Co teaching presentation

CoTeaching

1. The Path to Successful Co-Teaching Created By: Alexis Ahumada Emily Arias Hannah Avamolifua Jennifer Bottini Andrea Bridgewater

2. Agenda: Co-Teaching Defined 6 Steps to Co-Teaching Collaborative models and integrating them in the classroom. Special education and collaborative teaching School culture and collaborative teaching Barriers to Effectiveness of Co-Teaching

3. CO-TEACHING DEFINED

4. What Is C o-Teaching ? Co-teaching is the combination of two certified educators that bring in their own knowledge about a subject to help each other satisfy their students’ needs. This allows the students with special needs to receive the help they deserve.

5. Equality Equal authority Equal responsibility Equal status/strengths

6. Collaboration General Educator Collects lesson plans, objectives, textbooks Use grouping as an instructional strategy to divide students by academic standing small/large groups Special Educator Focuses more on students with special needs IEP’s Learning and behavioral needs of all students

7. How To Assess Students Through Co-Teaching Come TOGETHER to evaluate each students’ outcome Look for areas to RETEACH Often trade off leading small groups in order to become more confident to teach ALL students

8. THE 6 STEPS TO SUCCESSFUL CO-TEACHING

9. Step 1: Establish Rapport Establish a positive and comfortable relationship with the co-teacher. This step should be initiated before students come into the picture. A good co-teaching relationship will maximize effective communication.

10. Step 2: Identify Your Teaching Styles and Use Them To Create A Cohesive Classroom Identify the instruction and classroom management styles of yourself and your co-teacher. Plan and execute lessons together in a way that allows your styles to complement each other and work together to result in a cohesive classroom.

11. Step 3: Discuss Strengths and Weaknesses Both teachers should identify their own strengths and weaknesses. Co-teachers should divide tasks based on each other’s strengths.

12. Step 4: Discuss Individualized Education Plans and Education Goals Involve each other in each of the sets of goals and plans for the students.

13. Step 5: Formulate A Plan Of Action and Act As A Unified Team Discuss and decide on expectations, consequences, and other practices before the year begins and keep communication flowing consistently. Being on the same page will minimize obstacles and maximize consistency and effectiveness.

14. Step 6: Take Risks and Grow Take advantage of the fact that you are there to help each other. Try new things knowing that you are supported while you do so. Ask for feedback from the teacher who observed. Learn and improve from that experience and return the favor.

15. COLLABORATIVE MODELS AND HOW TO INTEGRATE THEM IN THE CLASSROOM

16. Lead and Support Station Teaching Co-teaching Models Duet Learning Style Skills Group

17. Keys To Successfully Implementing A Co-Teaching Model 1. Planning - At a minimum, teams need 10 minutes per lesson to plan. More if it is the team’s first year working together. 2. Disposition - Co-teachers must present a united front to class, regardless of personal differences. Any disagreements should be worked out privately and away from students. 3. Evaluation - A systematic method should be used to evaluate both teacher satisfaction and student learning.

18. SPECIAL EDUCATION AND COLLABORATIVE TEACHING

19. Inclusion Emphasizes the education of ALL students, including those with disabilities Explicitly make the learning of students with disabilities a shared commitment B enefits students and special education teacher by helping them feel more accepted as full members of the school. Avoiding Conflict and Tension

20. Examples of Co-teaching With Special Education 1.Skills Group/Station Teaching: Book Tasting: Allows students to choose a book within their level for guided reading while teachers simultaneously meet with different reading levels to cater to students with fluency and decoding issues. 2. Lead and Support Teaching: Small Group work: One teacher sometimes leads whole-group instruction while the other provides support, or students will break into teacher-led math and reading groups.

21. Encouraging Parity Subordinate Role Vs. Fully Engaged Role When the role of a special education teacher is only to assist two things normally are the outcome: It is useful to observe a general education teacher for their professional development Or absolutely no development of their teaching role happens knowing the content can make a huge difference in the role special education teachers play

22. Teaching Team Goals with Special Education The goal is always to provide the instructors with the necessary elements to supplement the needs of each student such as trainings, resources, and time. Each instructor should have the flexibility to split their times to cater to the learning levels in each class. “Co-teaching should enable students with disabilities to receive the general education curriculum and special services that they need in the same setting” (Schwartz 1).

23. Collaborative School Culture Veteran and novice teachers learning from one another. General and special education teachers working together. Knowledge about special and general education curriculum is shared between teachers. More support for novice teachers. All members of the school should be working in a collaborative way .

24. Research of Components of Co-teaching: Context : Study conducted by the United States federal government Results : “In 2015, a little more than 60 percent of students spent 80 percent or more of their day in a general education classroom. But there's no information included on how students are receiving services” (Schwartz 1). Findings : Co-teaching is becoming more and more popular amongst general ed and special ed classrooms. Research Growth Opportunities : Explore the strategies in successful co-teaching environments in order to implement. Are evidence based practices being used?

25. Successful Assignments Co-teachers are more successful when they volunteer to co-teach rather than being assigned by a principal. Being in a co-teaching team is like a marriage, the two teachers have to get along in order to be successful. Any planning, decision making, or concerns has to be communicated and done together. There can be negative feelings when matching novice teachers with veteran teachers. Veteran teachers may feel they carry all the load. Novice teachers do not benefit as much from the match up.

26. Barriers to Effectiveness of Collaborative Teaching 1. Time - Time spent planning lessons, developing structure, preparing students, developing personal and professional relationships all greatly impact the co-teaching process. 2. Grading - Co-teaching teams must determine how they will grade students with diverse learning needs. compared to their peers. 3. Student Readiness - Preparation may be needed to assist students with disabilities who have academic or behavioral gaps. 4. Teacher Readiness - Resistance to co-teaching can occur if one or both teachers prefers working independently. 5. High Stakes Testing - At the core for everyone is the issue of how co-teaching may impact standardized testing.

27. References Info, Maryland Learning Links. “Co-Teaching Part 2.” YouTube , YouTube, 21 Sept. 2011, www.youtube.com/watch?v=qUolkA4U4Ko . Marston, N. (n.d.). 6 Steps to Successful Co-Teaching. Retrieved from http://www.nea.org/tools/6-steps-to-successful-co-teaching.html . Schwartz, Sarah. “Co-Teachers Combine Forces On Strengths and Specialties.” Education Week, vol. 38, no.15, Dec. 2018, p.8. EBSCOh ost

28. References Dieker, L. (2019). Collaboration/Cooperative Teaching | Special Connections. [online] Specialconnections.ku.edu. Available at: http://www.specialconnections.ku.edu/?q=collaboration/cooperative_teaching .