1. Louisiana’s Co-Teaching Guide
Presented by:
Kristina L. Posey, La Department of Education
Melanie Lemoine, LaSPDG Co-Director
@laspdg

2. Considerations
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3. CLU Credit
In order to receive a certificate of participation for today’s webinar (1 CLU credit contingent upon the approval of your employing school system) you will need to type the following information into the chat pod at this time:
Full name
Parish you are representing
Your complete address
Your certificate will be ed to you by Friday afternoon; if you do not receive it, please Wendy Allen

4. People First Language
“People First Language puts the person before the disability and describes what a person has, not who a person is.”
Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from

6. Visit www.laspdg.org and click on Inclusive Practices on the top toolbar

7. Co-Teaching Co-teaching is a research-driven methodology that:
Creates a powerful learning environment
Promotes partnership and collaboration
Adapts to support a variety of:
Grade Levels
Support Models
Experience Levels

8. The Co-Teaching Resource Guide
Created in 2010 as a collaborative effort between the LDOE and LaSPDG
A Strategist Team of professionals
Team included:
School and district level personnel
University personnel
LDOE
SPDG Staff
Related service providers

9. Collaborative Teaching
Why is this important?
IDEA requires that all students with disabilities have access to and show progress in the general education curriculum, and
Instructional programs should be delivered in the Least Restrictive Environment (LRE)

10. Collaborative Models Co-Teaching Support Model
Consultant Support Model
Paraeducator Support Model
These models have been described in depth during the webinar series Inclusive Practices: Making it Work!
These are available for viewing on the SPDG website

11. Let’s Take a Poll!
How would you describe your current teaching situation?
Individual
Collaborative
Co-Teaching

12. Co-Teaching Defined As defined by Friend and Cook (2010)…
Co-teaching is a service delivery option for providing special education or related services to students with disabilities or other special needs while they remain in their general education classes.
Two or more professionals jointly deliver meaningful instruction to a diverse, blended group of students in a single physical space.

13. The Co-Teaching Resource Guide
Three Sections
Planning
Implementation
Results
Resources throughout the document
*The resources included in the document come from a variety of sources and reflect diverse strategies, implementation, and techniques. They are only a starting point and can be modified to fit your needs. These resources should be used as a guide for your own work.

14. Planning Planning for Administrators Planning for Classroom Teachers
Teacher selection
Scheduling
Caseload
Planning for Classroom Teachers
Team building & Communication
Parity
Classroom management

15. Planning (continued) Planning for Other Stakeholders
Related Service Professionals
Families
Paraeducators

16. Implementation Co-Teaching Approaches Station Teaching
Parallel Teaching
Alternative Teaching
Team Teaching
One Teach, One Assist**

17. Results
Tools to assess the effectiveness of planning and implementation
Tools to assess overall effectiveness
Reflective tools for teachers and administrators

18. Co-Teaching Approaches
Subsequent slides delineate:
General description of the approach
Benefits of that particular approach
A diagram of classroom configuration
Use link to study in more depth

19. Station Teaching
Teachers divide the responsibility of planning and instruction.
Students rotate on a predetermined schedule through stations.
Teachers repeat instruction to each group that comes through; delivery may vary according to student needs.
Approach can be used even if teachers have very different pedagogical approaches.
Each teacher instructs every student.
Website:

20. Station Teaching Benefits Cautions Guiding Concepts
Grouping for specific student needs
Groups need to be flexible requiring independent working skills for 3rd group
Will student learning be facilitated by smaller, more intense instruction? Are class procedures for transitioning in place/practiced?
Allows lesson to be “chunked”
Pacing for groups need to be commensurate
Concepts with hierarchies are not a good fit.
Does concepts/lesson lend to chunking?
Allows differentiation and UDL to match learning style, re-teach, accelerate or accommodate depths of learning
Avoid “fluff” at stations.
Noise level may be an issue
Can students needs/styles of learning be met?
Are IEP accommodations being provided?

21. Station Teaching (continued)
Benefits
Cautions
Guiding Concepts
Lower student-teacher ratio; Increased instruction and attention
Group carefully so that those with attention issues are distributed evenly to allow maximum instructional intensity
Which students need extra attention?
Can accentuate a particular teacher’s style
Can stifle teacher growth is same skills used.
What are the teachers’ talents that will enhance instruction?
Responsibility/
workload shared but separate
Ensure equal work load

22. Room Configuration for Station Teaching
Teacher Table
Student Table

23. Parallel Teaching
Teachers share responsibility for planning and instruction.
Class is split into heterogeneous groups, and each teacher instructs half on the same material.
Content covered is the same, but methods of delivery may differ.
Both teachers need to be proficient in the content being taught.

