1. M eeting the Needs of All Students in a Collaborative Model: Co-Teaching The School District of Philadelphia A Collaborative Effort Office of Empowerment Schools Support Office of Multilingual Curriculum and Programs Office of Specialized Instructional Services Office of Teaching and Learning

2. Goals Essential Question: How can all stakeholders benefit from various models of co-teaching in order to foster academic achievement and effectively promote success for all learners? Desired Outcomes: Define Co-Teaching Identify the benefits and challenges of Co-Teaching Explore the six models of Co-Teaching

3. Monitored Classroom Traditional Classroom with no additional Support Monitored Classroom Co-Taught Classroom Self-Contained Pull-Out Co-Taught Classroom Most Restrictive Least Restrictive Classroom Environment CONTINUUM OF SERVICES FOR ENGLISH LANGUAGE LEARNERS, STUDENTS WITH DISABILITIES, AND AT-RISK STUDENTS

4. Classroom Environment Monitored Classroom Traditional Classroom with no additional Support Monitored Classroom Co-Taught Classroom Self-Contained Pull-Out Co-Taught Classroom Most Restrictive Least Restrictive CONTINUUM OF SERVICES FOR ENGLISH LANGUAGE LEARNERS, STUDENTS WITH DISABILITIES, AND AT- RISK STUDENTS

5. What is Co-Teaching? Co-teaching occurs when two or more professionals jointly deliver substantive instruction to a diverse, blended group of students in a single physical space. - Cook and Friend, 1995

6. Why Co-Teach? Increase Instructional Intensity Increase active student engagement Frequent checks for understanding Students provided more opportunities to demonstrate skill acquisition

7. Alternative to Our Current Practice…WHY? Access, Participation, and Progress To the general education curriculum To the general education teacher To preparation for statewide assessments To peers

8. Learning Support / ESOL Teacher ALL Students General Education Teacher Teach Assess, Plan, Differentiate and Evaluate

9. Whose Expertise is Needed? General Education Teacher Special Education Teacher ESOL/ Bilingual Teacher Content Knowledge Scope and sequence of curriculum Objective view of academic and social development Pacing of Curriculum Management strategies for large groups Diagnostic/ prescriptive teaching Knowledge of Individual Education Plan (IEP) Special education law Educational accommodations/ modifications Behavior modification techniques Quality Teaching Rigor, Relevance & Relationships Maintain high expectations Identifying instructional needs for special education Language Objectives Second Language Theory Deeper knowledge of grammar ELL Strategies Oral language development Culturally Relevant Instructional Practices Learning Strategies Pacing Identifying instructional needs for ELLs

10. Co-Teaching Models One Teach, One Observe Station Teaching Parallel Teaching Alternative Teaching Teaming One Teach, One Assist

11. The Power of 2: Co-Teaching Models

12. One Teach, One Observe One teacher is primarily responsible for the design and delivery of lesson Co-teacher observes, listens and takes anecdotal notes Co-teacher provides 1:1 tutorial as needed

13. Station Teaching Co-teachers divide content and students Students rotate from one teacher to another A third group works independently

14. Parallel Teaching Co-teachers teach the same content to different groups of students at the same time Groups are heterogeneous

15. Alternative Teaching One teacher is teaching a lesson to the whole group Co-teacher is teaching the same information to a small group through a different approach

16. Team Teaching Co-teachers plan, design and deliver instruction Co-teachers assume responsibility for all students

17. One Teach, One Assist One teacher is primarily responsible for teaching the lesson Co-teacher provides quiet assistance to students as needed

18. Classroom Environment

24. Co-Teaching is Like…. Driving a motorcycle Driving a luxury sedan Driving a minivan Driving a sports car

25. A Thought… If we are to create schools in which students feel welcomed and part of a community, then we must begin by creating schools that welcome the diversity of all children. -Norman Kunc

26. Thank You!