Pennsylvania Training and Technical Assistance Network Co-Teaching Professional Learning Community for Administrators: Day Two

PaTTAN’s Mission The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services. 2

PDE’s Commitment to Least Restrictive Environment (LRE) Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment. 3

Updates on Action Research Projects 4

Today’s Objectives 5 Examine current co-teaching practices and effective practices (including planning time and program evaluation) Network with other administrators to ask questions and share out some of the trials and tribulations of co-teaching within their school/district Continue to use a Co-Teaching Considerations Framework

SUPPORTING CO-PLANNING Co-Teaching PLC Day Two

Co-Planning Time “Without time for sharing this expertise, teachers often teach a class the way they have always taught it and there is not ‘value added’ by the second professional educator.” Murawski,

What is Co-Planning Time? Dedicated time within the workday, several times per week, for more than one teacher to meet and prepare the co-teaching agenda 8

Co-Planning and Team Logistics A comfortable place Somewhere free from interruptions Where will the team meet? Regularly During the school day When will the team meet? Computer/Internet Basic supplies Curriculum guides Accommodations, effective teaching strategies Students’ IEPs, student data What resources might the team need to begin? 9

Scheduling Time for Collaboration 10

Finding Face-to-Face Time Common Preparation Parallel Scheduling Adjust start/end time of day Shared Classes Group Activities Banking Time In-service/Faculty Meeting Time Adapted from Dufour,

Finding Face-to-Face Time Stay after school once per month Treat collaboration as the equivalent of school committee responsibilities Reserve time in the daily schedule that is not obligated to specific responsibilities Use a sub to relieve special education teacher to co-plan with various teachers If students do not require daily support, allow the special educator to plan one day Provide administrative coverage of classes to allow teams time to meet 12

“Making Time for Collaboration” Discussion Discuss one of the following strategies with a group: –Shared Classes –Group Activities –Banked Time Reflect upon the provided questions Report out to PLC 13

Shared Classes How could you select teams to utilize this strategy? Would your current schedule provide common class times to implement this strategy? What grade levels in your school or district would be possible implementers of this strategy? How often could this strategy be used? 14

Group Activities, Events and Testing How could administrators be aware of the planned non- instructional activities or events scheduled which could provide this time for planning? Who would supervise the students during this time? Would these activities or events provide enough regularly scheduled time? 15

Banked Time How would you get buy-in from the teachers to use this strategy? Who could coordinate the use of banked time regarding students? How could teachers be held accountable for using the banked time for planning and how could that be monitored? How could you involve parents and community members implementing this strategy? 16

Finding Time Electronically ing lesson plans and communicating via Exchanging personal contact information (texting, calling, etc.) Communicating via other formal technology means such as: – Pbworks – Wikispaces – Google groups – Skype 17

Co-Planning Expectations for Administrators Hold allocated time sacred Arrange the schedule from the first day of school Schedule staff development sessions to have planning time before or after Plan agendas before holding the meeting Provide structures for accountability Clearly define the purpose of collaborative planning 18

Preparing for Co-Planning Each teacher should come to the planning meeting prepared: –General educator selects and brings relevant curricular and resource materials –Special educator supplies important student information and individualized/small-group resource materials 19

Planning Questions What standards are you targeting? What learning objectives? What big-picture Essential Question could be asked to promote higher-order thinking skills? What activities will you design in order to meet the learning goals for the unit? How will students provide evidence that they are achieving understanding? How will you and your students assess that evidence throughout the lesson? 20

Sample Meeting Agenda One 20%Review and Reflect -What worked? -What didn’t work? 60%Plan Instruction 20%Assign Responsibilities 21 T/TAC W&M

Sample Meeting Agenda Two Date: Teachers: Subject: Upcoming curriculum topics/units/lessons 4 minutes Co-teaching arrangements and assignments 9 minutes Challenges and strategies to help students succeed 7 minutes Individual student matters6 minutes Housekeeping / Logistics4 minutes 22

Questions... Do your teachers utilize a standard planning agenda when co-planning? If yes, would you be willing to share it with the PLC? If no, would you find a standard planning agenda beneficial in holding your teachers more accountable for their planning time? 23

Tools to Support Co-Planning Read pages Record at least two ideas you will share with your co-teachers Record at least two tools or ideas that you personally will investigate further to share. 24

Sample Lesson Plans 25

When Co-Planning is Lacking! Lack of : Time Management Preparation Listening or Parity Initiative Respect 26

