pennsylvania training and technical assistance network co-teaching: implementation strategies...
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Pennsylvania Training and Technical Assistance Network
Co-Teaching: Implementation Strategies
Pittsburgh Public SchoolsMarianne TrachockElaine Neugebauer
PaTTAN’s Mission
The Pennsylvania Training and Technical Assistance Network is an
initiative of the Pennsylvania Department of Education working in partnership with families and local
education agencies to support programs and services to improve student learning and achievement.
PDE’s Commitment to Least Restrictive Environment (LRE)
Recognizing that the placement decision is an Individualized
Education Program (IEP) team decision, our goal for each child is to
ensure IEP teams begin with the general education setting with the
use of supplementary aids and services before considering a more
restrictive environment.
Administrative Roles and Responsibilities in Co-Teaching
Mary Jane Conley, Program Officer, Program for Students with Exceptionalities
If your actions inspire others to dream more, learn more, do more and become more, you are a leader.
-John Quincy Adams-
Principals
Participate in Professional Development• once in the Fall and once in the Spring• Provides a strong endorsement of this service delivery model
to educate students with disabilities
Belief in a Collaborative School Culture• Plan lessons• Compare notes• Enjoy their successes• Brainstorm about dilemmas• Consider refinements for the program moving forward
SupervisorsParticipate in professional development• Understanding of co-teaching• Teacher support
Dialogue with teacher team• Problem solve instructional issues• Success stories
Observe Implementation• Co-teaching checklist• Provide feedback
Progress monitor student data
Today’s Objectives
1. Identify and discuss the various co-teaching models.
2. Review roles and responsibilities in co-taught classrooms.
3. Partner to compile teaching styles, beliefs and expertise supporting co-taught classrooms.
Rationale
• Co-Teaching is…An approach for delivering special education and related
services to students with disabilities within their general education classes.
A general education and special education teacher working collaboratively on a coequal status to meet the unique needs of all students in a general education classroom (Murawski , 2005).
Instruction is provided to a group of diverse learners, some of whom are students with disabilities
The Benefits of Co-Teaching• Facilitates collaboration between general
education and special education.
• Ensures that educators who are knowledgeable about both content and accommodations are teaching in the general education class.
• Expands instructional expertise.
Objective 1: Identify and discuss the various co-teaching models
Activity #1
• Watch the video description of each co- teaching model.
• With your partner, record how one could use each of the featured models and note possible cautions given the model’s usage.
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1. One Teaching/One Observing
One teacher instructs the class, the other observes or takes notes
2. One Teaching/One Assisting
One teacher instructs the class, the other supports individual students
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3. Stations Teaching•Students are divided into two or three groups•Each teacher teaches a distinct lesson to one group (third group works independently or with a paraprofessional or a student teacher)•Groups rotate through each station
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4. Parallel Teaching
Two heterogeneous groups are each taught the same lesson by one of the teachers
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5. Alternative Teaching
One teacher provides instruction for a small group of students while the other teacher
works with the larger group
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6. Team Teaching
Both teachers provide instruction to the class together. The two teachers take turns
instructing, modeling, charting, etc.
Co-Teaching Models
• The success of all models depends on:– Clear goals– Competent team members– Clear roles and accountabilities– Effective communication systems– High standards of excellence
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Pennsylvania Training and Technical Assistance Network
Activity #2 Scenarios
•Read scenarios individually, determine which co-teaching model is being used.
•Share answers with your partner.
•Create a scenario of your own using an actual lesson of your choice (homework).
Implementing Co-teaching Models
Which models should we use?
The model implemented will vary according to the goals of the lessons and the assessed needs of the students.
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Objective 2: Review roles and responsibilities in co-taught classrooms
Roles and Responsibilities of Co-Teaching Partners
Before the lesson begins…• Identify strengths that each co-teaching partner
brings to the lesson• Discuss the content areas that will be co-taught• Analyze student needs• Decide how student outcomes will be assessed
Roles and Responsibilities of Co-Teaching Partners
During the lesson…• Explain each team member’s role to students• Ask questions• Reinforce each other• Provide feedback• Monitor student and teacher performance and
compare with goals• Determine student progress
Roles and Responsibilities of Co-Teaching Partners
After the lesson …• Continue to communicate and coach each other as
lessons and activities are planned collaboratively• Contact parents• Structure a skills oriented lesson for students
needing extra instruction• Set up learning centers to respond to student
interests• Celebrate accomplishments
Roles and Responsibilities of Co-Teaching Partners
Daily: feedback on homework and in-class assignments, recording student progress, collecting necessary materials for lesson
Weekly: communicate with parents and administrators
Periodically: completing formal progress reports, conducting parent-teacher meetings, evaluating teaching assignments
Activity #4
Classroom Practice: Planning and Roles
• What do you see as your individual roles?• When and how often will you plan?• How will you add planning time when
needed?
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Objective 3: Elements of effective co-teaching
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Three Guiding Principles
These guiding principles also serve as a foundation for collaboration, consultation and co-teaching
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Three Guiding Principles
1. Mutual respect for one another’s unique knowledge and skills2. The willingness to ask questions and seek knowledge from professional peers3. The willingness to share information and data generated from observations in the classroom
Mostert, M. P. (1998) Interprofessional Collaboration in Schools. Boston: Allyn & Bacon.
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Getting to Know Your Partner
• Establish rapport
• Identify your teaching styles
• Discuss strengths and weaknesses
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Activity #5
Classroom Practice: Share Worksheet
• Complete Share Worksheet with partner or self -reflect using the worksheet
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Get to Know Your Partner Dialogue
• Do we have similar teaching styles? – Describe and compare
• Do we have any pet peeves or preferences?– Instructional– Personal– Organizational
• Do we both have similar levels of expertise?– Where are we strong– Where are the gaps
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Strategies for Finding Co-planning Time
• Use other adult to help cover classes• Find funds for substitute teachers• Experiment with late arrival and early dismissal
days• Stay late once a month• Reduce other work to save time to meet
National Institute for Urban School Improvement, 2005
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Tips for Success
• Planning is key.• Discuss your views on teaching and
learning.• Attend to details.
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Tips for Success
• Prepare parents.• Use multiple co-teaching models.• Talk out disagreements• Go Slowly.
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Getting Started
• Attend co-teaching workshops together as a team
• Find co-planning time• Decide content and how it will be taught• Help to design instructional alternatives • Listen actively and share decisions• Try different co-teaching configurations
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Suggested Next Steps
• Identify needs• Specific topics• Discuss complexities of collaboration• Continue to celebrate success!• Meet with veteran co-teachers
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Contact Information www.pattan.net
Elaine [email protected]
Pittsburgh Public SchoolsMarianne [email protected]
Commonwealth of PennsylvaniaEdward G. Rendell, Governor
Pennsylvania Department of EducationGerald L. Zahorchak, D.Ed., Secretary
Diane Castelbuono, Deputy SecretaryOffice of Elementary and Secondary
Education
John J. Tommasini, DirectorBureau of Special Education
Patricia Hozella, Assistant DirectorBureau of Special Education