CO-TEACHING
DAY 2
PLANNING
A Value-Added Relationship
Agenda
◦ Groups—why and how they work (research)—more choices
◦ Teacher-run groups
◦ Student “independent” groups
◦ Collaboration/Shared Leadership and Its Impact on Student Achievement
◦ Why the developmental continuum is important to both co-teachers and student achievement
◦ What the research says about collaboration and learning
◦ What to Share/Discuss/Present to the Administration and How (whole class strategy)
◦ Team Planning:
◦ Your partnership’s next steps in development (use rubric to select priorities)
◦ Your classroom’s design for planning for the partnership, for the year, for each week, for special lessons
◦ Your school’s next steps in Co-Teaching Development
◦ Discussion with principal about the research
◦ Partnerships need to have time to develop
◦ Co-teachers need common planning time
◦ How can a full-year’s overview planning be supported?
◦ Should paraprofessionals be included in the conversation?
◦ http://ddmsbrady.wikispaces.com/Co-Teaching+FSC
Groups/Grouping
Using groups effectively
◦ The Models can provide: Tutoring, small group, independent activities, teacher-led
activities, large-group activities
◦ Consider how much time to spend in each grouping (from very brief to a few days, to
every Thursday.
◦ We have not considered independent work carried on by a group (Literacy Circles is a
familiar group)
◦ Writer’s Workshop is a model/routine that can be used to provide time for independent
work, feedback, tutoring, small group work, mini-lessons
◦ Homework club for math can become a team-based routine during which
Research on What Learners Need
◦ Great 8: Eight Brain-Based Perspectives
1.
Feel Good: Social, Emotional, Academic
2.
Connected to Real Life
3.
Active Application of Information
4.
Challenging (Zone of Proximal Development)
5.
Coaching/Time for Learning
6.
Use it or Lose It
7.
Reflection, Metacognitive Awareness
8.
Plan next steps
https://www.youtube.com/watch?list=PL0134792CEB4EF46D&index=5&v=p_BskcXTqpM&app=desktop
◦
Judy Willis (2007) p. 71 The Gully in the Brain-Glitch Theory. Educational
Leadership tnb 113b
Recent neuroimaging studies have found increased levels of
dopamine in people’s brains during pleasurable and positive
experiences.
Dopamine is the neuro- transmitter associated with attention,
memory, learning, and executive function.
When students enjoy the lesson or activity in which they are
participating, their brain actually releases chemicals that
increase their ability to remember the content they are
learning.
copyright 2008 Ribas Associates
5
Judy Willis (2007) p. 71 The Gully in the Brain-Glitch Theory. Educational
Leadership tnb 113b
Recent neuroimaging studies have found increased levels of
dopamine in people’s brains during pleasurable and positive
experiences.
Dopamine is the neuro- transmitter associated with attention,
memory, learning, and executive function.
When students enjoy the lesson or activity in which they are
participating, their brain actually releases chemicals that
increase their ability to remember the content they are
learning.
copyright 2008 Ribas Associates
6
Judy Willis (2007) p. 71 The Gully in the Brain-Glitch Theory. Educational
Leadership tnb 113b
Recent neuroimaging studies have found increased levels of
dopamine in people’s brains during pleasurable and positive
experiences.
Dopamine is the neuro- transmitter associated with attention,
memory, learning, and executive function.
When students enjoy the lesson or activity in which they are
participating, their brain actually releases chemicals that
increase their ability to remember the content they are
learning.
copyright 2008 Ribas Associates
7
Reasons to Use Partners and Groups
1.
Well structured group and partner work increases motivation
2.
Activities should be changed every 20 minutes to keep the brain at optimum learning
3.
Group work can be varied by time (a minute to a term), purpose, activity, and
participants.
4.
Businesses cite the ability to work in cooperative groups as essential for success in
today’s job market
5.
NEASC reports are now indicating the need for more group work in some high
schools
6.
Groups can Increase a teacher’s ability to differentiate instruction and spend more
time with at risk students
7.
Facilitating group work is less physically exhausting for teachers than lecturing
8.
