Co-Teaching
The Short Course
Dr. Wendy Fetner Dover
Rock Hill School District 3
Rock Hill, South Carolina
I’ve Been in Your Shoes…
Co-Teaching: Where do we start?
A Match Made Where?
 Co-teaching is really all about teaming.
Whether you and your partner(s)
 Chose to work together (a love match),
 Schedules threw you together (marriage of
convenience)
 Or were told you would work together (an
arranged marriage),
 You are on the same team. Teams are made
of individuals, and that’s what makes is SO
very interesting!
Video Clip – (Shared Beliefs)
Making a Good Match
 General Educators – Develop a “Dream List”
that answers the question…
 “What
would you like most from a
special education co-teacher and an
administrator”?
 Special Educators and Administrators –
What skills, abilities, and materials do you
have to offer? (a dowry, so to say!)
Video Clip – (Prerequisite Skills)
Co-Teaching
Today’s Agenda
A Review of Co-teaching
Basics
Roles and Responsibilities
Instructional
Arrangements
Getting Organized:
Team Processes
So,Why Co-teach?
(k-8)
 Most popular model of inclusion
 Least Restrictive Environment and continuum of
services (IDEA-04)
 Content instruction by content specialists and
highly qualified teachers (NCLB-01)
 No more off grade level PACT Testing
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Only 2% allowed to take PACT ALT
 Resource and self-contained models of pull-out for
content instruction less workable or justifiable
 It’s just a good instructional practice – if it’s done
right!
Tell Me Again
Why We Are Doing This!
(secondary)
 Most popular model of inclusion
 Least Restrictive Environment and continuum of
services (IDEA-04)
 Content instruction by content specialists and highly
qualified teachers (NCLB-01)
 Resource and self-contained models of pull-out for
course credit is not an option
 Highly qualified special ed. teachers at secondary
level – exemption if they assist and support
 It’s just a good instructional practice – if it’s done
right!
There’s More Than One Way…
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Collaborative Planning
Systems of Information Sharing and
Consultation
Resource Room Support (pull-out, “as needed”, etc.)
Coaching and Modeling
Staff development
Peer tutoring/buddy system
Cooperative Learning
Student Improvement Teams
Instructional Assistants
Accommodations and Modification
Differentiated Instruction
 Co-teaching
Continuum of Inclusive Models
LESS Support Intensive
Consultation
Supported Instruction
Co-Teaching
Resource/Pull-out
MORE Support Intensive
Consultation
Consultation Model
Student support services
personnel provide
indirect, out-of-class
support to general
classroom staff.
Planning
Strategies
Problem-solving
Student information
Program information
Observations
Resources and
materials
“Inclusive” Classroom
Supported Instruction
Co-Teaching Model
Student support services
personnel provide direct
in-class support to
students as they
participate in the
general education
classroom
2 Adults in the room
Idividual accountability
Exchange of information
Collaborative planning
Shared instruction
Both engaged in
instruction
Progress monitoring
Constructive feedback
Pull-Out
Pull-out Model
Student support services
personnel provide direct
instruction, support. Or
modifications to student
with special needs
outside the general
classroom.
Resource Class
- IEP skill
development
- Limited academic
support, enrichment
and acceleration
Self-contained Class
- Functional
curriculum
- Curricular
modifications
- Limited academic
support
The Difference Between
Co-teaching and Supporting
Co-Teaching
Supported Instruction
 Certified teachers or
 May be 2 certified teachers/
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therapists only
GenEd teacher and SpEd
teacher plan together
 Regular and scheduled
planning
 Both teachers come
prepared
 Format for planning
Shared Instruction
Active engagement
throughout instructional time
Use of a definable
instructional arrangement
More of an equal partnership
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therapists OR a certified
teacher/ therapist and an
assistant
Less planning or ongoing
communication may be
evident
Special Ed. personnel
obviously in assisting role
General education has
primary responsible for
instruction and direction
Teach and Support/Assist is
prevailing instructional
arrangement
Less of an equal partnership
Sooooo,
… exactly what are we talking about?
Video Clip – (Co-Teaching Defined)
To Recap - Co-teaching is
(Friend & Cook, 2000)
 Planning and delivering instruction
collaboratively
 Through a blend of direct and indirect support
and services
 In a subject content area
 To students with diverse needs
 Primarily in a single general classroom
setting.
From the Literature…
 This approach increases instructional options,
improves educational programs, reduces
stigmatization for students, and provides support to
the professionals involved.
(Cook & Friend, 1995)
 Teachers share the planning, presentation,
evaluation, and classroom management in an effort
to enhance the learning environment for all students.
In this way, the teachers can provide more integrated
service for all students, regardless of their learning
needs.”
(Gately & Gately, 2001)
Key Components of Successful CoTeaching
 Defined roles and responsibilities
 Varied instructional arrangements
 Starting with a plan and commitment to
ongoing co-planning
 Formal information sharing
 Administrative understanding and support
 Appropriate levels of modification
Our Plans for the Future…
SHOULD NOT
SHOULD
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Co-Teaching
at Castle Heights Middle School …
SHOULD
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be collaborative – “we” do it
Planned schedule and student
placements (hand schedule SpEd
students first and keep a workable
balance)
Be student need driven
Use strengths of each teacher
Include differentiated instruction
Actively involve both teachers in
classroom tasks (grading,
instructing, etc.)
