Collaborative Team Collaborative Team Teaching with the Special Teaching with the Special

Service ProviderService ProviderKeita Edwards-AdamsKeita Edwards-AdamsMS, CCC-SLP,TSSHMS, CCC-SLP,TSSH

ObjectivesObjectives

Define collaboration, co-Define collaboration, co-teaching and inclusionteaching and inclusion

Explain the models of co-Explain the models of co-teachingteaching

Define the roles of each Define the roles of each professional, benefits and professional, benefits and challengeschallenges

RationaleRationale

When professionals work When professionals work together they share their together they share their expertise, their resources, and expertise, their resources, and their support for the students.their support for the students.

Current Federal mandates have Current Federal mandates have caused collaboration to become caused collaboration to become increasingly embedded in our increasingly embedded in our educational school systems and educational school systems and our practice.our practice.

The current belief is that The current belief is that students with disabilities are students with disabilities are more often than not more often than not appropriately served in general appropriately served in general education classrooms and education classrooms and settings with supports and settings with supports and accomodations.accomodations.

BenefitsBenefits

What are the benefits to the What are the benefits to the school?school?1.1. Allows for greater inclusion of students in the Allows for greater inclusion of students in the

mainstream.mainstream.2.2. Allows for collaboration between all teachers.Allows for collaboration between all teachers.3.3. Allows for the promotion of models of good Allows for the promotion of models of good

practice.practice.

4.4. Additional support is made available to a whole Additional support is made available to a whole class group while monitoring and supporting class group while monitoring and supporting individual students.individual students.

5.5. Promotes a positive relationship between student Promotes a positive relationship between student and teacher(s)and teacher(s)

6.6. Allows for modelling of positive behaviour in Allows for modelling of positive behaviour in classrooms.classrooms.

7.7. Allows teachers to differentiate work and support Allows teachers to differentiate work and support initiatives within the schoolinitiatives within the school

What are the benefits for the What are the benefits for the students?students?1.1. Increased teacher time for the students due to 2 Increased teacher time for the students due to 2

adults working together either inside or outside adults working together either inside or outside the classroom.the classroom.

2.2. Allows Target students to be grouped Allows Target students to be grouped 3.3. Supports inclusion through access to the Supports inclusion through access to the

curriculum without stigma of withdrawal.curriculum without stigma of withdrawal.4.4. Provides differentiated learning experiences for Provides differentiated learning experiences for

all learning styles and abilities e.g. additional all learning styles and abilities e.g. additional material etc.material etc.

5.5. Allows for greater variety – skills and modes of Allows for greater variety – skills and modes of working.working.

What are the benefits for the What are the benefits for the professionals?professionals?1.1. Allows for the Learning Support and Resource Allows for the Learning Support and Resource

Teacher to deal with larger numbers of pupils than Teacher to deal with larger numbers of pupils than if they were working solely on their own.if they were working solely on their own.

2.2. Avoids teacher isolation.Avoids teacher isolation.3.3. Provides opportunities for shared decisions.Provides opportunities for shared decisions.4.4. Planning is supported because it it shared.Planning is supported because it it shared.

5.5. May be a rewarding experience.May be a rewarding experience.6.6. Sharing of workload and materials to be produced.Sharing of workload and materials to be produced.7.7. Behavioural problems may be more easily Behavioural problems may be more easily

diffused.diffused.

8. Sharing ‘good practice’ ideas.8. Sharing ‘good practice’ ideas.

How do I embrace change?How do I embrace change?

People go through changes People go through changes throughout their lives.throughout their lives.

Who Moved My Cheese?Who Moved My Cheese?

Think about some change you Think about some change you have experienced in the past. have experienced in the past. How did you respond?How did you respond?

Did you anticipate the change Did you anticipate the change even before it happened?even before it happened?

Did you scurry into action and Did you scurry into action and see what was needed and take see what was needed and take immediate action to meet the immediate action to meet the demands of the change?demands of the change?

Did you hem and haw and wish Did you hem and haw and wish change wasn’t happening?change wasn’t happening?

Did it take you awhile to Did it take you awhile to embrace but eventfully you embrace but eventfully you learned to adapt?learned to adapt?

What are some terms I need What are some terms I need to know?to know? CollaborationCollaboration a style of interaction betweena style of interaction between licensed teachers voluntarilylicensed teachers voluntarily engaged in shared decisionengaged in shared decision making as they work toward amaking as they work toward a common goal (Friend, 2007).common goal (Friend, 2007).

Co-TeachingCo-Teaching a common service deliverya common service delivery option where two or moreoption where two or more licensed professionals jointlylicensed professionals jointly plan and deliver instruction inplan and deliver instruction in a shared space with a diversea shared space with a diverse group of students (Friend and group of students (Friend and

Cook,Cook, 2007).2007).

