2009 Inclusion
Facilitator Network






Identify three approaches to collaborative teaming
Engage in goal setting with your teaching partner
Name 5 grouping structures associated with coteaching
Self-assess the status of your collaborative relationship
Develop a plan for enhancing your co-teaching relationship

-Henry Ford

Change is:
◦
Risky
◦
Scary
◦
Anxiety provoking
But it can also be:
◦
Rewarding
◦
Fun
◦
Well worth the effort

•Shared responsibility
•Reciprocity of ideas
•Interactive communication
•Problem-solving
•Conflict resolution





Steele, Bell, & George, 2005

Some possibilities:
• Little understanding of curriculum, instruction, and assessment between general and special educators
• Collaboration does not occur without a student-driven reason and a deliberate structure with resources




General educators begin with the curriculum first and use assessment to determine what was learned
Special educators begin with assessment first and design instruction to repair gaps in learning
No wonder we are talking different languages
Steele, Bell, & George, 2005





List circumstances where a Consultation and Coaching approach may be more appropriate than a Co-teaching model






Collaboration requires thoughtful planning time
Administrative support is essential
Here is where the alignment of special and general education occurs
Make this time as focused as possible
Take turns taking the lead in planning and facilitating
Murawski & Dieker, 2004; Dieker, 2002

Both teachers take part in
1. planning
2. teaching
3. evaluating students ’ performance
Co-Teaching is two or more professionals delivering substantive instruction to a diverse or blended group of students in a single space.
Friend & Cook, (1995). Co-Teaching: Guidelines for creating effective practices. Focus on
Exceptional Children

Establishing a co-teaching relationship




Ease into working with one another
Deal with the “little” things first
These can become the deal-breakers down the road, and preventing these road blocks early can make life easier

Sharing Hopes, Attitudes, Responsibilities, and
Expectations
1. My hopes for this co-teaching relationship are:
2. My attitude/philosophy regarding teaching students with disabilities in a general education classroom is:
3. I would like to have the following responsibilities in a co-taught classroom:
4. I would like my co-teacher to have the following responsibilities:



Consider completing a teaching style inventory
◦ Compare how each of you prefers to structure assignments, lessons, classroom schedule, etc.
Online
◦ http://www.longleaf.net/teachingstyle.html
◦ Free
◦ Take and score it immediately
◦ Useful tool for dialogue about instructional philosophy and style

Finding time to plan



Co-teaching teams should have a minimum of one planning period
(45–60 minutes) per week
Experienced teams should spend
10 minutes to plan each lesson
Dieker, 2001




Make the weekly planning time
sacred and non-negotiable
Each teacher should review
content in advance of meeting
Maximize the time: stay focused


Guide the session with the following fundamental questions:
◦ What are the content goals?
◦ Who are the learners and what are their unique needs?
◦ How can we teach most effectively?




Establish timelines and priorities
Assign preparation tasks to both individuals equitably
◦ Lesson materials
◦ Student accommodations/modifications
Determine how plans will be shared with paraeducators or other support staff as needed
Adapted from Walther-Thomas, Bryant, & Land, 1996










Benefits
Extra attention for kids
Requires less preparation
Good place to start, esp. if one teacher is learning curriculum



Drawbacks
Doesn’t maximize professional skills of both teachers
“Support” person may feel less valued
Research doesn’t support effectiveness




Benefits
More opportunities for interaction and practice
Can differentiate presentation
Both teachers actively involved




Drawbacks
Can be noisy
Both teachers must be comfortable with content
Kids may have “unequal” experiences
Requires planning for pacing





Benefits
Smaller groups – more interaction and practice
Both teachers actively teaching
Differentiation of instruction
Allows for re-teaching, enrichment, etc.



Drawbacks
Can be noisy
Can lead to
“resegregation” by ability
Requires careful planning of groupings, pacing, etc.




Benefits
Opportunities for more interaction, hands-on activities
Movement, variety, application promote learning and retention
Can create more, smaller groups by adding
“independent” station




Drawbacks
Can be noisy/busy
Teachers can focus on a smaller piece of content
Groups need to be designed carefully
Activities needed to be planned for pacing, etc.




Benefits
Kids benefit from
“content” and “strategy” expertise
Teachers clarify, model, etc.
Both teachers actively involved


Drawbacks
Requires extensive planning and trust
Doesn’t provide smaller group interaction

For example –
 Supportive teaching as a first step
 Parallel teaching to practice a new skill
 Complementary teaching for enrichment
 Stations for end-of-unit review
 Team teaching for start of lesson then move to stations

Work Smarter Not Harder: A tip from the classroom
•General education gives/emails plans in advance
•Collaborative planning time is focused on differentiation and discussing individual student modifications as needed
•Special educator prepares modifications as needed




Gately, 2005

Gately &
Gately, 2001
Beginning
Compromising
Familiarity w/
Curriculum
-SE unfamiliar with content/methodology
-GE limited understanding of modifying curriculum
-Unfamiliarity creates a lack of confidence in both teachers
-SE develops a solid understanding of the content of the curriculum
-SE gains confidence to make suggestions for modifications and accommodations
Curric Goals &
Modifications
-Modifications and accommodations are generally restricted to those identified in the IEP; little interaction regarding modifications to the curriculum
-Special educator’s role is seen as “helper”
-General educator may view modifications as “giving up” or “watering down” the curriculum
Instructional
Presentation
-Teachers often present separate lessons
-One teacher is “boss”; one is “helper”
-Both teachers direct some of the activities in the classroom
-Special educator offers mini-lessons or clarifies strategies that students may use
Collaborative
-GE becomes more willing to modify the curriculum, increased sharing in planning & teaching
-Both appreciate the specific curriculum competencies that they bring to the content area
-Both begin to differentiate concepts that all must know from concepts that most should know
-Modifications of content, activities, homework, and tests become the norm for students who require them
-Both participate in the presentation of the lesson
-The “chalk” passes freely
-Students address questions and discuss concerns with both teachers

 Where is your coteaching relationship along each domain?
 What steps can you take to get to the collaboration stage?