Include planning for partnershhip
prior to school starting
Be the standard model for identified
“at risk”course
SHOULD NOT
 Be an extra planning period for either
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teacher
Make the SpEd teacher “assist only”
Relegate one teacher to the side lines
Be hastily planned
Become a pull-out model
Be referred to as “your” students and
“my” students
Co-Teaching
Today’s Agenda
A Review of Co-teaching
Basics
Roles and Responsibilities
Instructional
Arrangements
Getting Organized:
Team Processes
Inclusion
I do!
YOU do!
WE do!
Let’s Start with “WE” Do!
That thing we do together!
Video Clip – (Collaboration)
Co-Teaching is a Blend of..
Direct Service
Indirect Service
The Special Education
teacher DOES work
directly with
students in a
general or special
setting.
The Special Education
teacher does not
work with the
students, but with
the teachers and
staff who provide the
direct instruction.
Co-Teaching is a Blending
of Direct and Indirect
Direct
 Supported Instruction
 Shared Instruction/ Co-
Teaching
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Full-time
Part-time
Flex-time
 Academic Support (pull-out)
Indirect
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Co-planning
Sharing student information
Observations
Problem Solving
Collaboration (providing
ideas for modifications,
accommodations, strategies)
 Behavior Interventions
 Itinerant Support to Students
 Accommodation and
Modification Development
and Support
So, How Does this Translate into
Teacher Roles and Responsibilities?
 Overall Program Roles - Basic INCLUSIVE
Responsibilities and Tasks
Roles & Responsibilities for Inclusion
 Classroom Teacher’s
Role: To plan,
coordinate, schedule,
and evaluate curriculum
and instructional
outcomes within a
secure, positive, and
enriched inclusive
classroom environment.
 Special Educator’s
Role: To provide
instruction and support
which facilitate the
participation of students
with disabilities in
general education
classroom
Job Titles May Help
General Education
Teacher
Special Education
Teacher
 Classroom Teacher
 Consultant
 Content Specialist
 Strategist
 Instructional Leader
 Resource Specialist
 “Chief Cook”
 Coach
 Co-Teacher
 Case Manager
 Collaborator
 Co-Teacher
It’s Best to Make it Clear
Let’s define a written list of school-wide guidelines for
the overall roles and responsibilities of General
Education Teachers and Special Education
Teachers. For each list…
 Circle the number of the items you want to keep
 Mark out the number of the items you want to delete
 Write in any changes
 Add items you want to include
These Lists are Useful ---- HOW?
Co-Teaching
Today’s Agenda
A Review of Co-teaching
Basics
Roles and Responsibilities
Instructional
Arrangements
Getting Organized:
Team Processes
VIDEO CLIP - Co-Teaching
Arrangement Examples
 One teach, one observe
 Station teaching
 Parallel teaching
 Alternative teaching
 Teaming
 One teach, one assist
Worth Talking About
 Which approach or approaches do you use
most often?
 Which approach seems most appealing?
 How could you and your co-teacher apply
these arrangement in your current
partnership?
 Tag Team Teaching Ideas (handout)
Co-Teaching
Today’s Agenda
A Review of Co-teaching
Basics
Roles and Responsibilities
Instructional
Arrangements
Getting Organized:
Team Processes
Getting On Paper – Initial or
Clarifying Planning
 Co-Teaching Considerations
 Content Orientation
 Collaboration Plans
 Introductions
 Co-teaching Tasks and Responsibilities
 Substitute Plans
 Room Set-up
 Student Considerations
 Feedback
 Co-Teaching Plan
On-Going Planning
 You HAVE to plan – so schedule it and show up
prepared!
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Gen. Ed. – instructional plans and materials
Special Ed. – target student names and supplemental
material
 You need a planning format
 Planning Ahead Form
 Co-Teaching Lesson Plan Book (Dieker, 2002)
 Calendar
 Plan book
 Notebook
Barrier Issues
You’ve Got to Find a Way Around!
 Grading
 Scheduling
 Planning Time
Finally, Tips for Inclusive Settings
 Be aware of the target students and consider
individual IEP needs in planning
 Keep special needs student ratio about 1/3 to
1/4
 Don’t always group the students with special
needs together or seat them in one special
spot
 Schedule consultation or
joint planning time.
Finally, Tips for Inclusive Settings
 Make sure both teachers have the same
“understanding” of things
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Get trained together
Fill out these forms together!
 Brush up on basic communication and
“people” skills
 Incorporate strategies and
techniques that have a sound
research base.
Finally, Tips for Inclusive Settings
 WRITE DOWN personnel roles and
responsibilities
 Review your co-teaching considerations
and/or co-teaching plan a month after it’s first
developed, then at the end of each semester
 Make changes only at natural breaks, like the
end of a semester
Wow – We Are Almost Done!
What is the first thing you want to do to begin or
strengthen your co-teaching partnership?
Your TO-DO list
 Develop a school list for Inclusion IS/IS NOT
 Clarify inclusive roles and responsibilities for SpEd
and GenEd teachers
 EACH Co-Teaching pairs MUST complete
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Co-Teaching Considerations sheets
Co-Teaching Plan
 Schedule a regular planning time
 Decide on a planning format
 Review the Co-Teaching Approaches weekly
 Define your administrative support needs
Follow-up Topics/Handouts
 Modification Basics
 Getting Along (Personality and
Communication Issues)
 Problematic Situation
 Supervising an Assistant in Inclusive Settings