It can provide opportunities for the gradual release of responsibility toward student
independence
9.
It can provide opportunities for students to try out academic language (Socratic
Seminars, Seminars)
10.
Group work can be scaffolded to bring students to higher levels of thinking
copyright 2008 Ribas Associates
8
Group Type
Top Ten Group Types
# in
group
Useful for
Dyad, Processing Partners, Paired
Verbal Fluency, Think-Pair-Share
Breaking down social barriers (short)
Breaking learning into manageable chunks
Jigsaw
Everyone is an expert and has an essential role
Interactive Annotation, Reading,
Note-Taking
Working collaboratively can give students time to
talk, think, organize
Peer Assisted Learning Strategies
Alternating tutor/learner roles
Get the Gist
Chunking reading into smaller digestible pieces
Re-reading
Inner and Outer Circle
Action by half of the class
Analysis by the other
Reciprocal Teaching
Routine for reading closely
Socratic Seminars, Pinwheel
Providing opportunities for students to use
academic language
Carousel Brainstorming
Introduction
Summarizer of large amounts of material
Top 10 Considerations for Effective Class Groups
That Run “Independently”
GB 92-96 PET IIA8,A9,A13,B3
IIIA6, IVB
1.
2.
Plan, plan, plan
Specify how participation as individuals and as a group will be assessed
before they begin
3. Directly teach behavioral expectations
4. “Small Groups” generally should be no larger than 4 or 5
5. Assign specific jobs for each student
6. Clearly delineate goal for the entire group
7. Visit all groups; not all groups need equal teacher time
8. Provide a routine for asking for assistance from the teacher or from peers
9. Establish procedures for what students should do when the task is
completed
10. Specify time; monitor time throughout the process (timer, “Two more
copyright 2008 Ribas Associates
minutes.”)
10
Supportive
Small
Groups
Parallel
Small
Groups
Duet
THE PARTNERSHIP
COLLABORATION
Agendas, Year-long Goals, Lesson and Unit Planning
Sharing Decision-Making Power
Sharing responsibilities is essential for the co-teaching team’s success.
Distributed Leadership has a positive impact on student learning when co-teachers have
a thoroughly equal partnership in all areas.
Based upon the Distributed Functions Theory of Leadership developed by Spillane et al,
this shared leadership means that the co-teachers make all major decisions about the
classroom, the students, the models, assessments, and instructional strategies in a
collaborative manner (Spillane and Diamond 2001).
In recent research Erika Engel Small and Joan R. Rentsch describe shared leadership as
an “emergent team process” in co-teaching (Small and and Rentsch 2010, 203) and
found that the level of cooperation when making decisions and sharing power was
positively related to team performance. As importantly, the longitudinal analysis of
students’ performance over time clearly showed that shared leadership “increased over
time” and its increase was directly related to both trust and a commitment by both
teachers for parity (210)
The Five
Dysfunctions
of a Team
Patrick Lencioni
Inattention
to Results
Status and Ego
Avoidance of
Accountability
Lack of Commitment
Fear of Conflict
Absence of Trust
Low Standards
Ambiguity
Artificial Harmony
Invulnerability
SCHOOL-LEVEL
COMMUNICATION
Principal, administrators, coaches, colleagues
ACTION PLAN
Bringing the Information to Your
School
Co-teaching can:
• Improve students’ self-efficacy and self-esteem through an inclusive, challenging class
• Improve the co-teachers’ attitude toward their jobs by increasing theirsense of effectiveness
and purpose
• Improve student achievement if provided supports that include:
• Time to plan, collaborate, and assess whole-class and individual students’ progress
• Professional development, coaching, and support in attaining the high standards of a high performing
team
• School-wide recognition of the importance of
• Teaching all students
• Challenging all students
• Having high expectations for all students
This is all research-based.
Planning
Objective
I. Talk to
principal about
co-teaching
Action
Persons
Responsible
Timeline
Indicator of Success
Brief Introduction
Dysfunction 1: Inattention to Results: I am here to prove that what I want is right. I don’t
care about OUR goals; MY priorities should be everyone’s. Go ahead, give a suggestion.
