1. Collaborative Team Teaching with the Special Service Provider Keita Edwards-Adams MS, CCC-SLP,TSSH

2. Objectives Define collaboration, co- teaching and inclusion Define collaboration, co- teaching and inclusion Explain the models of co- teaching Explain the models of co- teaching Define the roles of each professional, benefits and challenges Define the roles of each professional, benefits and challenges

3. Rationale When professionals work together they share their expertise, their resources, and their support for the students. When professionals work together they share their expertise, their resources, and their support for the students.

4. Current Federal mandates have caused collaboration to become increasingly embedded in our educational school systems and our practice. Current Federal mandates have caused collaboration to become increasingly embedded in our educational school systems and our practice.

5. The current belief is that students with disabilities are more often than not appropriately served in general education classrooms and settings with supports and accomodations. The current belief is that students with disabilities are more often than not appropriately served in general education classrooms and settings with supports and accomodations.

6. Benefits

7. What are the benefits to the school? 1. Allows for greater inclusion of students in the mainstream. 2. Allows for collaboration between all teachers. 3. Allows for the promotion of models of good practice. 4. Additional support is made available to a whole class group while monitoring and supporting individual students. 5. Promotes a positive relationship between student and teacher(s) 6. Allows for modelling of positive behaviour in classrooms. 7. Allows teachers to differentiate work and support initiatives within the school

8. What are the benefits for the students? 1. Increased teacher time for the students due to 2 adults working together either inside or outside the classroom. 2. Allows Target students to be grouped 3. Supports inclusion through access to the curriculum without stigma of withdrawal. 4. Provides differentiated learning experiences for all learning styles and abilities e.g. additional material etc. 5. Allows for greater variety – skills and modes of working.

9. What are the benefits for the professionals? 1. Allows for the Learning Support and Resource Teacher to deal with larger numbers of pupils than if they were working solely on their own. 2. Avoids teacher isolation. 3. Provides opportunities for shared decisions. 4. Planning is supported because it it shared. 5. May be a rewarding experience. 6. Sharing of workload and materials to be produced. 7. Behavioural problems may be more easily diffused. 8. Sharing ‘good practice’ ideas.

10. How do I embrace change? People go through changes throughout their lives. People go through changes throughout their lives.

11. Who Moved My Cheese? Think about some change you have experienced in the past. How did you respond? Think about some change you have experienced in the past. How did you respond?

12. Did you anticipate the change even before it happened? Did you anticipate the change even before it happened? Did you scurry into action and see what was needed and take immediate action to meet the demands of the change? Did you scurry into action and see what was needed and take immediate action to meet the demands of the change?

13. Did you hem and haw and wish change wasn’t happening? Did you hem and haw and wish change wasn’t happening? Did it take you awhile to embrace but eventfully you learned to adapt? Did it take you awhile to embrace but eventfully you learned to adapt?

14. What are some terms I need to know? Collaboration Collaboration a style of interaction between a style of interaction between licensed teachers voluntarily licensed teachers voluntarily engaged in shared decision engaged in shared decision making as they work toward a making as they work toward a common goal (Friend, 2007). common goal (Friend, 2007).

15. Co-Teaching Co-Teaching a common service delivery a common service delivery option where two or more option where two or more licensed professionals jointly licensed professionals jointly plan and deliver instruction in plan and deliver instruction in a shared space with a diverse a shared space with a diverse group of students (Friend and Cook, group of students (Friend and Cook, 2007). 2007).

16. Inclusion Inclusion a set of beliefs based on the idea a set of beliefs based on the idea that students with disabilities have that students with disabilities have the right to be members of the right to be members of classroom communities with classroom communities with nondisabled peers, whether or nondisabled peers, whether or not they can meet the traditional not they can meet the traditional expectations of those classrooms expectations of those classrooms (Friend, 2007). (Friend, 2007).

17. What does an inclusive school look like? Physically Integrated Physically Integrated All students attend school according to the local attendance zone. All students attend school according to the local attendance zone. Students with all ranges of disabilities—mild, moderate, and significant—attend the school. Students with all ranges of disabilities—mild, moderate, and significant—attend the school. All classrooms may serve general education and special populations. All classrooms may serve general education and special populations.

18. Instructionally Integrated Instructionally Integrated All students work toward the same educational outcomes based on high standards. All students work toward the same educational outcomes based on high standards. Special and general education teachers collaborate Special and general education teachers collaborate to plan and to modify instruction and assessments to plan and to modify instruction and assessments to resolve day-to-day problems to resolve day-to-day problems to share successes. to share successes.

19. Students receive instruction at an appropriate social and/or academic level within the general education classroom (Friend, Students receive instruction at an appropriate social and/or academic level within the general education classroom (Friend, 2007). 2007).

20. Socially Integrated Socially Integrated Students with disabilities are not conditional members of their classes. Students with disabilities are not conditional members of their classes. There is a sense of belonging and being a part of the school community in which everyone is accepted and is supported by There is a sense of belonging and being a part of the school community in which everyone is accepted and is supported by all members of the community. all members of the community.

21. What is co-teaching? Co-teaching is an approach to program delivery where two or more teachers professionals share teaching responsibilities within a general education classroom.

22. Co-teaching is… Co-teaching is… when both teachers interact with all of the students at different times. when both teachers interact with all of the students at different times.

23. Co-teaching is… Co-teaching is… using various arrangements of students and group sizes, so each student’s educational potential is recognized. using various arrangements of students and group sizes, so each student’s educational potential is recognized.

24. Co-teachers are jointly committed to “our”students, not “yours”and “mine.” Co-teachers are jointly committed to “our”students, not “yours”and “mine.”

