Models of Collaboration
MODELS OF COLLABORATION MIDDLE SCHOOL DVD
SCHOOL STAFF VIEWING GUIDE
Section One: Introduction
The No Child Left Behind and IDEA 2004 requires that all special education students have access
to the general education curriculum. Many special education students are now receiving
instruction in collaborative classrooms. General and special education teachers support classrooms
with a heterogeneous distribution of students. The general education teacher provides curriculum
expertise within the grade-level content area and a special education teacher serves as an
intervention specialist providing alternate methods of instruction in order to meet varied student
learning needs.
Section Two: Supportive and Station Teaching
During Supportive Teaching, one teacher provides instruction while the other teacher
monitors and assists. Supportive Teaching is fundamental to collaboration and is present in
most models of collaborative teaching.
First Example:
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Seventh grade math class.
General education teacher provides instruction to the whole group.
Special education teacher moves about, monitors, and assists.
The Dual Supportive model is evident when the special education teacher alternates with the
regular education teacher in providing direct instruction.
Station Teaching becomes evident as groups are formed and each teacher works with a group
while remaining groups work independently.
A student teacher also provides support for students.
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Station Teaching allows both teachers to instruct small groups of students while remaining
students work independently in learning stations.
Second Example:
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Seventh-grade math class.
Both Teachers provide direct instruction.
Both teachers work with groups.
Other students can be seen working independently at their desks.
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Third Example:
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Supportive Teaching.
Seventh-grade Language Arts class.
Regular education teacher provides direct instruction.
Special education teacher monitors and supports students.
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Section Three: Dual Supportive Teaching Model
Dual Supportive Teaching is similar to Supportive Teaching but includes alternating teacher
roles during each lesson.
First Example:
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Sixth-grade Language Arts class.
Both special and regular education teacher present instruction to the whole group.
Both teachers monitor the class while the other presents instruction.
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Section Four: Alternative Teaching Model
Alternative Teaching allows the highly qualified general education teacher to provide
content instruction to the whole group while the special education teacher or paraeducator
works with a small group requiring specialized or one-on-one instruction in order to achieve
desired objectives.
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First Example:
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Seventh-grade Language Arts class.
General education teacher instructs whole group.
At the same time, the special education teacher supports a small group of students, providing
clarification and direction as they attend to the lesson.
As the general education teacher monitors students as they work on the assignment, the special
education teacher continues to support the small group as they work.
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Section Five: Parallel Teaching Model
After the qualified content area teacher introduces the lesson, the class divides into two
groups and both teachers provide instruction.
First Example:
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Sixth-grade language arts class
General education teacher introduces and conducts lesson.
Class is divides into two groups to complete the lesson.
One group is led by the general education teacher and the other by the special education
teacher.
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Second Example:
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Sixth-grade math lesson.
General education teacher is introducing a lesson alternately with the special education
teacher.
The two teachers team as they conduct the lesson.
Later the students are divided into teams and given different tasks to complete with specific
instructions.
Focus for each group is specific and indicated by a color code.
The special education teacher works with the green group while general education teacher
works with other groups.
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Section Six: Collaborative Planning
Scheduled and protected time for collaborative planning is essential to successful implementation
of all co-teaching models. During this time, general education teachers must focus on effective
planning to meet grade-level content standards while special education teachers support successful
achievement of planned objectives by focusing on grouping strategies, selection and
accommodations of materials and assessments, and student IEP goals. A shared commitment to
learning for all students promotes full use and benefit from collaborative planning.
Notes from first example:
Planning
General Notices:
Reflection
Pacing/Review
General Wonders:
Notes from second example:
General Education Teachers
Contributions
Special Education Teacher’s
Contributions
Evidence of Specific Model of Collaboration Implementation:
Notes from third example:
General Education Teacher:
Special Education Teacher:
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Notes from fourth example:
Notices:
Wonders:
Section Seven: Seamless Collaboration Continuum
Dr. Edwin Ellis
The University of Alabama
Distribute the Seamless Collaboration Continuum handout prior to viewing this section. This
section contains a detailed analysis of the delivery system for seamless collaboration, ranging from
minimally intensive to extremely intensive collaborative activities.
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Section Eight: Conversations with Collaborative Teachers
Clip 1: Manuel Vital
Tell us about the collaboration process in your school.
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Clip 2: Shirley Dodd and Kristen Howard
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How do you maintain and sustain your collaborative team?
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How do you deal with the day-to-day challenges of collaboration?
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Clip 3: Mary Krotine and Manuel Vital
What strengths do you bring to your collaborative team?
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Clip 4: Martha O’Dell and Stacie Honaker
How do you maintain and sustain collaboration?
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Clip 5: Jenny Newberry and Ethel Patronas
What sustains your collaborative team?
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Clip 6: Frank Lee and Stephanie Guidry
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Clip 7: Sandra Smith and Jenny Newberry
What critical features contribute to successful collaboration?
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Section Nine: Administrative Interviews
Administrative support and active involvement is critical for promoting, maintaining, and
sustaining collaboration.
Hiring
Staff Development
Planning
A Collaborative Culture
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