I come right back with my idea again and again and again.
Dysfunction 2: Lack of Accountability: Data, data, data, do I really need to keep track
every week? I’m drowning in data. Can’t we just pick a program and use it? And
keeping minutes? Who do we send them to, Big Brother? Micro-management, that’s
what this is all about.
Dysfunction 3: Lack of Commitment: I have papers to correct. Can’t we just work in our
rooms? I get so much more done. This is just a waste of time. In a year, this will be all
gone and we’ll be on to something new with new jargon. I’ve been here a long time.
Nothing really changes; they just rearrange the deck chairs.
Dysfunction 4: Fear of Conflict: I agree with everyone. Can’t we all just get along? Just
take a secret ballot and end the talk? We should just accept things as they are. Why
make waves?
Dysfunction 5: Lack of Trust: The other schools never follow through. We’re the only
school that really implements what we’re supposed to do the way we’re supposed to do
it. And even when we do, there’s always someone in my room checking on me. They’re
just tying to take care of their favorites and anyone that wants to disagree is gone.
High-Performing Co-Teaching Team
When 1 + 1= more than 2
◦ Co-teachers need to have 4 ongoing critical conversations about their relationship and
their classroom. Co-teachers need to consistently revisit and reflect on how they:
◦ Define the Partnership: Partners develop a shared vision, establish roles and
responsibilities, and lay the collaborative foundation that may need adjusting
throughout the year. Co-Plan, Co-Teach.
◦ Examine Data: Together they focus on results, use data about students to make
instructional improvements and become more adept at adjusting materials and
instruction to support each student
◦ Improve Instruction: They focus on ways to provide more value as a twosome than one
teacher could do alone and continue to learn together about research-based
methods that work for their students
◦ Expand Impact: They recognize that they are part of a school system and that they
need to have administrative support for their work together and for professional
development that will support the school and the team’s capacity for improving
instruction (Chapman and Hyatt 2011, 10-11).
Weekly Agenda
Meeting Date People Present
Minutes
Follow-Ups necessary:
Recorded by:
AGENDA
Time
5 min
Review Agenda and Positive Results since the last meeting
5 min
Review the Co-Teaching Progress Rubric/Tracker to make sure you keep all of your priorities in focus
5-10
min
Review student needs, student work, student data
30 min
Plan for the next week using agreed-upon weekly lesson planning document or daily lesson planning
document
10 min
Review tasks for participants for the next week
5 min
Plan for next meeting: time, place, participants, topics
Weekly Lesson Planning
Day of week/
Content
Monday
Content:
Tuesday
Content:
Wednesday
Content:
Thursday
Content:
Friday
Content:
Whole Class:
 One teach/One
observes
 One teaches/One
drifts
 One teaches/One
assists or supports
 One teaches/One
adapts the curriculum
Small Groups
Small Group

Parallel Teaching

Alternative

Skill Group

Learning Styles

Stations
Materials, Tasks Teacher
A
Materials Tasks Teacher B
3-days a Week Co-Teaching Plan
Day of week/
Content
Monday
Content:
Co-teaching Models
Classroom
Teacher alone
Tuesday
Content:
Wednesday
Content:
Thursday
Content:
Friday
Content:
Teacher alone
Materials, Tasks
Classroom Teacher
Materials, Tasks
Special Educator
Homework Club
Introduces addition of
double digit numbers using
number line and
manipulatives. Students
usual seats are in groups of 4
Homework Club
Re-teach Monday’s
Mini lesson whole class on
lesson to small at risk
adding
group
Then three groups
Group A: word problem
solved in 2’s
Homework Club
Works with group C on
Problem Solving
Math Puzzler—problem
solving Group C
Challenging
Math Read aloud
Back to usual seats to
illustrate math read aloud
new problem
Materials , Tasks
Para-Educator
Students at computers
work through program
on adding
Group C:
Problem solving with
group B
Group A on computers
Math Puzzler—problem
solving Group B—at
standard
Math Puzzler problem
solving Group Sat
standard
Elementary Unit Plan (in handout)
Unit/Lesson
Character traits and adjectives leading up to writing a paragraph about a character
Standard(s) (District or State)
Common Core Reading Literature (RL), Speaking and Listening (SL), and Writing (W) standards:
SL 3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
W 3. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
L.3. 4.
Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and
content, choosing flexibly from a range of strategies.
What students will know and be able to do at the end of the unit/lesson.
Retell part of a read-aloud story when they’re given the text. Share their story with the class.
Collect powerful vocabulary words that they want to use in their writing.
Create a museum collection and list the words that a collector would need to now.
Assessments:
Formative: (observation, conference, quizzes, group work, rubrics)
Summative: (test, performance-based task, etc.)
Sequence of Lesson/Activities: How will you support and scaffold students’ learning as they move toward mastery?
1. Whole class introduction/mini-lesson, etc.: Jane read a story. Richard gave instructions for group work and modeled how to
write a summary of a selected part of the text to share.
2. Flexible group activities: The students move to a second group and read a two-page passage closely and work together to
create a summary to share.
3. Wrap-up/Evaluation (exit slip, hand in work, observation, quiz, etc.) Students handed in their summaries.
Day 2 Students begin their collection journals as a class. They select words they liked from The Boy Who Loved Words and
Richard posts them on the class word wall for powerful words. Students begin their journals then break up into groups based on
books that they are reading. The ELL group is together. Students select words from their books and enter them into their journals.
They select 4 words to share with the class. Each student in the group picks his or her favorite word. The whole class meets and
each student contributes a word for the powerful word collection.
Unit/Lesson Name
Standard(s) (District or State)
What students will know and be able to do at the end of the unit/lesson.
Assessments:
Formative: (observation, conference, quizzes, group work, rubrics)
Summative: (test, performance-based task, etc.)
Sequence of Lesson/Activities: How will you support and scaffold students’ learning as they move toward mastery?
1. Whole class introduction/mini-lesson, etc.:
2. Flexible group activities:
3. Wrap-up/Evaluation (exit slip, hand in work, observation, quiz, etc.)
Co-teaching Model(s)
 Supportive Model (Whole Class)
 Parallel Model (Small Groups)
 Complementary/Side-by-Side (Whole Class)
Teacher A Responsibilities
Teacher B Responsibilities
Whole Unit Planning
Grouping Strategies (Seating Arrangements)
Group A Students
(identify by table, group, name)
Group B Students
(identify by table, group, name)
Paraprofessional Role
(Optional)
Accommodations, Modifications, and Materials for this unit/lesson
Paraprofessional Materials
(Optional)
Accommodations, Modifications, Materials
for this unit/lesson
Evaluation of Group A
Follow-up Notes to Share with Co-Teacher
Evaluation for Group B
Follow-up Notes to Share with Co-Teacher
Unit/Lesson
Elementary Lesson
Standard(s) (District or State)
.
What students will know and be able to do at the end of the unit/lesson.
Assessments:
Formative:
Summative:
Sequence of Lesson/Activities: How will you support and scaffold students’ learning as they move toward mastery?
Co-teaching Model



Elementary Unit Lesson
Supportive Model (Whole Class)
Parallel Model (Small Groups)
Complementary/Side-by-Side (Whole Class)
_____________Responsibilities
Richard’s Responsibilities
Grouping Strategies (Seating Arrangements)
Group Students
(identify by table, group, name)
Group Students
(identify by table, group, name)
.
Accommodations, Modifications, and Materials for this unit/lesson
Accommodations, Modifications, Materials
for this unit/lesson
Evaluation of Group A
Evaluation for Group B
Follow-up Notes to Share with Co-Teacher
.
