1. Co-Teaching collaboration that makes a difference
Educ. 501
Brian Verwolf

2. Kaleidoscopes

3. Co-Teaching is…
Simultaneous instruction, with a diverse group of students
Done with two or more teachers
Instruction within the same physical space
Done in a coordinated fashion
needs to be pre-planned
involved collaboration

4. Co-Teaching is…
A vehicle for school communities to move from feelings of isolation to feelings of community and collaboration
A method to meet the diverse needs of all students in the same classroom
A supportive and collaborative practice among professionals

5. Co-Teaching is not…
one person teaching one subject, followed by another who teaches a different subject
one person teaching while another is off using the Xerox machine in the teacher’s lounge
an assignment of someone to act as a tutor.

6. What does Research Say?
A study centered on the infusion of language skills (vocab, phonemic awareness) in urban kindergarten settings found that ELL students and native English speakers in a co-taught classroom (classroom teacher and an SLP) showed significantly greater gains than those in traditional classrooms.
(Hadley, Simmerman, Long, and Luna, 2000)

7. What does Research Say?
A Georgia middle school found that students with and without disabilities showed significant increases on standardized tests in math and language arts after 2 years of co-teaching. In addition, there was a significant decrease in the numbers of students with chronic attendance problems.
(Burns, 2010)

8. Student Benefits
Children with disabilities have access to general education curriculum
Reduces stigma often associated with “pull-out” model
Helps build stronger peer relations
Actually increases individualized instruction
Enhances academic performance

9. Teacher Benefits Provides opportunity for professional growth
Forum to share knowledge, skills and resources with peers
Teachers in a resource role have more opportunity to increase understanding of the general curriculum and classroom expectations
Behavior Management

10. Teacher Benefits (cont.)
Builds repertoire as to how to adapt curriculum and/or modify the level of instruction to meet needs of students (*differentiation)
Promotes collaborative practice between teachers
Can increase communication between classroom teachers and teachers in a resource role

11. However…
“One size does not fit all. Although co-teaching seems to be a promising practice, this does not mean that every student can have his/her educational needs met this way.”
Kohler-Evans (2006)
Co-teaching isn't recommended for every situation. It works very well for: Student-teaching, inclusion situations, and other areas where need is greatest.
There appears to be more reference to those who have mild-to-moderate disabilities as being the best candidates for co-teaching, but the research is really not definitive on this matter.
This quotation suggests that while co-teaching may be an effective approach for some students with disabilities, it is not a panacea for all students with special needs.

12. General Challenges Lack of planning and organization
Planning time together
Relationship factors
Administrative support
Continuous investment of time
Fear of change
Poor communication
Definition of roles/following roles

13. Different Models of Co-Teaching
Lead and Support
Duet
Speak and Add/Chart
Skills Group
Station Teaching
Learning Style
Parallel Teaching
Adapting
Complementary Instruction
If it isn’t planned and organized before implementation it is not co-teaching. Each of these models require some type of plan or organization from a brief meeting to more elaborate planning. Over time co-teaching will develop and progress more naturally requiring less intensive planning.

14. Lead and Support Model Is always the classroom teacher
Teacher A
Is always the classroom teacher
Primarily responsible for planning a unit of instruction
Teacher B
Is the teacher in a resource role
Shares in delivery, monitoring and evaluation
Pros
Saves teacher B time
Keeps teacher B involved in the educational cycle
Cons
Teacher A may miss differentiation in the planning

15. Duet Model Both teachers plan and design the instruction
Teacher A and Teacher B
Both teachers plan and design the instruction
Teachers take turns delivering various components of the lesson
Pros: differentiate opportunity and collaboration
wonderful for behaviour management
this is the best model for the students
Cons: takes a great deal of planning to implement effectively

16. Speak and Add/Chart Model
Teacher A
Primary responsibility for designing and delivering
Teacher B
Adds and expands with questions, rephrasing, anecdotes
Records key information on charts, transparencies, screen or board
Pros: gives the teachers permission to interrupt, disagree or challenge (which catches student attention)
simple in terms of time
anyone can do this since you do not need content expertise
class assistants (integration aides, attendendants) can do this
Cons: Too easy to step on each others toes

17. Skills Group Model
Teacher A and Teacher B
Students are divided into 2-4 groups based on instructional need
Each teacher takes primary responsibility for half the class
Teachers may switch groups occasionally
Pros: this model is all about the principles of differentiation
Cons: can feel a bit like tracking (isolating the slower learners)
can be too much “flip-flopping”

18. Station Teaching Model
Teacher A
Responsibility for overall instruction
Teacher B
Teaches small specific skills students have not mastered
Pros: intense, direct instruction
provides an opportunity for pre-teaching or re-teaching
Cons: can be part of a package but on its own not really co-teaching
isolation

19. Learning Style Model
Teacher A and Teacher B
Both teachers share in the design and delivery of instruction
One teacher is primarily responsible for auditory and visual instruction
One teacher is primarily responsible for tactile and kinesthetic instruction
Pros: meets the multi modality needs of the students
Cons teachers need a repertoire of strategies that meet the multi modality needs of the students

20. Parallel Teaching Model
Teacher A and Teacher B
Both teachers plan and design
Class split into two groups
Each teacher takes a group for the entire lesson
Pros: teachers work equally together
smaller manageable groups (management)
Cons; some division, segregation

21. Adapting Model
Teacher A
Responsible for planning and delivering a unit of instruction
Teacher B
Determines and provides adaptations for students who are struggling
Pros: very little planning time needed
Cons: Teacher B may feel a bit more like an assistant or aide rather than an equal

22. Complementary Instruction Model
Teacher A
Responsible for delivering core content
Teacher B
Responsible for delivering related instruction in areas of study and survival skills
Pros: easy access
expects specialists to bring in their specialty

23. Stages to Co-Teaching Beginning Stage Compromising Stage
Collaborative Stage

24. Collaboration Stage is the Goal
Physical arrangement
Familiarity with curriculum
Curriculum goals and modification to level of instruction
Instructional presentation
Classroom management
Assessment

25. Collaboration Won’t Just Happen…
Deliberate
Structured
Systematic
Ongoing
Steele, Bell, & George (2005)

26. “The practice of co-teaching has the potential to be a wonderful strategy for meeting the needs of all students. Working in partnership with another teacher, bouncing ideas off of one another, planning and orchestrating the perfect lesson, having two pair of eyes and four hands, creating something that is better than that which each partner brings …what better way to teach?”
Kohler-Evans (2006)

27. Co-Teaching Resources
A Guide to Co-Teaching: Practical Tips for Facilitating Student Learning (Villa, Thousand, & Nevin, 2004)
The Co-Teaching Manual (Basson & McCoy, 2007)
Co-Teaching Lesson Planning Book (Dieker, 2007)
Guidebook for the Magiera-Simmons Quality Indicator Model of Co-Teaching (Magiera & Simmons, 2005)

28. References
Lawton, M. (1999). Co-Teaching: Are Two Heads Better Than One in an Inclusion Classroom? Harvard Education Letter.
Literature Review – Saskatchewan Ministry of Education
Professional Development Modules
Wagaman, J. (2008). Co-Teaching for Success with Special Needs Child – Teachers Working Together for Student Achievement.