25. “Co-teaching involves two or more certified professionals who contract to share instructional responsibility for a single group of students primarily in a single classroom with mutual ownership, pooled resources, and joint accountability,” (Friend & Cook, 2000). “Co-teaching involves two or more certified professionals who contract to share instructional responsibility for a single group of students primarily in a single classroom with mutual ownership, pooled resources, and joint accountability,” (Friend & Cook, 2000).

26. You Teach, I Observe This approach allows for a detailed observation of the speech and language students and the environment while they are engaged in learning. Afterwards, we should analyze the data and make adjustments as needed. This approach allows for a detailed observation of the speech and language students and the environment while they are engaged in learning. Afterwards, we should analyze the data and make adjustments as needed.

27. Pros: Minimal coordination or collaboration is required Minimal coordination or collaboration is required Allows teacher to teach without interruptions Allows teacher to teach without interruptions

28. Cons: Does not fully utilize the instructional specialist Does not fully utilize the instructional specialist Can create a behavior/authority problem Can create a behavior/authority problem Can breed frustration Can breed frustration

29. You Teach, I Drift While you are teaching I will circulate through the room providing assistance to speech and language and others as needed. While you are teaching I will circulate through the room providing assistance to speech and language and others as needed.

30. Pros: Minimal coordination or collaboration is required Minimal coordination or collaboration is required Allows teacher to teach without interruptions Allows teacher to teach without interruptions Therapist can reward good behavior or narrate behavior to enforce class rules or consequences. Therapist can reward good behavior or narrate behavior to enforce class rules or consequences.

31. Cons: Does not fully utilize the instructional specialist Does not fully utilize the instructional specialist Can create a behavior/authority problem Can create a behavior/authority problem Can breed frustration Can breed frustration

32. Parallel Teaching We are both covering the same material, but the class is divided into two groups and we teach simultaneously. My group is composed of primarily speech and language students. We are both covering the same material, but the class is divided into two groups and we teach simultaneously. My group is composed of primarily speech and language students.

33. Pros: Provides a smaller group and thus more individual attention Provides a smaller group and thus more individual attention

34. Cons: Requires excellent timing Requires excellent timing Requires that each teacher be equally strong in the material to be presented Requires that each teacher be equally strong in the material to be presented

35. Station Teaching We divide the content and the students. We teach the content to our group of students and then switch. We divide the content and the students. We teach the content to our group of students and then switch.

36. Pros: Each teacher can independently plan for an area or lesson of strength Each teacher can independently plan for an area or lesson of strength Makes good use of both the teacher and therapist Makes good use of both the teacher and therapist

37. Cons: Requires excellent timing Requires excellent timing May be logistically difficult depending on your classroom space May be logistically difficult depending on your classroom space

38. Alternative Teaching You take responsibility for the large group while I work with a smaller group that needs specialized attention. My group is composed primarily of speech and language students. You take responsibility for the large group while I work with a smaller group that needs specialized attention. My group is composed primarily of speech and language students.

39. Pros: Provides excellent differentiation opportunities Provides excellent differentiation opportunities Provides a chance for remediation or enrichment for students who need it Provides a chance for remediation or enrichment for students who need it

40. Cons: May reduce the efficacy of inclusion by separating students with special needs May reduce the efficacy of inclusion by separating students with special needs

41. Team Teaching We both deliver the same instruction at the same time. This can be scripted or spontaneous. We both deliver the same instruction at the same time. This can be scripted or spontaneous.

42. Pros: Models an excellent respectful working relationship between adults. Models an excellent respectful working relationship between adults. Allows both teachers to provide their unique perspectives. Allows both teachers to provide their unique perspectives. Allows teaching of two strategies or ideas simultaneously. Allows teaching of two strategies or ideas simultaneously.

43. Cons: Requires a rapport (this is hard work like a marriage) Requires a rapport (this is hard work like a marriage) Requires planning together Requires planning together

44. What skills do I need to begin a partnership (marriage) with my co-teacher? Willing to SHARE (sharing hopes, attitudes, responsibilities, and expectations) Willing to SHARE (sharing hopes, attitudes, responsibilities, and expectations) Open minded and flexible Open minded and flexible Able to use effective, private communication to resolve conflicts immediately Able to use effective, private communication to resolve conflicts immediately

45. “yours” “mine”

46. Area of Expertise General EducationTeacher Content Typical behaviors Pacing

47. Special Service Provider Process Modifications/ adaptations IEP

48. Roles General EducationTeacher Content Expert Assigns grade Assures progress in course Certifies student has met course requirements

49. Special Service Provider Strategy Expert Ensures students make progress toward IEP goals Ensures students receive IEP services

50. What things do we need to consider? Classroom expectations and daily routines Classroom expectations and daily routines How closely you follow your plan How closely you follow your plan Noise level tolerance Noise level tolerance How we are going to monitor and evaluate students How we are going to monitor and evaluate students How we are going to grade How we are going to grade

51. How we plan to maintain records? How we plan to maintain records? How will we handle discipline? How will we handle discipline? Pet peeeves Pet peeeves

52. To be a good co-teaching partner, remember to: Plan together weekly Plan together weekly Address classroom concerns proactively Address classroom concerns proactively Receive ongoing administrative support Receive ongoing administrative support Thrive on challenges Thrive on challenges

53. Nurture a sense of classroom community Nurture a sense of classroom community Evaluate student performance Evaluate student performance Reflect on practice and strive for improvement Reflect on practice and strive for improvement Support each other Support each other (Walther-Thomas, Korinek, et.al., 2000) (Walther-Thomas, Korinek, et.al., 2000)

54. Parking Lot Questions

55. Cook L., & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children. 28(3), 1-16. Cook L., & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children. 28(3), 1-16.