InclusionInclusion a set of beliefs based on the ideaa set of beliefs based on the idea that students with disabilities havethat students with disabilities have the right to be members ofthe right to be members of classroom communities classroom communities withwith nondisabled peers, whether ornondisabled peers, whether or not they can meet the traditionalnot they can meet the traditional expectations of those classroomsexpectations of those classrooms (Friend, 2007).(Friend, 2007).

What does an inclusive school What does an inclusive school look like?look like? Physically IntegratedPhysically Integrated All students attend school according All students attend school according

to the local attendance zone.to the local attendance zone. Students with all ranges of Students with all ranges of

disabilities—mild, moderate, and disabilities—mild, moderate, and significant—attend the school.significant—attend the school.

All classrooms may serve general All classrooms may serve general education and special populations.education and special populations.

Instructionally IntegratedInstructionally Integrated All students work toward the same All students work toward the same

educational outcomes based on high educational outcomes based on high standards.standards.

Special and general education teachers Special and general education teachers collaboratecollaborate

to plan and to modify instruction and to plan and to modify instruction and assessmentsassessments

to resolve day-to-day problemsto resolve day-to-day problems to share successes.to share successes.

Students receive instruction at Students receive instruction at an appropriate social and/or an appropriate social and/or academic level within the academic level within the general education classroom general education classroom (Friend,(Friend,

2007).2007).

Socially IntegratedSocially Integrated Students with disabilities are not Students with disabilities are not

conditional members of their conditional members of their classes.classes.

There is a sense of belonging There is a sense of belonging and being a part of the school and being a part of the school community in which everyone is community in which everyone is accepted and is supported byaccepted and is supported by

all members of the community.all members of the community.

What is co-teaching?What is co-teaching?

Co-teaching is an approach to program delivery where two or more teachers professionals share teaching responsibilities within a general education classroom.

Co-teaching is…Co-teaching is… when both teachers interact with when both teachers interact with

all of the students at different all of the students at different times.times.

Co-teaching is…Co-teaching is… using various arrangements of using various arrangements of

students and group sizes, so students and group sizes, so each student’s educational each student’s educational potential is recognized.potential is recognized.

Co-teachers are jointly Co-teachers are jointly committed to “our”students, not committed to “our”students, not “yours”and “mine.”“yours”and “mine.”

““Co-teaching involves two or Co-teaching involves two or more certified professionals who more certified professionals who contract to share instructional contract to share instructional responsibility for a single group responsibility for a single group of students primarily in a single of students primarily in a single classroom with mutual classroom with mutual ownership, pooled resources, ownership, pooled resources, and joint accountability,” (Friend and joint accountability,” (Friend & Cook, 2000).& Cook, 2000).

You Teach, I ObserveYou Teach, I Observe

This approach allows for a This approach allows for a detailed observation of the detailed observation of the speech and language students speech and language students and the environment while they and the environment while they are engaged in learning. are engaged in learning. Afterwards, we should analyze Afterwards, we should analyze the data and make adjustments the data and make adjustments as needed.as needed.

Pros:Pros:

Minimal coordination or Minimal coordination or collaboration is requiredcollaboration is required

Allows teacher to teach without Allows teacher to teach without interruptionsinterruptions

Cons:Cons:

Does not fully utilize the Does not fully utilize the instructional specialistinstructional specialist

Can create a behavior/authority Can create a behavior/authority problemproblem

Can breed frustrationCan breed frustration

You Teach, I DriftYou Teach, I Drift

While you are teaching I will While you are teaching I will circulate through the room circulate through the room providing assistance to speech providing assistance to speech and language and others as and language and others as needed. needed.

Pros:Pros:

Minimal coordination or Minimal coordination or collaboration is requiredcollaboration is required

Allows teacher to teach without Allows teacher to teach without interruptionsinterruptions

Therapist can reward good Therapist can reward good behavior or narrate behavior to behavior or narrate behavior to enforce class rules or enforce class rules or consequences.consequences.

Cons:Cons:

Does not fully utilize the Does not fully utilize the instructional specialistinstructional specialist

Can create a behavior/authority Can create a behavior/authority problemproblem

Can breed frustrationCan breed frustration

Parallel TeachingParallel Teaching

We are both covering the same We are both covering the same material, but the class is divided material, but the class is divided into two groups and we teach into two groups and we teach simultaneously. My group is simultaneously. My group is composed of primarily speech composed of primarily speech and language students.and language students.