Follow-up Notes to Share with Co-Teacher
Developmental Continuum of High Performing
Co-Teaching Teams (use highlighter)
Criteria
Partnership
Novice
Begin to set goals using CoTeaching Progress Rubric/Tracker
Begin to clarify on roles and
responsibilities using Teacher Skills
Survey
Begin to set standards for
classroom routines, behavior using
the Roles and Responsibilities
Matrix
Developing
Begin to plan for full year’s
meeting schedule
Develop agenda format
Develop Lesson Plan format (long
form)
Develop weekly lesson plan
format (short form)
High-Performing Team
Measure progress on goals fairly
often and adequately
Roles and Resp. getting clarified
Norms generally observed
Meetings mainly effective
Problem solving protocol mainly
works
Daily/weekly communication plan
mostly works
Other:
Measure goal progress generally
consistently
Roles and Resp. generally
consistently clarified
Norms observed generally
consistently
Meetings generally are effective
Problem solving protocol works
generally effectively
Daily/weekly communication plan
generally works reliably
Other
Goals are mutually shared and
measured by each teacher and team
consistently
Roles and Resp. consistently clarified
Norms observed consistently
Meetings consistently effective
Problem solving protocol works well
consistently
Daily/weekly communication plan
consistently works efficiently
Other
The full year’s meeting schedule
mainly works
The agenda format mainly works
Lesson Plan format (long form)
mainly works
Weekly lesson plan format (short
form) mainly works
The full year’s meeting schedule
generally works effectively and
consistently
The agenda format generally
works effectively and consistently
Lesson Plan format (long form)
generally works effectively and
consistently
Weekly lesson plan format (short
form) generally works effectively
and consistently
The full year’s meeting schedule
works effectively and consistently
The agenda format works effectively
and consistently
Lesson Plan format (long form) works
effectively and consistently
Weekly lesson plan format (short
form) works effectively and
consistently
Develop daily/weekly
communication plan
Coplanning
Proficient
Next Steps
Needed Support from your Principal
◦ What Does Administrative Support Really Mean for Co-Teaching Teams
◦ Based upon Billinsley and McLesky’s research on the principal’s role in an inclusive school (Billingsley and
McLeskey 2014), principals are key in leading the change process toward both maintaining high
standards and educating all students. Principals do not have to lead each part of the initiative, but may
distribute some of the leadership to teams of teachers or teacher leaders.
◦ The principal’s major role is to provide his school with a clear vision that the purpose of inclusion is to
meet the needs of all students. The principal also needs to support the co-teaching team and the whole
faculty with time to work collaboratively toward this goal. Professional development that may include
outside experts who work periodically with the whole faculty to support their growth in understanding
inclusion and learning disabilities and effective teaching practices and the roles of specialists.
◦ The organization of the school may need to be redesigned to support inclusion. From the practical
needs for space to work in groups to the organization of time to support a collaboration school culture
and, in some schools roles may be redefined, for example, if coaches are added to the faculty.
◦ The principal needs to support and monitor progress of inclusion while balancing inclusion with the
mandates and drive to student achievement (Billingsley and McLeskey 2014)
Paraprofessional Concerns
◦ Job Description and Contractual Provisions: The principal’s and the other administrators’
expectations as well as the job descriptions and contractual descriptions.
◦ Expectations for the Different Roles Para-Professionals May Play: when they work 1 to 1, every
day in a classroom, some days in the classroom, etc., for example, assistive software,
programs, or software that will be used, modification of lessons, IEP expectations in 1 to 1
relationships, etc.
◦ Confidentiality: Para-educators need to realize that the information that they may have
about students cannot be discussed outside of the classroom with colleagues. Unless a
teacher is with the para, generally the para-professional does not discuss her work with
parents.
◦ Schedules: for support and for meeting times (if they are supported by the school)
◦ The Role of the Classroom Teacher: developing a whole-year, weekly, and daily plan for
working together; the degree of supervision or evaluation expected by the school; an
accounting of the results of the para-professional’s work, for example, does this teacher/para
team need to track social-emotional or academic progress, or does the classroom teacher
need to use a rubric for feedback to the para and the principal, to evaluate the para.
◦ The IEP or 504 Plan may be used to define the para-professional’s role although the team
process makes the decision about exactly what the services are that the para-professional
◦ Paraprofessionals supplement the classroom teacher’s work
◦ Paraprofessionals are directed by both teaching and behavioral planning by the classroom
teacher or co-teachers
What does this mean to you as a
teacher?
◦ http://www.youtube.com/watch?v=Bc-5FCd7t0U