1. Introduction to Co-Teaching: A Model for Effective Instruction for All Students
January 21-22, 2015
Kevin Schaefer Debra Herburger

2. Learning Targets Participants will be able to…
…Understand the pedagogy and purpose of co-teaching;
…Identify the challenges of and needs for successful implementation of co-teaching;
…Create a plan for successful implementation of co-teaching;
…Establish criteria for the measurements of success.

3. The Goal of Co-Teaching
Improving Access to General Education Curriculum for Students With Disabilities Through Collaborative Teaching
The Goal of Co-Teaching

4. What does this quote imply for our SWDs, ELs, students from fragile families, etc….?

5. What Do We Know About Special Education?
4/17/2017
What Do We Know About
Special Education?
It is both reliant upon and symptomatic of general education.
It is a set of supports and services, not a location or a state of treading water.
It is intended to accommodate for or address a disability that affects learning, not make up for poor instruction.
Students with disabilities are general education students first and should be treated as such both instructionally and fiscally.

6. History of parallel education paths for “different” learners

7. What is the “least restrictive environment”?
1975: The Education for All Handicapped Children Act mandated that students receive education in the least restrictive environment (LRE).
1990: Individuals with Disabilities Act (IDEA) encouraged the placement of students with disabilities in general classroom settings.

8. What is the “least restrictive environment”?
The LRE is the setting in which children with disabilities may be educated with typically developing peers to the maximum extent possible.
Every child should be educated in the regular classroom, in the school he or she would attend if not disabled, with “supplementary aids and services.”
Special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

9. What is the “least restrictive environment”?
The LRE is the setting in which children with disabilities may be educated with typically developing peers to the maximum extent possible.
Every child should be educated in the regular classroom, in the school he or she would attend if not disabled, with “supplementary aids and services.”
Special classes, separate schooling or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

10. What is the “least restrictive environment”?
Over the past several decades, the philosophy of “inclusion” has significantly altered the instructional landscape for students with disabilities.
The Effectiveness of the Co-Teaching Model—Literature Review
Hanover Research, 2012.

11. Aligning Practices Through Co-Teaching
Co-teaching is becoming one of the fastest growing inclusive practices in school.
Despite this rapid increase in popularity, co-teaching remains one of the most commonly misunderstood practices in education.
Steele, Bell, & George, 2005

12. Raising the Bar for Students with Disabilities
We [special ed teachers] have Response to Intervention (RTI) making waves throughout general education scene. And we have Universal Design for Learning being cited as an effective research-based framework for meeting the needs of all learners. The premise and principles of each framework fall solidly on the practices that special education teachers have routinely followed for many decades.

13. Raising the Bar for Students with Disabilities
It is clear that special education teachers will need to speak up and raise the roof! We need to support our general education colleagues. We have the knowledge of research-based practices that align seamlessly with the expectation that all students will gain the skills and knowledge to achieve more within the College and Career Ready Standards universe.
Stein, Elizabeth. Co-Teaching and the Common Core. MiddleWeb Blog. 2013

14. Raising the Bar for Students with Disabilities
Because special educators cannot be
masters of ALL content areas, researchers
note, “collaboration with general
education is essential.” Co-teaching thus
functions as a means of facilitating such
collaboration.
Dieker, Lisa A. Preventing School Failure

15. True Co-teaching requires the expertise of both educators.
“Co-teaching draws on the strengths of both
the general educator, who understand the
structure, content, and pacing of the general
education curriculum, and the special educator,
who can identify unique learning needs of
individual students and enhance curriculum and
instruction to match these needs.”
--Magiera, Kathleen and Naomi Zigmond

16. African Proverb If you want to go quickly, go alone.
If you want to go far, go together.

17. If it was easy, it would not be called‘work’!
“The use of a co-teaching model, in which two adults share the responsibility of meeting the diverse needs of all students, results in better academic and social outcomes for those students” (ERIC Clearinghouse, Including students with disabilities in general education classrooms).

18. Place sticky dots on implementation stages poster—address the 2-4 years length of time to effectively implement sustainable change.

