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Co-Teaching as a Service Delivery Model
Elaine CraneSE Teacher
Waterbury Public Schools
Where Are You Now?
• Previous Training on Co-Teaching
• Levels of Use of Co-Teaching
• How Do You Plan to Use the Information from Today’s Session?
Gallery Walk Activity
•Go to your assigned poster with your group.
•Using your dots, indicate your answers to each statement on the chart.
What is co-teaching? How does effective co-teaching lead
to greater student achievement? How does co-teaching allow for
meeting the needs of all students in a general classroom, including students with disabilities?
? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?
? Essential Questions ?
QUIET SIGNAL
1. Hand up , Stop Talking, Stop Doing
2. Signal Others
3. Look
4. Listen
• two (or more) educators or other certified staff,
• contract to share instructional responsibility,• for a single group of students,• primarily in a single classroom workspace,• for specific content (objectives),• with mutual ownership, pooled resources, and
joint accountability,• although each individual’s level of
participation may vary.
Co-teaching is a service delivery system in which:
Marilyn Friend, Ph.D.
Continuum of ServicesContinuum of ServicesHospital or Institution
Homebound Instruction
Residential School
Special Day School
Full-Time Sp. Ed. Classroom
Sp. Ed. Classroom w/part-time in Gen. Ed. Classroom
Gen. Ed. Classroom placement w/resource room assistance
Gen. Ed. Classroom Placement with Itinerant Special Assistance
Gen. Ed. Classroom placement with Collaboration Teacher Assistance
Gen. Ed. Classroom Placement with Few or No Supportive Services
Most
Restric
tive
Least
Restric
tive
Rest ric
tiven
ess o
f Ed
ucatio
nal P
lacem
en
t
Special education is a service NOT a place.
Responsible Inclusive Practice means… Students with disabilities attend the neighborhood school they would attend if they were not disabled.
Each child is in an age-appropriate general education classroom.
Every student is regarded as a full and valued member of the class/school community.
Special education supports are provided within the context of the general education classroom.
No child is excluded on the basis of type and degree of disability.
The school promotes cooperative/collaborative teaching arrangements.
Service Delivery Systems in Inclusive
Schools• Support in Classrooms• Consultation• Teaming• Co-Teaching• Informal Problem Solving• Instruction in a Separate Setting• Collegial Staff Development
“With two teachers delivering instruction and increasing the
instructional options for students, all students can have
more opportunities to participate actively in their
learning.”
(Friend & Cook, Interactions, 2000)
Why co-teach? What do we want? What goals are we trying to achieve?
• Increased Academic Learning• Improved Student Self-Efficacy for
Learning• Enhanced Intrinsic Motivation for
Learning• Self-Directed Learning Behaviors
Benefits of Co-Teaching
Students with IEPs• Reduces stigma• Improved instruction• Continuity of instruction• Higher expectations
Students without IEPs• Increases understanding and respect for students with special needs• Improved instruction• Continuity of instruction
Teachers• Support• New sense of expertise• Combination of strengths and resources• Allows more time to reflect, monitor, assess, and adapt instruction• Classroom management
Other• Builds a heterogeneously- based classroom community• Meeting individual student needs• Lowers student/teacher ratio
(Friend)
• Strategies are integrated into classroom routines
• Skills are generalized to authentic task• Immediate application of strategies• Opportunity for daily practice• Strategies used across the curriculum• Problem-solving is built into lessons
Instructional Benefits
The Power of Two Video Clip
Co-Teaching Approaches
• One Teach, One Observe• One Teach, One Drift• Station Teaching • Parallel Teaching• Alternative Teaching• Team Teaching
Basis for Selecting a Co-Teaching Approach
Student characteristics and needs
Teacher characteristics and needs
Curriculum, including content and instructional strategies
Pragmatic considerations
One Teach/One Observe
One Teach, One Observe
Why?• To gather data• To analyze data• To check student
progress• To compare
target students to others
When?• In new co-
teaching situations
• After questions arise about students
• As a deliberate part of a lesson
One Teach/One Observe
Planning for One Teach/One Observe
Determine:• who is doing the observing• which student(s) to observe• what objective/behavior• when, how often