Pros:Pros:

Provides a smaller group and Provides a smaller group and thus more individual attentionthus more individual attention

Cons:Cons:

Requires excellent timingRequires excellent timing Requires that each teacher be Requires that each teacher be

equally strong in the material to equally strong in the material to be presentedbe presented

Station TeachingStation Teaching

We divide the content and the We divide the content and the students. We teach the content students. We teach the content to our group of students and to our group of students and then switch.then switch.

Pros:Pros:

Each teacher can independently Each teacher can independently plan for an area or lesson of plan for an area or lesson of strengthstrength

Makes good use of both the Makes good use of both the teacher and therapistteacher and therapist

Cons:Cons:

Requires excellent timingRequires excellent timing May be logistically difficult May be logistically difficult

depending on your classroom depending on your classroom spacespace

Alternative TeachingAlternative Teaching

You take responsibility for the You take responsibility for the large group while I work with a large group while I work with a smaller group that needs smaller group that needs specialized attention. My group specialized attention. My group is composed primarily of speech is composed primarily of speech and language students.and language students.

Pros:Pros:

Provides excellent differentiation Provides excellent differentiation opportunitiesopportunities

Provides a chance for Provides a chance for remediation or enrichment for remediation or enrichment for students who need itstudents who need it

Cons:Cons:

May reduce the efficacy of May reduce the efficacy of inclusion by separating students inclusion by separating students with special needswith special needs

Team TeachingTeam Teaching

We both deliver the same We both deliver the same instruction at the same time. instruction at the same time. This can be scripted or This can be scripted or spontaneous.spontaneous.

Pros:Pros:

Models an excellent respectful Models an excellent respectful working relationship between working relationship between adults.adults.

Allows both teachers to provide Allows both teachers to provide their unique perspectives.their unique perspectives.

Allows teaching of two Allows teaching of two strategies or ideas strategies or ideas simultaneously.simultaneously.

Cons:Cons:

Requires a rapport (this is hard Requires a rapport (this is hard work like a marriage)work like a marriage)

Requires planning togetherRequires planning together

What skills do I need to begin What skills do I need to begin a partnership (marriage) with a partnership (marriage) with my co-teacher?my co-teacher?

Willing to SHARE (sharing Willing to SHARE (sharing hopes, attitudes, responsibilities, hopes, attitudes, responsibilities, and expectations)and expectations)

Open minded and flexibleOpen minded and flexible Able to use effective, private Able to use effective, private

communication to resolve communication to resolve conflicts immediatelyconflicts immediately

““yours” “mine”yours” “mine”

Area of ExpertiseArea of Expertise

General EducationTeacherGeneral EducationTeacherContent Content Typical behaviorsTypical behaviorsPacingPacing

Special Service ProviderSpecial Service ProviderProcessProcessModifications/ adaptationsModifications/ adaptationsIEPIEP

RolesRoles

General EducationTeacherGeneral EducationTeacherContent ExpertContent ExpertAssigns gradeAssigns gradeAssures progress in courseAssures progress in courseCertifies student has met course Certifies student has met course requirementsrequirements

Special Service ProviderSpecial Service ProviderStrategy ExpertStrategy ExpertEnsures students make Ensures students make progress toward IEP goalsprogress toward IEP goalsEnsures students receive IEP Ensures students receive IEP servicesservices

What things do we need to What things do we need to consider?consider? Classroom expectations and Classroom expectations and

daily routinesdaily routines How closely you follow your planHow closely you follow your plan Noise level toleranceNoise level tolerance How we are going to monitor How we are going to monitor

and evaluate studentsand evaluate students How we are going to gradeHow we are going to grade

How we plan to maintain How we plan to maintain records?records?

How will we handle discipline?How will we handle discipline? Pet peeevesPet peeeves

To be a good co-teaching To be a good co-teaching partner, remember to:partner, remember to:

Plan together weeklyPlan together weekly Address classroom concerns Address classroom concerns

proactivelyproactively Receive ongoing administrative Receive ongoing administrative

supportsupport Thrive on challengesThrive on challenges

Nurture a sense of classroom Nurture a sense of classroom communitycommunity

Evaluate student performanceEvaluate student performance Reflect on practice and strive for Reflect on practice and strive for

improvementimprovement Support each otherSupport each other (Walther-Thomas, Korinek, (Walther-Thomas, Korinek,

et.al., 2000)et.al., 2000)

Parking Lot QuestionsParking Lot Questions

Cook L., & Friend, M. (1995). Cook L., & Friend, M. (1995). Co-teaching: Guidelines for Co-teaching: Guidelines for creating effective practices. creating effective practices. Focus on Exceptional Children. Focus on Exceptional Children. 28(3), 1-16.28(3), 1-16.