Co-Teaching Professional Development

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Louisiana’s Co-Teaching
Resource Guide
Part 3- Results/Effectiveness
Kristina Braud, Literacy Goal Office
Melanie Lemoine, Louisiana State Improvement Grant
Andrea Thompson, Literacy Goal Office
Guide’s Location:
accessguide.doe.louisiana.gov/site%20documents/FINALcoteaching_guide.pdf
Co-Teaching Resource Guide
Part 3--Results
3
Why Measure Co-Teaching Efforts
4
•
Student learning and academic growth are expected
outcomes of effective co-teaching
•
Teachers’ instructional skills can improve
•
Academic data indicates effectiveness
•
Related data improvement indicates effectiveness
•
Student progress improves longitudinally
Why Measure Co-Teaching Efforts
•
Informal instrument for co-teachers and their
supervisors drive conversations
•
Documents the effectiveness of co-teaching
classrooms
•
Helps focus on areas that need improvement, and
pinpoints the component(s) affecting success
•
Directs professional development
What to Measure
•
Administrative Support
•
Team Building
•
Planning
•
Implementation of co-teaching approaches
•
Student Outcomes
How to Gather Evidence on Co-Teaching
Effectiveness
•
Rating Scale
•
Rubric
•
Reflective Guide
•
Administrator Walk-through
•
Co-teaching Observation Checklist
– Quality Indicators –General and Approach-specific
Co-Teaching Observation Checklist
•
Quality Indicators
•
Snapshot of behaviors that drive
conversations to adjust planning and
implementation
•
Uses simultaneously for both coteachers
Support, Measure, Adjust
11
•
Ensure that teachers who are co-teaching receive
professional development so they maximize the
contribution of both partners.
•
Use curriculum based and other measures that can
document the amount of educational progress
students (those with and without disabilities) make in
co-taught classes.
Inclusion Works
Students Making
Academic Progress
With Disabilities
Without Disabilities
Traditional Class
Setting
Inclusion Class
Setting
Math
35.9%
Math
43.3%
Reading
41.9%
Reading
45.9%
Math
39.0%
Math
58.8%
Reading
47.1%
Reading
50.7%
Essential Elements to the Change
Process
Common
Vision
Incentives
Knowledge
and Skills
Resources
Action
Plan
Result
No
Yes
Yes
Yes
Yes
Confusion
Yes
No
Yes
Yes
Yes
Resistance
Yes
Yes
No
Yes
Yes
Anxiety
Yes
Yes
Yes
No
Yes
Frustration
Yes
Yes
Yes
Yes
No
Treadmill
Yes
Yes
Yes
Yes
Yes
Change
Adapted from Knosler, in Pearl, n.d.
Other Resources in the Guide
•
Co-Teaching Connection
•
Access Center
•
Sample Lesson Plans
•
Data Profile (individual data summary)
Other Resources in the Guide
•
50 Ways to Keep Your Co-Teacher
•
The IRIS Center Council for Exceptional Children
– (CEC Standards for Professional Practice)
•
IDEA – Individuals with Disabilities Act
•
INTASC – Interstate New Teacher Assessment and
Support Consortium
Final Notes
•
Take baby steps rather than mass
inclusion without proper support
•
Find pockets of promise and build
•
Utilize resources and links in the guide
•
Contact the Literacy Goal Office or LaSIG
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