1. Pennsylvania Training and Technical Assistance Network Co-Teaching: Implementation Strategies Pittsburgh Public Schools Marianne Trachock Elaine Neugebauer

2. PaTTAN’s Mission The Pennsylvania Training and Technical Assistance Network is an initiative of the Pennsylvania Department of Education working in partnership with families and local education agencies to support programs and services to improve student learning and achievement.

3. PDE’s Commitment to Least Restrictive Environment (LRE) Recognizing that the placement decision is an Individualized Education Program (IEP) team decision, our goal for each child is to ensure IEP teams begin with the general education setting with the use of supplementary aids and services before considering a more restrictive environment.

4. Administrative Roles and Responsibilities in Co-Teaching Mary Jane Conley, Program Officer, Program for Students with Exceptionalities If your actions inspire others to dream more, learn more, do more and become more, you are a leader. -John Quincy Adams-

5. Principals Participate in Professional Development once in the Fall and once in the Spring Provides a strong endorsement of this service delivery model to educate students with disabilities Belief in a Collaborative School Culture Plan lessons Compare notes Enjoy their successes Brainstorm about dilemmas Consider refinements for the program moving forward

6. Supervisors Participate in professional development Understanding of co-teaching Teacher support Dialogue with teacher team Problem solve instructional issues Success stories Observe Implementation Co-teaching checklist Provide feedback Progress monitor student data

7. Today’s Objectives 1.Identify and discuss the various co-teaching models. 2.Review roles and responsibilities in co-taught classrooms. 3.Partner to compile teaching styles, beliefs and expertise supporting co-taught classrooms.

8. Rationale Co-Teaching is… An approach for delivering special education and related services to students with disabilities within their general education classes. A general education and special education teacher working collaboratively on a coequal status to meet the unique needs of all students in a general education classroom (Murawski, 2005). Instruction is provided to a group of diverse learners, some of whom are students with disabilities

9. The Benefits of Co-Teaching Facilitates collaboration between general education and special education. Ensures that educators who are knowledgeable about both content and accommodations are teaching in the general education class. Expands instructional expertise.

10. Objective 1: Identify and discuss the various co-teaching models

11. Activity #1 Watch the video description of each co- teaching model. With your partner, record how one could use each of the featured models and note possible cautions given the model’s usage. 11

12. 1. One Teaching/One Observing One teacher instructs the class, the other observes or takes notes

13. 2. One Teaching/One Assisting One teacher instructs the class, the other supports individual students 13

14. 3. Stations Teaching Students are divided into two or three groups Each teacher teaches a distinct lesson to one group (third group works independently or with a paraprofessional or a student teacher) Groups rotate through each station 14

15. 4. Parallel Teaching Two heterogeneous groups are each taught the same lesson by one of the teachers 15

16. 5. Alternative Teaching One teacher provides instruction for a small group of students while the other teacher works with the larger group 16

17. 6. Team Teaching Both teachers provide instruction to the class together. The two teachers take turns instructing, modeling, charting, etc.

18. Co-Teaching Models The success of all models depends on: – Clear goals – Competent team members – Clear roles and accountabilities – Effective communication systems – High standards of excellence 18

19. Pennsylvania Training and Technical Assistance Network Activity #2 Scenarios Read scenarios individually, determine which co-teaching model is being used. Share answers with your partner. Create a scenario of your own using an actual lesson of your choice (homework).

20. Implementing Co-teaching Models Which models should we use? The model implemented will vary according to the goals of the lessons and the assessed needs of the students. 20

21. Objective 2: Review roles and responsibilities in co-taught classrooms

22. Roles and Responsibilities of Co-Teaching Partners Before the lesson begins… Identify strengths that each co-teaching partner brings to the lesson Discuss the content areas that will be co-taught Analyze student needs Decide how student outcomes will be assessed

23. Roles and Responsibilities of Co- Teaching Partners During the lesson… Explain each team member’s role to students Ask questions Reinforce each other Provide feedback Monitor student and teacher performance and compare with goals Determine student progress

24. Roles and Responsibilities of Co- Teaching Partners After the lesson … Continue to communicate and coach each other as lessons and activities are planned collaboratively Contact parents Structure a skills oriented lesson for students needing extra instruction Set up learning centers to respond to student interests Celebrate accomplishments

25. Roles and Responsibilities of Co- Teaching Partners Daily: feedback on homework and in-class assignments, recording student progress, collecting necessary materials for lesson Weekly: communicate with parents and administrators Periodically: completing formal progress reports, conducting parent-teacher meetings, evaluating teaching assignments

26. Activity #4 Classroom Practice: Planning and Roles What do you see as your individual roles? When and how often will you plan? How will you add planning time when needed? 26

27. 27 Objective 3: Elements of effective co- teaching 27

28. Three Guiding Principles These guiding principles also serve as a foundation for collaboration, consultation and co-teaching 28

29. Three Guiding Principles 1. Mutual respect for one another’s unique knowledge and skills 2. The willingness to ask questions and seek knowledge from professional peers 3. The willingness to share information and data generated from observations in the classroom Mostert, M. P. (1998) Interprofessional Collaboration in Schools. Boston: Allyn & Bacon. 29

30. Getting to Know Your Partner Establish rapport Identify your teaching styles Discuss strengths and weaknesses 30

31. Activity #5 Classroom Practice: Share Worksheet Complete Share Worksheet with partner or self -reflect using the worksheet 31

32. Get to Know Your Partner Dialogue Do we have similar teaching styles? – Describe and compare Do we have any pet peeves or preferences? – Instructional – Personal – Organizational Do we both have similar levels of expertise? – Where are we strong – Where are the gaps 32

33. Strategies for Finding Co-planning Time Use other adult to help cover classes Find funds for substitute teachers Experiment with late arrival and early dismissal days Stay late once a month Reduce other work to save time to meet National Institute for Urban School Improvement, 2005 33

34. Tips for Success Planning is key. Discuss your views on teaching and learning. Attend to details. 34

35. Tips for Success Prepare parents. Use multiple co-teaching models. Talk out disagreements Go Slowly. 35

36. Getting Started Attend co-teaching workshops together as a team Find co-planning time Decide content and how it will be taught Help to design instructional alternatives Listen actively and share decisions Try different co-teaching configurations 36

37. Suggested Next Steps Identify needs Specific topics Discuss complexities of collaboration Continue to celebrate success! Meet with veteran co-teachers 37

38. Contact Information www.pattan.net Elaine Neugebauer eneugebauer@pattan.ne t 800-446-5607 Pittsburgh Public Schools Marianne Trachok mtrachok1@pghboe.net 412-323-4086 Commonwealth of Pennsylvania Edward G. Rendell, Governor Pennsylvania Department of Education Gerald L. Zahorchak, D.Ed., Secretary Diane Castelbuono, Deputy Secretary Office of Elementary and Secondary Education John J. Tommasini, Director Bureau of Special Education Patricia Hozella, Assistant Director Bureau of Special Education