1. Diverse Learners CoP: Co-teaching Facilitator: Donna Lupatkin Guest: Anna McTigue & Emily Fagan Education Development Center Date: May 18, 2009

2. Agenda Introduction What is co-teaching and why do it? Models of co-teaching Roles for co-teachers Considerations for success in co-teaching Questions/wrap-Up

3. Meet Anna McTigue & Emily Fagan

4. About Emily and Anna Emily Fagan is a Senior Curriculum Designer at Education Development Center (EDC). Her works focuses on curriculum and professional development materials for middle grades mathematics. Prior to joining EDC she taught mathematics, science and social studies in Massachusetts and Pennsylvania. Anna McTigue is a project Director at EDC. Her work focuses on professional development and research in secondary special education, teacher preparation and professional development, and urban education with a concentrated focus on students with culturally and linguistically diverse background in special education. Prior to joining EDC she worked at the University of Wisconsin -Milwaukee and as an administrator and special educator in the Boston Public Schools.

5. Goals To explore co-teaching as one method of collaboration between general and special education teachers To discuss models of co-teaching and pros and cons of each To expand participants understanding of the roles co-teachers can take To explore structures that foster co- teaching success

6. Warm Up In what ways do regular and special education teachers collaborate at your school?  They share materials  They observe & reflect on each other’s practice  They plan & consult about how to make content accessible to students with disabilities (instructional strategies, writing IEP goals and making accommodations)  They co-teach together in the same class  They share responsibility for grading & reporting

7. Discussion What are the ingredients for successful collaboration? Time element Funding and resources Importance of understanding the students’ needs Respect for each other –Share materials, consult with colleagues, have planning time, and share strategies. Trust –Look to see what the teacher thinks the needs are and address that. –Show how the child is successful, show their strengths. –Trust that teachers will use the material and not be threatened by what the special educator brings. Shared educational philosophy –Utilize student teachers as co-teachers. –Understand that each partner has valuable knowledge and skills to bring to the partnership.

8. One Definition of Collaboration A shared professional effort that requires : Commitment on the part of each individual A shared goal Careful attention to communication skills Equity in relationships and time allotments (Source: Friend, 2000)

9. What do we Mean by Co-teaching? Special and general education teachers in an equitable relationship who: Work together in the same classroom Take responsibility for the learning of all students Bring their expertise to planning, instruction, & assessment

10. Models of Co-Teaching Teach & Support Teach & Observe Stations Parallel Teaching Alternative Teaching Team Teaching Handout of Co-Teaching Models

11. Video Example Provides one example of co-teaching to spark reflection and exploration of collaboration/co-teaching –The video is a snapshot of two teachers on one day. –It focuses on the teachers in order to show how they work together in the classroom. –It is an example—not an exemplar.

12. Video Observation Focus Question: What roles did you notice the teachers taking?

13. Video Debrief What roles did the teachers take? Support for students; scaffolding Presenting and coaching Warm up/support/facilitate

14. Co-teaching Roles Co-teachers need roles that enable them to… Use their own expertise Learn from each other’s expertise Feel like professionals Share perspectives Meet students’ needs

15. Messages About Co-teaching Relationships need time, continuity and support to evolve. Either “One teach, one support”; or “One teach, one observe” are good starting places. Set goals to move beyond these models. Co-planning is essential.

16. Sample Co-Planner A tool for structuring planning An example—not an exemplar Co-Planner Handout

17. Administration Factors for Successful Co-Teaching Thoughtfully pair teachers. Provide structured co-planning time. Provide professional development. Clarify expectations of co-teachers.

18. Resources and Contact Information CONTACTS: amctigue@edc.org and efagan@edc.orgamctigue@edc.orgefagan@edc.org RESOURCES: Murawski, W. & Dieker, L.A. (2004). Tips and Strategies for Co-Teaching at the Secondary Level. Teaching Exceptional Children, 36(5), 52-58. Gately, S.E. & Gately, F.J. (2001). Understanding Co-Teaching Components. Teaching Exceptional Children, 33(4), 40-47. WEBSITES: Addressing Accessibility in Mathematics http://www2.edc.org/accessMath/ The Access Center: Improving Outcomes for All Students k-8 http://www.k8accesscenter.org/index.php/category/co-teaching/ Co-Teaching Connection http://www.marilynfriend.com/ http://www2.edc.org/accessMath/ http://www.k8accesscenter.org/index.php/category/co-teaching/ http://www.marilynfriend.com/ Note: A full list of resources for Co-teaching is posted in Google Groups

19. Discussion What information do you need to move from interest to readiness? –Focus on the students –Take a look at our model –Respond to the needs of the teacher –emphasize that it's not because the administration is disappointed with the performance of the teachers, it's akin to introducing a coaching model.

20. PEJE wishes to thank Hidden Sparks for their generous support of our CoP