19. Action Plan—1st Section

20. Qualities of Effective Co-teaching
“The two teachers delivering content to the class have equivalent licensure or status and participate fully in the instructional process. In other words, both teachers work with ALL students.”
--Marilyn Friend

21. Continuum of LRE Supports
MOST
LEAST
Continuum of LRE Supports
Special Day Class/
Self- Contained Class
Special Ed ‘pull out’ at varying levels (for example, pull out twice a week for language/
speech therapy, pull out every day for a significant period of time)
A homogeneous class of all SWDs, taught be a special ed or gen ed teacher; limited interaction with non-disabled peers; possibly lower expectations both academic and behavioral
CO TAUGHT
A mix of students with and without disabilities in the same gen ed class where the gen ed and special ed teachers work collaboratively to meet the diverse academic and social/behavioral needs of all students
In-class support (push-in)
When the support is brought into the gen ed class; may occur daily, weekly, or monthly.
Monitoring (consult);
indirect, rather than direct, support. Gen ed teacher provides differentiation for all learners.
Emphasize that co-teaching is the MOST collaborative; push in and monitoring still requires high levels of collaboration between gen and spec ed teachers, but it is not as direct and intense.
Murawaski, Wendy. 2010

22. Continuum of Collaboration Supports
LEAST
MOST
Continuum of Collaboration Supports
Special Day Class/
Self- Contained Class
Special Ed ‘pull out’ at varying levels (for example, pull out twice a week for language/
speech therapy, pull out every day for a significant period of time)
A homogeneous class of all SWDs, taught be a special ed or gen ed teacher; limited interaction with non-disabled peers; possibly lower expectations both academic and behavioral
In-class support (push-in)
When the support is brought into the gen ed class; may occur daily, weekly, or monthly.
Monitoring (consult);
indirect, rather than direct, support. Gen ed teacher provides differentiation for all learners.
CO TAUGHT
A mix of students with and without disabilities in the same gen ed class where the gen ed and special ed teachers work collaboratively to meet the diverse academic and social/behavioral needs of all students
Emphasize that co-teaching is the MOST collaborative; push in and monitoring still requires high levels of collaboration between gen and spec ed teachers, but it is not as direct and intense.
Murawaski, Wendy. 2010

23. Continuum of Co-Teaching
A gen ed or special ed teacher with a homogeneous mix of students in the same classroom; a second educator comes into the classroom for part of the time to help individual students.
Two educators in the same classroom; one teacher clearly takes the lead in all areas including planning, instructing, managing behaviors, communicating with parents, etc.
Two educators working collaboratively to meet the academic and social-emotional learning needs of diverse students; both educators have a shared sense of responsibility for all learners; may not plan and assess together; co-instruction is limited to one teacher/one support or observe.
Two educators working collaboratively to meet the academic and social-emotional learning needs of diverse students; co-planning, co-instructing (using a variety of the instructional models) and co-assessing takes place on a consistent basis; both educators create shared responsibility for all learners and all learning.
Emphasize that co-teaching is the MOST collaborative; push in and monitoring still requires high levels of collaboration between gen and spec ed teachers, but it is not as direct and intense.

24. Potential Challenges Challenges Strategies to Overcome Challenges
Resources/Supports to Overcome Challenges

25. Roles and Responsibilities for All
Responsibility
(in supporting effective co-teaching implementation)
Looks Like
General Ed Teacher
Special Ed Teacher
Para-educators
Site Admin
District/County/State Support Personnel

26. Action Plan—2nd Section

27. Co Teaching
When two or more educators CO-PLAN, CO-INSTRUCT, AND CO-ASSESS a group of students with diverse needs in the same general education classroom (Murawski, 2003).

28. The lens you should look through
How is what the two of you are doing together substantively different and better for students than what each of you could do alone?
The lens through which you should plan and deliver ever co-taught lesson.

29. Getting Past the Blind Date Stage!
Complete pages 1-4—make note of topics you would to add and make sure you discuss with your co-teacher!

30. Instructional Models for Co-Teaching
There are several instructional models for co-teaching—different structures that serve different purposes.
You will not use any one model all of the time—it will depend on the goals and objectives of the lesson and how you are structuring student interaction for that particular lesson.

