co-teaching: learning through implementing -...
TRANSCRIPT
Co-Teaching: Learning Through Implementing
Melody Andreasen, M.Ed. – UPDN Instructional Coach/Implementation Specialist
Trevor Warburton, Ph.D. – Teacher Specialist: Mathematics, Special Education Department, Jordan School District
Housekeeping
• We will have a question and answer period at the end of each of the three sections.
• You may submit LEA specific questions via Poll Everywhere and we will get back to you within 3 working days.
• At the end of the session, we will ask you to complete a short survey through mQlicker. It’s feedback that helps us better understand the needs of our participants.
Session OutcomesParticipants will:
• Demonstrate conceptual knowledge of co-teaching.
• Describe the effects of co-teaching on students with and without disabilities.
• Identify the requirements for effective implementation (e.g., professional development, administrative support, coaching).
• Verbalize the role of coaching in effective co-teaching.
Session Outline
•Section 1: Jordan School District background information
•Section 2: Successes and PD information
•Section 3: Ongoing challenges
Session Outline
•Section 1: Jordan School District background information
•Section 2: Successes and PD information
•Section 3: Ongoing challenges
Co-Teaching 2015-2016
2015-2016: Co-Taught math in 9 of 15 secondary schools (mostly middle school).
2016-2017: Co-Taught math in 11 of 15 secondary schools and one high school extended co-taught math to Secondary III.
2017-2018 (projected): Co-Taught math in 13 of 15 secondary schools.
Our Data• Internal analysis showed that students with disabilities
were more successful in co-taught math classes.
• State reports showed that students who spent more time in the general education setting were more successful.
Our Plan
• Invited schools to apply for 0.5 FTE grant.
• Schools had to propose a plan for increasing special education student access to the gen edmath class.
• Schools had to commit to participating in PD and coaching and evaluate their readiness.
• After requesting revisions we funded 4 proposals.
Session Outline
• Section 1: Jordan School District background information
• Section 2: Successes and PD information
• Section 3: Ongoing challenges
Successes: UPDN Perspective
Teachers held accountable for transfer
of knowledge and skills to classroom.
Feedback during and after PD sessions allowed for
tailored and focused upcoming sessions.
Increases in growth mindset regarding co-teaching in teachers, administrators and
students.
Teachers stepping out of their comfort zone and
taking chances.
Successes: JSD Perspective
More students were enrolled in co-taught classes (45 students in 1 school alone) and at higher levels.
Both teachers in each team were actively involved in instruction.
Teachers have been very positive about their students’ successes.
All eligible teachers want to continue co-teaching with their current partner.
What Fueled Success?• #1 – administrative support at all levels.
• Regular, planned coaching sessions.
• Active participation of teachers during PD sessions.
• Active participation of coaches and other district personnel indicating commitment and support.
• Feedback from teachers, coaches, and district personnel.
• Collaboration between Jordan and UPDN.
• Flexibility of all.
Mathematics PD Sessions• Nine half day sessions
in the summer that combined Jo Boaler’sMassive Open Online Courses (MOOC) on mindset and NCTM’s Principles to Action, as well as various online resources and collaboration time.
PD SessionsIntroduction to co-teaching including research and in-depth discussion on the six models.
Knowledge of all five anchors of differentiation to reach ALL students.
Identify rationale for co-teaching models to make more effective learning environments. UDL principles and differentiation strategies and how to effectively implement them in the classroom.
Review and reflection session. Included review of the 13 disability types. Reflection on roles and responsibilities. Video review of the teams. Identification of a new strategy to use in the classroom this year.
Celebration session. Teams presented information from their co-teaching journey this year.
Collaboration
Feedback from participants, coaches and session data
allowed for focused PD needs.
Shared information from coaching
sessions helped us understand what
was transferring to the classroom. Jordan and
UPDN focused on student learning to
design the PD.
Session Outline
• Section 1: Jordan School District background information
• Section 2: Successes and PD information
• Section 3: Ongoing challenges
Pedagogy
• Challenge: Shifts in teaching practice have been slower to take hold than the embrace of co-teaching models.
• Plan: We are preparing a professional development series for teachers focusing on pedagogical changes and support to implement them.
Planning Time
• Challenge: Teachers overwhelmingly requested more time to plan together, preferably a common prep period. Most schools have been unable to accommodate this.
• Plan: We are exploring ways to provide common planning time for teachers outside of the school day or providing a common prep days or half-days throughout the school year.
Effective Co-Teaching• Challenge: The most effective teaching models were
used with the least frequency.
• Plan: Ongoing support and coaching of co-teaching teams.
Session OutcomesParticipants will:
• Demonstrate conceptual knowledge of co-teaching.
• Describe the effects of co-teaching on students with and without disabilities.
• Identify the requirements for effective implementation (e.g., professional development, administrative support, coaching).
• Verbalize the role of coaching in effective co-teaching.
Please take a moment to complete a brief online survey:
Go to:https://respond.cc • Type in session key: _________________• Respond to the four questions.
Melody Andreasen –[email protected]@updnetworkwww.facebook.com/updnetwork
Trevor Warburton [email protected]@twarburton80
