1. Exploring co-teaching in inclusion
A Tale of two teachers
Exploring co-teaching in inclusion

2. Co-Teaching…The Rap

3. Survey Says
According to a survey conducted, regular education teachers have a favorable view of co-teaching.
However, in an interview of regular and EC teachers, views of co-teaching are less than favorable.

4. The 3 C’s of Co-teaching Co-Planning Co-Instructing Co-Assessing
Ideally, co- teachers co-create goals, co- instruct, collaborate on student assessment, class management, and jointly make decisions pertaining to their class
(Cook & Friend, 1995).

5. Defining co-teaching SYNONYMS FOR CO-TEACHING: Collaboration
Partnership
Alliance
Teamwork
Relationship
Cooperation
Solidarity
Coordination
Link
Camaraderie
Parallel
Equal
Counterpart
Rapport
Bond
Liaison
Correlation
Connection

6. Defining Co-Teaching ANTONYMS FOR CO-TEACHING: Friction Enmity
Opposition
Discord
Impediment
Obstruction
Difficulty
Limitation
Sabotage
Prevention
Deterrent
Interference
Barrier
Disorder
Obstacle
Complication

7. Benefits and Rationale for Collaboration & Co-teaching
Sharing ideas, expertise and knowledge.
Professional support in the classroom environment.
Increasing instructional options.
Allowing students to remain with their peers with “pull-outs” for instruction, which reduces stigmatization of children with disabilities or students with limited English proficiency.

8. The Pink Elephant in the Room…
What happens when there is conflict?
In regards to a co-teaching relationship you have experienced, what is the FIRST word that comes to mind?

9. 5 Conflict Approaches
An avoiding style indicates low concern for self and others (Copley, 2008). Individuals who avoid conflict may be afraid to discuss the issue with their partner, lack effective conflict resolution skills, or think that discussing the issue may make matters worse.
An accommodating style involves low concern for self and high concern for others (Copley, ).
Compromising is associated with an intermediate level of concern for both self and others (Copley, 2008).
Collaborating is associated with problem solving and generating multiple solutions and is appropriate for dealing with issues related to policies and long-range planning (Afzalur et al., 1992). Finally,
Dominating involves imposing a solution on someone else and thus is associated with a win- lose perspective
Handout 1: Common Ways of Addressing Conflict With Definitions and Examples

10. Do’s & Don’ts
Even when conflict arises, it is in the best interest of both co-teachers to find the least emotionally-charged way to handle the situation.
Handout 2: Do’s and Don'ts For Handling Co-Teaching Conflict

11. Building A co-teaching relationship
Co-teaching can be considered a marriage of sorts…for better or for worse. Building co-teaching relationships
Takes time and effort
Requires open communication
Acceptance of each others strengths and weaknesses
An understanding that this is not a dominant-submissive relationship
Requires trust

12. Check It: Which co-teaching model is used most frequently?

13. Essential Components Administrative Support Common Planning Time
Scheduling
Class roles
Common planning time
Keeping both teachers in the classroom
Professional development
Purposeful matching of co-teachers (similar philosophies)
Common Planning Time
Sacred time
Use time wisely
Differentiation of instruction
Use of effective instructional strategies
Establishing roles
Avoiding the paraprofessional trap

14. What Co-Teaching Is not …

15. What co-teaching Is!

16. Basis for selecting c0-teaching approach
Answer the following questions based on your current teaching situation.
1. Describe the students in the classroom. Considerations to include a student’s ability to work independently, handle transitions, IEP needs, etc.
2. From your work in previous modules, reflect on the teaching style of you and your co-teacher. What strengths does each person bring to the team? What concerns do you have?
3. Think about the content to be delivered. Which areas of your curriculum need more direct instruction? Which areas lend themselves to group interaction? Which areas may require more remediation for students?
4. How will the school/classroom environment impact your choice of a co-teaching model? Is noise an issue? Space? Time?

17. Repeat after Me…
The co-teaching model you use does not matter. The co-teaching model you use does not matter. The co-teaching model you use does not matter. The co-teaching model you use does not matter. The co- teaching model you use does not matter. The co-teaching model you use does not matter. The co-teaching model you use does not matter. The co-teaching model you use does not matter. The co-teaching model you use does not matter. The co-teaching model you use does not matter. The co-teaching model you use does not matter. The co- teaching model you use does not matter. The co-teaching model you use does not matter. The co-teaching model you use does not matter. The co-teaching model you use does not matter. The co-teaching model you use does not matter…

18. Methods for instructional delivery
One Teach-One Support
One teacher delivers content while the other takes on an assisting role, usually circulating the around the classroom to make sure the students remain on task and offering support as needed.
Check it out:
One Teach, One Observe
One teacher delivers content while the other teacher collects data.

19. Methods for instructional delivery
Team Teaching
Two teachers deliver instruction to the whole group at the same time.
Check it out:
Parallel Teaching
Each teacher is responsible for teaching the same content to two separate groups. Check it out: .

20. Methods for instructional delivery
Alternative Teaching
One teacher teaches a larger group while the other teacher focuses on teaching a smaller group.
Station Teaching
Stations are set up in the classroom. Teachers teach separate groups, then the groups rotate

21. Table 3 Teacher Actions During Co-Teaching
If one of you is doing this
The other is doing this
Lecturing
Modeling note taking on the board/over head; ensuring brain breaks to help students process lecture information
Taking roll
Collecting and reviewing last nights homework; introducing a social or study skill
Passing out papers
Reviewing directions; modeling first problem on the assignment
Giving instructions orally
Writing down the instruction down on the board; repeating or clarifying any difficult concept
Checking for understanding with large heterogeneous group of students
Checking for understanding with small heterogeneous group of students
Circulating, providing one-on-one support as needed
Provide direct instruction to whole class
Prepping half of the class for one side of a debate
Prepping the other half of the class for the opposing side of the debate
Murawski & Dieker (2004)

22. Re-teaching or pre-teaching with a small group
Monitor large group as they work on practicing materials
Facilitating sustained silent reading
Reading aloud quietly with a small group; previewing upcoming information
Reading a test aloud to a group of students
Proctoring a test silently with a group of students
Creating basic lessons plans for standards, objectives, and content curriculum
Providing suggestions for modifications, accommodations, and activities for diverse learners
Facilitating stations or groups
Also facilitating stations or groups
Explain new concept
Conduction role play or modeling concept; asking clarifying questions
Facilitating a silent activity
Circulating, checking for understanding
Proving large group instruction
Circulating, using proximity control for behavior management
Running last minute copies or errands
Reviewing homework; providing a study or test taking strategy
Considering modifications needs
Considering enrichment opportunities
Murawski & Dieker (2004)

23. Final Piece to the Puzzle: Role of the Administrator
About 99% of co-teaching issues can be resolved with effective, consistent support from administrators.
Establishing goals, objections, expectations
Observations
Co-planning
Accountability measures
Professional development
Mediation

24. Contact Information