Co-Teaching Jennifer Glasgow

Why the push for co-teaching? In Cabarrus County Schools:In Cabarrus County Schools: 3.5 have a Learning Disability 3.5 have a Learning Disability 2 are Other Health Impaired 2 are Other Health Impaired 1.7 are Speech Impaired 1.7 are Speech Impaired.5 have Emotional Disabilities.5 have Emotional Disabilities.4 accounts for HI, VI, or OI.4 accounts for HI, VI, or OI.5 are Developmentally Delayed.5 are Developmentally Delayed.7 have Autism.7 have Autism.7 have Intellectual Disabilities.7 have Intellectual Disabilities

Why do we use the co-teaching model? Reduces the achievement gapReduces the achievement gap Allows all students an opportunity to be a part of the classroom communityAllows all students an opportunity to be a part of the classroom community Increases opportunity for appropriate peer interactionsIncreases opportunity for appropriate peer interactions Maintains high academic rigor and expectations for all studentsMaintains high academic rigor and expectations for all students Ability to provide more individualized instructionAbility to provide more individualized instruction

Co-teaching is/is not…

Models of co- teaching Station TeachingStation Teaching Parallel TeachingParallel Teaching Alternate TeachingAlternate Teaching Team TeachingTeam Teaching One Teach, One AssistOne Teach, One Assist One Teach, One ObserveOne Teach, One Observe

Station Teaching 30-35%30-35% Instructional content divided, as well as studentsInstructional content divided, as well as students Students access both teachersStudents access both teachers Student grouping can be variedStudent grouping can be varied Not to be used when content must be taught in sequential orderNot to be used when content must be taught in sequential order

When to use station teaching: Practice and reviewPractice and review Remediation or re-teachingRemediation or re-teaching Extension and expansion of learningExtension and expansion of learning Application of learning that has been taughtApplication of learning that has been taught Differentiated instructionDifferentiated instruction Checking for formative understandingChecking for formative understanding

Parallel Teaching 30%30% Teachers teach the same content simultaneouslyTeachers teach the same content simultaneously Groups do not rotateGroups do not rotate Instructional methods may differ between groupsInstructional methods may differ between groups Increases student participation and engagementIncreases student participation and engagement

When to use parallel teaching: Initial instructionInitial instruction Differentiate instructionDifferentiate instruction Two strategies of same materialTwo strategies of same material Both teachers have adequate knowledge of contentBoth teachers have adequate knowledge of content When smaller student to teacher ratio would be beneficialWhen smaller student to teacher ratio would be beneficial

Alternate Teaching 30%30% One teacher works with majority of class, while one teacher takes smaller groupOne teacher works with majority of class, while one teacher takes smaller group Alternate group is a mix of studentsAlternate group is a mix of students Similar or targeted instructionSimilar or targeted instruction Can last entire lesson or for short period of timeCan last entire lesson or for short period of time

When to use alternative teaching: Pre-teachingPre-teaching Extension and reinforcement activitiesExtension and reinforcement activities Intervention or re-teachingIntervention or re-teaching When students’ knowledge had a wide rangeWhen students’ knowledge had a wide range Student projects or small group workStudent projects or small group work

Team Teaching 20% or less20% or less Both teachers deliver instruction at the same timeBoth teachers deliver instruction at the same time Embed strategies during content teaching for struggling learnersEmbed strategies during content teaching for struggling learners Models collaboration and parityModels collaboration and parity

When to use team teaching: Initial instructionInitial instruction Both teachers are knowledgeable of the curriculumBoth teachers are knowledgeable of the curriculum Teachers have established a relationship and understand partner’s teaching styleTeachers have established a relationship and understand partner’s teaching style Teachers are able to deliver clear instructionTeachers are able to deliver clear instruction Both teachers are aware of the strategy or process that will be utilizedBoth teachers are aware of the strategy or process that will be utilized

One teach, one assist SeldomSeldom One teacher holds primary responsibility for contentOne teacher holds primary responsibility for content Assisting teacher provides help to struggling studentsAssisting teacher provides help to struggling students Students can have a nonverbal cue for when assistance is neededStudents can have a nonverbal cue for when assistance is needed

When to use one teach, on assist: New material or concept being introducedNew material or concept being introduced Behavior management supportBehavior management support Whole group discussionWhole group discussion When co-teaching pair is just starting off and getting use to teaching stylesWhen co-teaching pair is just starting off and getting use to teaching styles

One teach, one observe 5 – 10%5 – 10% Can be used daily for brief period of time to collect dataCan be used daily for brief period of time to collect data To gather immediate data in order to make adjustments on the spotTo gather immediate data in order to make adjustments on the spot Data collected on students, class, or teacherData collected on students, class, or teacher

When to use one teach, on observe: Formal observation of single studentFormal observation of single student Data collection for IEP writingData collection for IEP writing During review/activity when students are working independentlyDuring review/activity when students are working independently During assessmentDuring assessment Data collection of teaching techniqueData collection of teaching technique

When can you use each model?

Making it all work Complete this statement:Complete this statement: The marriage between special education and general education is like…

Partnerships The 3 C’s of Co-teaching: Co-planningCo-planning Co-instructingCo-instructing Co-managingCo-managing

Questions to discuss What are the goals each of you have for the class for this year?What are the goals each of you have for the class for this year? When will you plan together?When will you plan together? What are the routines/procedures for the classroom?What are the routines/procedures for the classroom? What role will each of you take on?What role will each of you take on? How will you resolve differences/conflicts?How will you resolve differences/conflicts? How will you celebrate successes?How will you celebrate successes?

Putting it into action