclusion 74% 26% classes than the other classes? Yes No

And the survey says… (Tiffin Middle School, Tiffin, OH) Do you do a better job on your homework 77% 23% in your inclusion classes? Do you answer more questions in your 49% 51% inclusion classes? Do you pay closer attention to the teacher 72% 28% in your inclusion classes? Do you wish all of your classes could be 70% 30% inclusion classes? Yes No

Co-Teaching Benefits  Special education & ESL students have access to regular education environment.  Improvements in academic and social skills.  Teacher-student ratio is increased, allowing for better teaching and learning to occur.  Provides a variety of learning situations within the classroom.

Co-Teaching Benefits  Positive classroom environment.  Provides students with opportunities to work together.  Increased flexible groupings.  Increased time on task, less wait time.  Satisfies NCLB/Highly Qualified Requirement; Gaskins, IDEA 2004, LRE, AYP

Analysis of Professional Standards That Co-Teachers Demonstrate Classroom Teachers Interstate New Teacher Assessment and Support Consortium (INTASC 2006) Special Educators Council for Exceptional Children (CEC 2003) Experienced Teachers National Board for Professional Teaching Standards (NBPTS 2006) Standard 3 requires teachers to understand how learners differ. Knowledge and skills in understanding characteristics of learners with different cognitive, physical, cultural, social, and emotional needs. Teachers adjust their practice according to individual differences in their students. Standard 4 requires teachers to use a variety of instructional strategies. Competencies related to knowledge and skills for instructional content and practice. Teachers show multiple methods to engage student learning and to enable students to reach goals. Standard 10 asks teachers to collaborate and communicate with parents, families, and colleagues to support student learning. Competencies related to communication and collaborative partnerships. Teachers collaboratively work with others and coordinate services.

Wearing the same shirts doesn’t make a team. ~Buchholz and Roth

Models of Co –Teaching

Models of Co-Teaching Supportive : One teacher teaches while the other assists all students Team : Two teachers teaching the whole group together Parallel : Two teachers teaching one lesson to 2 different groups at the same time Alternate : One teacher does the direct instruction of skills, the other a small group for support/enrichment Station Teaching: Students are divided into instructional groups and rotate through groups. Both teachers take responsibility for instruction.

Take a Break!

Let’s Watch Classroom practice

The Supportive Model One teacher assumes primary instructional responsibility while the other teacher assists students. When to use: In new co-teaching situations One teacher has expertise In lessons stressing a process in which student work needs close monitoring When a need for student observation arises When the lesson lends itself to delivery by one teacher

Station Teaching Students are divided into instructional groups and rotate through groups. Both teachers take responsibility for instruction. 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

Parallel Teaching Two teachers teaching one lesson to two different groups simultaneously. When to use: When a lower student-adult ratio is needed to improve instruction efficiency To foster student participation in discussions For activities such as drill and practice, re-teaching, and test review

Alternative Teaching One teacher instructs one group while the other teacher previews or re-teaches. When to use: In situations where students mastery of concepts taught or about to be taught varies tremendously When extremely high levels of mastery are expected for all students When enrichment is desired When students are working in a parallel curriculum.

Forming Members come together with uncertainty Desire to be accepted Avoid controversy Gathering information and impressions Avoidance of conflict and threat

Storming Marked by conflict Minor confrontations arise Individuals may feel like they are winning or losing battles Look for structural clarity or rules to prevent conflict from persisting

Norming Beginnings of team interdependence “Rules” have been established Individual responsibilities are clear, but still function in separate roles Having had arguments, they understand each other May resist pressure to change for fear they will revert back to storming

Performing Group moves forward to accomplish objective Team interdependence and flexibility High level of trust Roles and responsibilities change seamlessly

Forming, Storming, Norming, or Performing? Co-Teaching Scenarios In which stage is each pair of co-teachers?

Forming, Storming, Norming, and Performing? What are the team development characteristics of our own co-teaching relationship?

Guided Questions

Tying Up Loose Ends Gots and Needs Feedback Lesson Planning Template Follow-up Support

Time for Lunch

Gots and Needs Feedback

Teaching Style Article: The Co-teaching Partnership Formal Authority Demonstrator Facilitator Delegator

Co-Teaching: What Two Can Do!

What Can Two Do?

I J M F L B S U N A O H Z P T R D G Z V E H Q C K

Collecting Data Individual Scores Group Average Collaborative Group Group

X Z H U H C G L B T W F O J Z A S D N C E L R K G

Debriefing... How did your score change? What caused your change in score? How did you feel under each condition?

Parity (Equality, as in amount, status, or character) Both teacher’s names appear on classroom materials Both teachers’ handwriting on student assignments Both teachers have space for personal belongings Both teachers talk during instruction Both teachers work with ALL students

What Two Can Do! How might classroom instruction look different with two teachers in the classroom and an 80 minute block of time?

Co-Planning a Lesson

A Broken Arm Regular Education Teachers Special Education Teachers

Discussion Questions What have we learned about each character in the case? What do we think is motivating the thoughts and actions of each character?

Discussion Questions What are the issues and problems in the case? What are some common problems and issues that could arise in a co-teaching relationship? What steps are required to establish successful co-teaching relationships?

Discussion Questions When is it appropriate to make instructional modifications? What instructional modifications in spelling did Mary make for Jim? Were the modifications effective? Why or why not? Discuss techniques for modifying instructional methods and materials.

Take a Another Break!

Co-Teaching Relationship Observation Form 6th Grade Math High School Math

Models of Co-Teaching What models have you experienced today?

Gots and Needs Feedback

Planning in a Co-teaching Classroom General Education Teachers: Develop a lesson plan Special Education Teachers: Develop a lesson plan

Exit Slip

Be well, do good work, and keep in touch. ~Garrison Keillor

Contact Information Lisa Amspacher Lisa Menges