1. Collaborative Teaching Paula Marshall FDLRS/Miccosukee

2. A dreadful flight…imagine…

3. How might this scenario relate to your collaborative planning as it is now? What implications does this scenario have for the students (passengers) in your classroom

5.  Two or more people using their talents and sharing the responsibilities to plan and teach together in one classroom  Use best practices strategies (graphic organizers, modeling, restating, clarifying, etc.) Collaborative Teaching

6. Rationale for… Legal mandates –No Child Left Behind (NCLB, 2001) –Individuals with Disabilities Education Improvement Act (IDEA, 2004) –“Close the achievement gap” –“Highly qualified instructors” “Masters of Curriculum” (i.e., classroom teachers) “Masters of Access” (i.e., special educators, ELL, Gifted and Talented etc.)

7. Collaboration between all members of a school community is essential. This collaboration occurs when educators work together and support each other in an effort to provide the highest quality curriculum and instruction for all the students they serve. -FLDOE Inclusion Brief, April 2005 Collaborative Teaching

8. 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

10. Three Major Models Consultant model Coaching model Collaborative (or teaming) model Friend & Cook, 2003

11. Most Common Approaches One Teach, One Observe Station Teaching Parallel Teaching Alternative Teaching Team Teaching One Teach, One Assist Friend & Cook, 2003

12. Taking Flight: Collaborative Teachers at Work

13. Benefits of Collaboration Shared responsibility for educating all students Shared understanding and use of common assessment data Supporting ownership for programming and interventions Creating common understanding Friend & Cook, 2003

16. CO-Teachers’ Planning Guide Communication is the KEY!

17. Where to Begin: Building Bridges Walking across the bridge, leaving the familiar ground of working alone, is the first act of collaboration. All parties are in neutral territory, with the security of knowing they can return to land better, stronger, and changed. And perhaps they will return to the same side of the bridge even though they started from opposite sides. Steele, Bell, & George, 2005

18. What is Change? Change is always: –Risky –Scary But it can also be: –Rewarding –Fun Steele, Bell, & George, 2005

19. Collaboration Won’t Just Happen Deliberate Structured Systematic Ongoing Steele, Bell, & George, 2005

20. Why Won’t it Just Happen? Some possibilities might be: Little understanding of curriculum, instruction, and assessment between general and special educators Collaboration does not occur without a student-driven reason and a deliberate structure with resources. Steele, Bell, & George, 2005

21. Why Won’t it Just Happen? (cont.) General educators begin with the curriculum first and use assessment to determine what was learned. Special educators begin with assessment first and design instruction to repair gaps in learning. No wonder we are talking different languages. Steele, Bell, & George, 2005

22. How Can We Work With This? Provide purpose and structure Create baseline and a plan for scaffolded change Provide a visual map to guide discussion Keep discussions objective Allow many issues to be put on the table for consideration Steele, Bell, & George, 2005

24. What does my Working Style have to do with ANYTHING? Working effectively with others by understanding our own tendencies and expectations.

25. Working Together Book – Pages 14 - 16  Read and Complete Page 14 “independently.”  When finished, read pages 15 and 16 “silently.”

26. Analysts  Low risk-taking, less “people” oriented  Highly disciplined and persistent  They love to reason and think things through  Their greatest needs are accuracy and order

27. Strategies for working with Analysts Be reserved, but not cold when first approaching them They are uneasy with light, social conversation Arrive on time and be prepared Present information in step by step manner Pay close attention – take notes Expect to be challenged and receive little feedback Minimize risks for them

28. Supporters  Low risk-taking, more “people” oriented  High ideals and standards for everyone  They love a calm environment, and avoid conflict  Their greatest needs are to be appreciated and secure.

29. Strategies for working with Supporters  Interact with them in a calm, casual, friendly, and informal manner  Request their assistance, they love to help  Actively listen, then reflect their feelings  Listen patiently and attentively as they wrestle with making the right decision  Only discuss issues that meet their values and standards  Appreciate any efforts they make  Make it easy for them to share their objections, or they won’t.

30. Achievers  High risk-taking, less “people” oriented  Confident and decisive  Need to be in control of situations  Forceful and direct when working with others

31. Strategies for Working with Achievers  Keep it short and simple (KISS)  Be punctual, business-like and direct  Set timelines for meetings  Use factual statements providing a clear picture of results they can expect to achieve  Actively listen to their ideas and paraphrase and clarify what they say  Be succinct, cut to the heart of the matter  Never fail to give them credit

32. Persuaders  High risk-taking, high “people” oriented  Highly spirited and social  They love to inspire and be inspired.  Articulate and Intense  Their greatest needs are recognition and applause

33. Strategies for working with Persuaders  Be open and visibly interested in them as people  Don’t be too serious or task oriented at first  Acknowledge their importance, competence, humor, and friendliness  Invite them to share their feelings and opinions  Present ideas in enthusiastic manner  They love to sell and be sold  Put plans in writing immediately  Reaffirm your personal relationship frequently

34. How will I share this with my collaborative partners? Non-negotiables

35. Landing the Plane Smoothly

36. Effective Co-Planning

37. Provide Weekly Scheduling Co-Planning Time Co-teaching teams should have a minimum of one scheduling/planning period (45–60 minutes) per week. Experienced teams should spend 10 minutes to plan each lesson. Dieker, 2001; Walther-Thomas, Bryant, & Land, 1996

40. Weekly Co-Planning Effective weekly co-planning is based on regularly scheduled meetings, rather than “fitting it in.” Important to stay focused Review content in advance of meeting Walther-Thomas, Bryant, & Land, 1996

41. Weekly Co-Planning (cont.) Guide the session with the following fundamental issues: –What are the content goals? –Who are the learners? –How can we teach most effectively? Walther-Thomas, Bryant, & Land, 1996

42. Weekly Co-Planning (cont.) Shape instructional plans Establish timelines and priorities Assign preparation tasks Walther-Thomas, Bryant, & Land, 1996

45. The Schultz Philosophy Quiz: Name the 5 wealthiest people in the world. Name the last 5 Heisman trophy winners. Name the last 5 winners of Miss America. Name ten people who have won the Nobel Prize. Name the last 6 Academy Award winners for best picture. Name the last decade’s World Series winners.

46. Now let’s try another quiz: List a few teachers who aided your journey through school. Name 3 people who have helped you through a difficult time. Name 5 people who have taught you something worthwhile. Name a few people who have made you feel appreciated. Name 5 people you enjoy spending time with.

47. The lesson The people who make a difference in your life are not the ones with the most credentials, the most money, or the most awards. They are the ones that care.

48. Questions and Possible Answers