24. Parallel Teaching Benefits Cautions Guiding Concepts
Intensive instruction
Mastery of content required by both teachers
Would complexity be lessened in smaller groups?
Lower student-teacher ratio;
Pre-planning required to have equitable instruction
Would students benefit from increased interaction and feedback?
Would students’ participation increase?
Likelihood of participation
Monitor group work; prepare for early finishers
Would students benefit from closer monitoring and supervision?
Allows different teaching styles
Could students’ needs be better met by matching learning styles to teaching styles?

25. Room Configuration for Parallel Teaching
Teacher Table
Student Table

26. Alternative Teaching
Teachers divide responsibilities for planning and instruction.
The majority of students remain in a large group setting, but some students work in a small group for pre-teaching, enrichment, re-teaching, or other individualized instruction.
Approach allows for highly individualized instruction to be offered.
Teachers should be careful that the same students are not always pulled aside.
Website:

27. Alternative Teaching Benefits Cautions Guiding Concepts
Flexible groups to re-teach, extend lesson
Avoid static grouping
Does data indicate need to group for pre/re-teaching or extending the lesson/concept?
Multiple means of delivery
At some point is additional direct instruction needed for a short period of time while the larger group continues? What will be the re-entry point? .

28. Room Configuration for Alternative Teaching
Teacher Table
Student Table

29. Team Teaching
Teachers share responsibilities for planning and instruction.
Teachers work as a team to introduce new content, work on developing skills, clarify information, and facilitate learning and classroom management.
This requires the most mutual trust and respect between teachers and requires that they be able to mesh their teaching styles.
Great Science Example:

30. Team Teaching Benefits Cautions Guiding Concepts
Varied presentation styles
Knowledge of roles and responsibilities must be clear
Would content delivery be best through dialogue, role-play, demonstration, debate, step-by-step?
Highest degree of professional collaboration;
Requires co-teachers to know each other well and be in sync to achieve desired outcomes
Will all students benefit from this approach?
Skilled determination of student’s need for support
Must be very observant to students’ functioning;
Does data identify weak students? Are IEP accommodations provided?
Regulation occurs in real time
Reinforcement/adjustment to delivery must be seamless
What are expected observable behaviors that tell students are on track?
Students self assess and ask for help
Must be modeled for students to know when assistance is needed.
Have students learned how to identify and advocate for assistance?

31. Room Configuration for Team Teaching
Teacher Table
Student Table

32. One Teach, One Assist
One teacher plans and instructs, and one teacher provides adaptations and other support as needed
Requires very little joint planning
Should be used sparingly
Can result in one teacher, most often the general educator, taking the lead role the majority of the time
Can also be distracting to students, especially those
who may become dependent on the drifting teacher
Website:

33. One Teach, One Assist Benefits Cautions Guiding Concepts
Opportunity to collect behavioral or academic data
Both teachers may not be seen as equally active/empowered
What student specific information needs to be collected?
Assist targeted students during and after whole class presentation
One teacher may be a “glorified aide”; loss of power of 2 teachers
How can strengths of each teacher be maximized?
Are teachers clear about expectation of each other?
Students receiving help may become static.
(ie.,“ ‘Sped’ students come to Ms. Jones”)

34. Room Configuration for One Teach, One Assist

35. Let’s Take a Poll!
Which co-teaching approach have you had experience with?
Station Teaching
Parallel Teaching
Alternative Teaching
Team Teaching
One Teach, One Assist
Use your chat pod to share success or challenges with this approach!

36. Next Steps? Given your current situation, what are your next steps?
(Use the chat box to share)
Follow-up and Support:
LaSPDG (
LDOE (network request)

37. Questions?
Please use your chat pod if you have questions related to this presentation (if time permits, we will answer them, if not, please questions to contacts below)
You may questions to Melanie Lemoine or Kristina Posey

38. REMINDER: CLU Credit
IF YOU HAVE NOT ALREADY DONE SO DURING THIS WEBINAR…..
In order to receive a certificate of participation for today’s webinar (1 CLU credit contingent upon the approval of your employing school system) you will need to type the following information into the chat pod at this time:
Full name
Parish you are representing
Your complete address
Your certificate will be ed to you by Friday afternoon; if you do not receive it, please Wendy Allen

39.
The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.
@laspdg

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