Co-Teaching
and
Collaboration
Principles and Practices
at
Highland Community School
2009-2011
Table of Contents
1.
2.
3.
4.
5.
6.
Reference List of Co-Teaching Collaborative Group
Philosophy
Co-teaching Models
Examples of past Co-Teaching and Collaborative teaching at Highland
Steps for Co-Teaching and Collaboration
Supplemental Materials
Co-teaching at Highland Community School helps meet the needs of all learners in the general
education setting.
Reference List of Co-Teaching Collaborative Group
Name
Kim Jennings
Jean Harmston
Carla Trees
Crystal Weber
Lisa Bohannan
Elissa Swafford
Justin Schmid
Christy Thompson
Nick Smith
Job Title
Talented and Gifted Coordinator 6-12
8th Grade Language Arts
6-8 Instructional Strategist
At-Risk and Success Center Supervisor
Junior/Senior Instructional Strategist
Freshman/Sophomore Instructional Strategist
High School Instructional Strategist
Alternative School Instructor
6-8 Instructional Strategist
High School English
Philosophy
Highland Community School District supports students by recognizing their unique educational and
social-emotional needs. We support a cooperative effort among students, parents, classroom teacher, and
program administrators in planning differentiated learning opportunities to meet the educational needs of all
students.
Co-Teaching Models
Complementary
Teaching
Design
~ Lead teacher models
organization of the
content.
~ Lead teacher identifies
skills and strategies
needed for groups and
individual students to
complete the task of the
lesson.
~ Support teacher
assists.
Communication ~ Lead teacher conducts
formal teaching.
~ Support teacher
teaches components of
lessons with small
groups of individuals.
Station Teaching
~ Lead teacher and
support teacher
segment the lesson
content.
~ Lead teacher and
support teacher
divided the number of
stations they are
responsible for.
~ Both teachers plan
and organize their
station activities with
attention to possible
group differences.
~ Lead teacher and
support teacher
segment learning to
small groups or
individual at the
stations they design.
~ Support teacher
provides content
support to lead teacher’s
lesson.
Monitoring
~ Lead teacher uses
preassessment to
determine students’
need for support.
~ Support teacher
assesses student’s skills
and facilitates selfregulations during the
lesson.
~ Students use selfassessment as they
request assistance
during or after a formal
lesson.
~ Lead teacher and
support teacher use
preassessment to
determine how
students are elevated
for stations.
~ Given the
organizational
structure and tasks of
each station,
assessment done by
students can be used
during the lesson.
Parallel
Teaching
Alterative
Teaching
~ Lead teacher
and support
teacher
collaboratively
organize the
lesson content.
~ Lead teacher and
support teacher
make decisions
about the content
and organization
of the lesson.
~ Lead teacher
and support
teacher identify
strategies needed
for groups and
individual
students.
~ Lead teacher and
support teacher
determine the
appropriate
structures for
alternative
remedial or
enrichment
lessons that
would promote
student learning.
~ Lead teacher
and support
teacher divided
the students into
two groups.
~ Lead teacher
and support
teacher
independently
deliver the lesson
plan to each of
the groups.
~ Lead teacher
and support
teacher facilitate
learning in their
group.
~ Lead teacher
and support
teach monitor
their own groups
of students.
~ Lead teacher
and support
teacher use post
lesson reflection
to share their
expectations
using the same
lesson plan with
different groups
of students.
~ Lead teacher
conducts formal
teaching.
~ Support teacher
implements
supplemental
activities for the
whole group,
small groups or
individuals before
or after the formal
lesson.
~ Lead teacher and
support teacher
pre-asses the
students to plan
for alternative
lessons.
~ Lead teacher
and support
teacher assess the
students during
the formal lesson
to identify
students who
would benefit
from the
alternative
lessons
~ Student selfassessment and or
peer assessment
encourages
students to
Shared
Teaching
~ Lead teacher
and support
teach make
decisions about
the content and
organization of
the lesson.
~ Lead teacher
and support
teacher teach
simultaneously to
whole class.
~ Both lead and
support teacher
conducts formal
teaching.
~ Lead teacher
and support
teacher preassess
the students.
~ Lead teacher
and support
teacher asses the
students during
the formal lesson
to identify
students who
would benefit
form alternative
lessons.
