Louisiana’s Co-Teaching Guide

Presented by: Kristina L. Posey, La Department of Education

Melanie Lemoine, LaSPDG Co-Director

@laspdg

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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 email address

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People First Language

Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf

“People First Language puts the person before the disability and describes what a person has, not who a person is.”

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

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

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

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)

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 http://laspdg.org/content.cfm?id=292

Let’s Take a Poll!

• How would you describe your current teaching situation?– Individual– Collaborative– Co-Teaching

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.

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.

Planning

• Planning for Administrators– Teacher selection– Scheduling– Caseload

• Planning for Classroom Teachers– Team building & Communication– Parity– Classroom management

Planning (continued)

• Planning for Other Stakeholders– Related Service Professionals– Families– Paraeducators

Implementation

• Co-Teaching Approaches– Station Teaching– Parallel Teaching– Alternative Teaching– Team Teaching– One Teach, One Assist**

Results

• Tools to assess the effectiveness of planning and implementation

• Tools to assess overall effectiveness• Reflective tools for teachers and

administrators

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

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: http://www.powerof2.org

Station TeachingBenefits 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 commensurateConcepts 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?

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

Room Configuration for Station Teaching

Teacher Table Student Table

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.

• http://education.byu.edu/cpse/co_teaching/videos/Sequence3.MPG

Parallel TeachingBenefits 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?

Room Configuration for Parallel Teaching

Teacher Table Student Table

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: http://www.powerof2.org

Alternative TeachingBenefits 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?

Room Configuration for Alternative Teaching

Teacher Table Student Table

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: http://www.teachertube.com/viewVideo.php?title=Michelle_Seigler___Rockets_and_Co_Teaching&video_id=240066

Team TeachingBenefits 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?

Room Configuration for Team TeachingTeacher Table Student Table

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: www.powerof2.org

One Teach, One AssistBenefits 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”)

Room Configuration for One Teach, One Assist

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 AssistUse your chat pod to share success or challenges

with this approach!

Next Steps?

• Given your current situation, what are your next steps?

(Use the chat box to share)

• Follow-up and Support:– LaSPDG (www.laspdg.org) – LDOE (network request)

Questions?Please use your chat pod if you have

questions related to this presentation (if time permits, we will answer them, if not, please email questions to contacts below)

You may email questions to Melanie Lemoine lemoinem@lsu.edu or Kristina Posey Kristina.Braud@LA.GOV

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 email address

• Your certificate will be emailed to you by Friday afternoon; if you do not receive it, please email Wendy Allen wallen@lsu.edu

The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. 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.

www.laspdg.org

@laspdg

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