One Teach/One Drift
One Teach, One Drift
Why?• To provide
unobtrusive assistance to all students as needed
• One teacher has a particular area of expertise
When?• In new co-teaching
situations• The lesson lends
itself to delivery by one person
• As a deliberate part of a lesson when students need close monitoring
One Teach/One Drift
Planning for One Teach/One Drift
Determine:• who is doing the “drifting”• which student(s) to assist• what objective/behavior• when, how often
Station Teaching
Station
Why?• To lower
student/teacher ratio• To teach several
topics at once• To teach complex
material that is not hierarchical
When?• Students need to
work in smaller groups
• As a deliberate part of a lesson
Station Teaching
Planning for Stations
Determine:• what objective/concept• who is doing which station
(prep)• how you will group students • how long at each station
Parallel Teaching
Parallel
Why?• To lower
student/teacher ratio• To foster
participation in discussions
• To monitor students more closely
When?• As new topics are
introduced• To review for tests,
drill and practice, or re-teaching a topic
Parallel Teaching
Planning for Parallel Teaching
Determine:• what objective/concept• what materials (same/different)• how students will be grouped• how much time for the lesson• will there be large group sharing• what sponge or backup activity will
be used if groups don’t finish at same time
Alternative Teaching
Alternative
Alternative
Why?• If a small group of
students needs remediation
• For enrichment• For assessment
purposes• If mastery of a
concept varies
When?• “Flu” group• Friday review• Pre-teaching
Alternative Teaching
Planning for Alternative
Determine:• why there is a need • which students need to be in the small
group
• what objective/concept will be covered in each group
• when, how long
Team Teaching
Team
Why?• To demonstrate
interaction to students (role playing, modeling)
When?• Teachers have a
high sense of comfort working together
Team Teaching
Planning for Team Teaching
Determine:• what objective/concept • what impact from “Power of 2”• when, how long
Basis for Selecting a Co-Teaching Approach
Student characteristics and needs
Teacher characteristics and needs
Curriculum, including content and instructional strategies
Pragmatic considerations
Use of Approaches
0
5
10
15
20
25
30
Start of Year End of Year
OneTeach/ Observe
One Teach/ Drift
Stations
Parallel
Alternative
Team
Teams are encouraged to use all six approaches but a focus should be on the three with the greatest instructional time provided to students.
Services for at-risk students often are most effective when teachers pool their expertise and creative energies.
(Dettmer, Thurston, &Dyck, 1993.)
PARITY – PARITY - PARITY
Just whose classroom is it anyway??
Parity, Parity, Parity
• Both teachers’ names are on the board.• Both teachers’ names are on report
cards.• Both teachers have space for personal
belongings.• Both teachers have adult-size furniture.• Both teachers take a lead role in the
classroom.• Both teachers talk during instruction.
Parity, Parity, Parity
• Both teachers give directions or permission without checking with the other teacher.
• Both teachers work with all students.
• Both teachers are considered teachers by the students, parents, administrators and other staff.
Topics for Co-Teachers to Discuss
• Instructional content and expectations for students
• Planning, including time to do it and who does which part
• Instructional format, including who will do which part of the instructional delivery
• Parity, or how it will be clear that both educators have the same status in the classroom
• Responsibilities and procedures for substitutes
Topics to discuss, cont.
• Space, related to both students and teachers
• Noise and each educator’s tolerance for it
• Instructional routines• Organizational routines• The definition of “help”• Discipline procedures for the classroom• Confidentiality• Pet Peeves
Topics to Discuss, cont.
• Safety matters (e.g., for students with hearing impairments)
• Feedback, including when and how to discuss issues with each other
• Student evaluation, including grading
• Teacher chores such as grading, duplicating, assignment preparation, and so on
Round Robin
• Take 1 minute for individual reflection and/or brainstorming.
• In teams of 4, each member takes a turn sharing their answer.
• This continues until time is called.
At your table, pick a song that identifies co-teaching.
How to reach us …
Elaine CraneNorth End Middle School
(203) 597-8097
Alice Henley(860) 632-1485 X311