Benefits
Having two teachers to
help individual students
after the lesson is
presented (individual
guided practice)
Facilitates small
group learning and is
responsive to
individual needs. The
notions of “mini
lessons”, “mastery
learning”, and other
ideas that teach too
many achievement
levels can be readily
addressed in this
mode.
~ Parallel teaching
is very helpful
whenever we
want to increase
the likelihood of
participations,
publications, a
sharing. Als0, it
allows us to work
intensively with a
small group of
students.
articulate their
need for
alternative forms
of instructions.
Allows us to use
alternative
methods to reteach or existent
the lesson up or
down. This
model reminds us
that we may need
more visuals,
auditory, tactile,
kinesthetic
support to
successfully
communication
certain skills
concepts and
ideas.
Team teaching is
very powerful
when the entire
class is
participation in a
particular inquiry
project like a
thematic unit.
http://www.mschien.com/page21/files/co_Teaching_Models-W.pdf
Whenever possible, with teacher’s schedules, Highland Community School practices all of the coteaching models. Another form of co-teaching is providing materials such as differentiation lessons and
enrichment lessons to the general education teachers. The topics for these lessons are discussed between the
general education teacher and the instructional strategist. These lessons can consist of large projects and/or
day to day lessons.
Examples of past co-teaching at Highland
Middle School:
 6th Grade
o Behavior discussions
o Anchor Activities
o Accommodating and Modifying projects/tests
o Breaking down large projects into smaller steps
th
 6 Reading/Language Arts
o 6+1 Traits of Writing Folder (IDEAS)
o Individual student writing meetings and conferences
th
 7 Grade
o Single Subject Acceleration for individual student (8th US History)
o Making organizers for large projects
o Creating study guides/aides for tests
th
 7 Reading
o Create Rubrics
o Create Study Guides and Aides
o Reading Conferences
 7th Language Arts
o 6+1 Traits of Writing Student Centers (Wednesdays)
o Novel Tic-Tac-Toe Lessons (Roll of Thunder, Hear My Cry, A Wrinkle in Time)
o Writing Conferences
 7th Math
o Student mastery folders (Addition and Subtraction of Fractions)
o Flashcards
o Creating study guides/aids
th
 8 Language Arts
o Writer’s Workshop
o Writing Choices/Prompts
o Modify tests/quizzes
o Graphic organizers for essays
th
 8 Science
o Scientists during study hall
th
 8 Reading
o Novel Tic-Tac-Toes (A Wrinkle in Time, Banned Books Unit)
o Teacher Made- Novel Menu (The Outsiders)
 Based on examples provided by TAG department
High School:
 9th History
o Set up meetings and discussions about accelerated student (US History)
 English I
o Romeo and Juliet OPWR’s
o Romeo and Juliet Timeline
o Movie/Novel Activity
o Creating Graphics
o Writing quizzes
o Sharing lesson presentations
o Small group instruction
 Environmental Science
o Modify tests
o Small group work in class
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o Oversee class projects
o Take notes
Pre-Algebra/Basic Algebra/Algebra
o Before the Bell
o Note Taking
o Guided practice assistance
o Quick classroom checks
Informative Geometry
o Assess students as notes are being given
o Small group work
o Walk around to visually assess learners
o Take notes
o Complete assignments ahead of time to foresee issues that may arise
o Oversee tests
o Re-explain math skills in “language” students understand
Biology
o Live Scribe notetaking
Government
o Take notes
o Modify tests
o Small group work in class
English II
o Shared grammar presentations
o Providing resources/materials
o Small group instruction
English III
o Shared curriculum planning
o Planned field trips
o Shared writing activity presentations
o Hamlet Differentiated Plot Sequencing
o Hamlet Timeline
Creative Writing
o Verbal input to help students understand material
o Graphic Organizers
o Class Notes
o Small group work
o Creative Writing Menu
o Poetry
o Prose
o Fiction
o Punctuation
o Sentence structure
o Elements of all
o Different forms and formats
o Quadrant D portfolio
o Readings/slams
o Quadrant D real world assessment--publishing
o Sound utilization (music)
o Blank verse
o Free verse
Language Lab
o Verbal input to help students understand material
o Graphic Organizers
o Class Notes
o Small group work
o Memos
o Business Letters
o Progress Reports
o Mechanic reports
o Recommendation reports
o Resumes, letter of application, follow-up letters
o Business communications
o Writing instructions
o Trip report
o Periodic report
o Informal proposal
o Form and formatting
o Quadrant D real world assessment
o Quadrant D real world project/solutions
 Advanced Communication
o Reading
o Mime
o Personal experience
o Informative
o Demonstration
o Visual aid
o Technology
o Persuasive
o Speaking Pillars
o The Eulogy
o Symposium
o Award/acceptance
o Nomination/acceptance
o Emotional appeals
o All assessments are quadrant D real world
Problem/solutions utilizing transactional theory
Steps for Co-Teaching
* Choose one classroom that has the most immediate need.