Administrative Support of Co-Planning The administrator should… Attend co-planning sessions Praise successes Provide constructive feedback Listen to concerns and provide support Adjust non-instructional responsibilities to provide time for planning Provide administrative coverage to allow time for co-planning 27

Considerations Framework 28

SUPPORTING CO-TEACHING Co-Teaching PLC Day Two

Administrative Training Training is essential - Administrators need to have a clear understanding of what co-teaching is and is not Administrative ownership is important 30

Supporting the Co-Teaching Classroom Create a school culture that supports success for all students Ensure a continuum of services for students with disabilities Remember that IEP teams determine student needs Make adjustments to class size, class composition, schedules, and personnel Allow for ample co-planning time Provide formal and informal feedback to co-teaching teams Offer memberships in professional organizations or conference attendance Provide ongoing professional development opportunities 31

Professional Development for Co-Teachers Provide multiple professional development opportunities in co-teaching skills Collaboration Conflict management Team maintenance Unit planning Universal Design for Learning 32

1.What do you do to show your co- teachers that you support them? 2. How do you provide feedback to your co- teachers? Questions 33

OBSERVING CO-TEACHING Co-Teaching PLC Day Two

The Importance of Observation Builds relationships between staff and administration Allows for recognition of successes Creates a forum for constructive feedback Provides motivation for improvement Increases administrator awareness of co-teaching activities Promotes the educational achievement of every student 35

Observing: What to ASK for Co-Planning Documentation Lesson plans Modified materials Materials sent home Co-Instruction Documentation Data collected while teaching Tiered lessons showing differentiated instruction Class notes Co-Assessment Documentation Gradebook Accommodated assignments Modified assignments Description of how students are individually graded Hammill Institute on Disabilities 36

Observing: What to LOOK for Teachers working as a team and classroom environment demonstrating parity Both teachers in classroom the entire time Both teachers assist students with and without disabilities Smooth instruction demonstrating co-planning Differentiated strategies and variety of instructional approaches Both teachers engage in appropriate behavior management techniques Difficult to identify special education teacher from the general education teacher 37

Observing: What to LISTEN for Co-teachers use language demonstrating collaboration and shared responsibility (we, our) Teachers refer to students as “our students” Questions are phrased that indicate all students are included Student conversations demonstrate a sense of community among peers Questions are asked at a variety of levels (basic recall to higher order thinking) 38

1. What other things do you look for to see evidence of effective co-teaching? 2. What other things do you listen for to see evidence of effective co-teaching? Questions 39

A Framework for Teaching: Components of Professional Practice Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Contributing to the School and District Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating Clearly and Accurately Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space 40

41

PROGRAM EVALUATION Co-Teaching PLC Day Two

Program Quality Personnel Teacher prep Establishing teams Respect Instructional quality Differentiated instruction Feedback Student engagement Data-driven instruction School culture Administrative support Expectations Professional development opportunities Logistics Common planning time Scheduling Class composition 43

Stages of Effective Co-Teaching Exchange knowledge of curriculum and students Plan for smooth flow of instruction Develop a silent communication system Use planning protocols Planning Use a variety of instructional practices Post a structured agenda so teachers and students can focus on lesson objectives Instruction Discuss common expectations for individual students Use a variety of assessments Divide grading assignments Discuss grades assigned to individual students Assessment 44

Program Evaluation Student outcomes Instructional setting Parent response School community response 45

Considerations Framework 46

Essential Question of Co-Teaching How is what co-teachers are doing together substantially different and better for kids than what each of them would do alone? (Murawski & Spencer, 2011) 47

Upcoming PLC Sessions: Next Webinar: Next Face-to-Face Meeting: 48

Contact Information Commonwealth of Pennsylvania Tom Wolf, Governor PaTTAN Harrisburg (717) (800) PA only PaTTAN King of Prussia (610) (800) PaTTAN Pittsburgh (412) (800) PA only 49

References DuFour, DuFour, Eaker, & Many, (2010). Learning by Doing: A Handbook for Professional Learning Communities at Work™ (2nd ed., pp. 125–127) Solution Tree Press. Murawski, W. W. (2012). 10 Tips for using co-planning time more efficiently. Teaching Exceptional Children, 44(4), Murawski, W. & Dieker, L. (2013). Leading the Co-Teaching Dance: Leadership Strategies to Enhance Team Outcomes. Arlington, VA: Council for Exceptional Children. Hammill Institute on Disabilities: William and Mary Training and Technical Assistance Center: 2Teach: 50