31. Lead and Support (aka one teach, one assist/ one teach, one observe)
Both educators are present with one taking a clear lead in the classroom while the other observes and assists students.
Click the icon to view the video

32. Station Teaching
Teachers divide instructional content into several segments and present the content in separate stations around the classroom.
With two stations, the General Educator and Special Educator each teach their half of the content and then switch groups. Alternatively, both teachers may move between groups in order to provide support.
If students are able to work independently with content, a third station may be established.
Click the icon to view the video

33. Parallel Teaching
General Educator and Special Educator plan instruction jointly, but each delivers instruction to a heterogeneous group consisting of approximately half the class.
Click the icon to view the video

34. Alternative Teaching
One teacher works with a small group while the other teacher interacts with the larger group.
Small groups can be pulled for pre-teaching, re-teaching, enrichment, interest groups, special projects, make-up work or assessment groups.
Click the icon to view the video

35. Team Teaching
Both the General Educator and the Special Educator share the instruction of students.
One teacher may lead discussion while the other models or demonstrates.
Team teaching affords the ability to model quality team and interpersonal interactions.
Click the icon to view the video

36. Common Characteristics of an Entire Lesson
Both teachers have presence in their role
A climate of success for all students is created - with both teachers focusing on ALL
Progress is monitored and learning assessed daily
Academic and social skills are taught
Objectives are clear
Engaged learning time is maximized
Differentiation is expected by both teachers
Lisa Dieker

37. Elements to consider when choosing one of the instructional model
Lesson objectives and learning outcomes
Student needs
Make up of the class
Available resources
Educator expertise
Each co-teacher’s comfort level with content
Purposeful student grouping
Opportunities to take advantage of having two educators
Students needs are considered in relation to curriculum objectives. If the lesson requires the student to respond and demonstrate understanding, then the collaboration model and instructional accommodations reflect what instructional supports the student needs to achieve the lesson objectives. 37

38. How is what the two of you are doing together substantively different and better for students than what each of you could do alone?
The lens through which you should plan and deliver ever co-taught lesson.

39. Elements to consider when choosing one of the instructional model
Lesson objectives and learning outcomes
Student needs
Make up of the class
Available resources
Educator expertise
Each co-teacher’s comfort level with content
Purposeful student grouping
Opportunities to take advantage of having two educators
Students needs are considered in relation to curriculum objectives. If the lesson requires the student to respond and demonstrate understanding, then the collaboration model and instructional accommodations reflect what instructional supports the student needs to achieve the lesson objectives. 39

40. Explore the co-teaching instructional models.

41. Action Plan—3rd Section

42. SCAFFOLDING RESCUING Read Article Complete self-assessment
Discuss as a group

43. Observation Checklist
Review Wendy Murawaski’s Co-teaching observation checklist—what would you want to add or change?

44. Observation for Support/Coaching
Looks Like…
Sounds Like…
Feels Like…

45. Reflection Tools
Reflection Tool Part 1: When should you use this tool? What purpose will it serve?
Reflection Tool Part 2: The focus is on INSTRUCTION—when and how could you use this tool?
Reflection Tool Part 3: Setting or refining your co-teaching goal. When could you use this tool?

46. Planning, planning, planning…
“In preparing for battle, I have always found that plans are useless, but planning is indispensable.”

47. Getting to know each other packet…
How can pages 5-8 be used as a guide for weekly co-teacher planning sessions?
What other tools will you need to ensure co-teacher planning sessions are productive for both teachers?

48. Action Plan—4th Section

49. Last Thoughts:
Co-teaching will be the Least Restrictive Environment for a majority of our students with disabilities.
Co-teaching is: when two or more educators CO-PLAN, CO-INSTRUCT, AND CO-ASSESS a group of students with diverse needs in the same general education classroom (Murawski, 2003).
Co-teaching requires one of the highest levels of collaboration between general ed and special ed, as well as support from colleagues and administration.
For co-teaching to be successful and sustainable, administration must provide tangible, actionable support.