Co-teaching can be a wonderful experience when planning and communication are in place beginning day one.
Here are six steps I've found very helpful when preparing for a co-teaching experience.
1. Establish rapport.
The first step that you (the regular classroom teacher and the special education teacher) need to take is to
establish a relationship -- even before the students enter the building. Get to know each other on a personal
level. After all you will be together the entire year. What things do you have in common? Are you married?
Children? Hobbies? Where did you grow up?
When the two of you have a comfortable relationship and rapport with each other, the children feel more
comfortable in the classroom. Students can sense tension as well as harmony within the learning environment.
A positive relationship will help minimize misunderstandings and motivate you to resolve problems before
they escalate.
2. Identify your teaching styles and use them to create a cohesive classroom.
Are you a hands-on teacher who loves doing experiments and using manipulatives, never to open a
textbook? While your co-teacher needs to use the textbooks first and then supplement with experiments and
manipulatives?
How do you manage behaviors? What are your discipline styles?
Instructional and discipline styles are just two factors you need to examine so that you can combine the best of
both of your styles to create a cohesive classroom. You need to find a balance that makes everyone comfortable.
When you plan lessons together, you can use your two styles to complement one another and thus enhance the
lessons and the delivery of instruction. You create a cohesive classroom with consistent expectations when
both of you are on the same page with instruction and discipline styles.
3. Discuss strengths and weaknesses.
How can you utilize each instructor’s strengths and weaknesses? A good way to do this is to have each of you
make a list of strengths, weaknesses, likes, and dislikes. Then take the lists and compare them and highlight the
strengths that are dominant for one teacher and allow that person to be the lead teacher in those areas. By
using these strengths, you can differentiate your instruction to meet the needs of a larger group more frequently
within the classroom as well as allowing for individualized instruction.
4. Discuss Individualized Education Plans and regular education goals.
To create Individualized Education Plans (IEPs), the special educator needs to involve the regular educator in
the special education process. Students in special education belong to both educators, so the general educator
must be informed about the IEP for each child. Otherwise, the two of you cannot effectively execute the plans.
It's difficult to educate a child if you are unaware of his or her special needs. It is important to discuss the
modifications and accommodations as well as the goals and objectives to ensure student success in the
classroom. The special and regular education teacher can then work together in meeting the student’s goals and
ensuring adequate progress.
In the same way, the regular education teacher should discuss with the special education teacher his or her
goals for the regular students, as the regular education students belong to the special education teacher as well.
Both educators should be addressing the goals, objectives, and mandatory curriculum for that grade level.
5. Formulate a plan of action and act as a unified team.
You have to make decisions constantly throughout the year, so if you formulate a plan of action in the
beginning of the year, disruptions will be minimal.
Consider the following items in your plan of action:
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Scheduling
Expected classroom behaviors
Classroom procedures, such as class work and homework policies, turning in work
Consequences of not following rules and procedures
Grading
Communication between home and school
Talk about what you will tolerate as well as how you will respond to actions that are not acceptable. Be
consistent when dealing with parents and meet as a team for conferences with them. Determine your roles in
advance so that you do not contradict each other or foster misunderstandings during the meeting.
6. Take risks and grow.
A wonderful aspect of co-teaching is that it allows you to take risks, learn from each other, and grow as
professionals.
Co-teaching provides a safety net when you take risks in your instruction. When you try something new and it
doesn't work, you have another teacher in the room who can step in with another technique or lesson that
works, or point out the area of difficulty, or assist in redirecting the lesson. When you are the only teacher in
the room and a lesson bombs, you often have to stop and move on and then analyze later why the lesson fell
apart -- without the assistance of someone else in the room observing the lesson.
7. Ways to Collaborate.
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Arrange once a week meeting
Meet at the end of co-teaching period
Meet a few minutes before or after school
Email
Provide unit or weekly plans
(Marston, Natalie. “6 Steps to Successful Co-Teaching”. NEA. March 17, 2010)