COOPERATIVE CO-TEACHING: EQUITABLE PARTNERSHIPS FOR EFFECTIVE LEARNING

Dr. Kate Mastruserio Reynolds, Missouri State University, katerey523@gmail.comSaturday, March 25, 20178:30 AM – 9:45 AM

OBJECTIVES PWBAT Articulate characteristics of co-teaching Describe models of co-teaching Identify potential collaboration quagmires

and solutions for avoiding them Outline strategies for aligning co-

teachers’ expectations and roles

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CO-TEACHING DEFINED

WHAT IS CO-TEACHING? “Two or more professionals delivering substantive instruction to a diverse, or blended, group of students in a single physical space.” (Cook & Friend, 1995).

“…paraprofessionals, parent volunteers, or older student volunteers also have roles in assisting the teachers. But these arrangements do not meet the definition of co-teaching as we have articulated it.” (Cook & Friend, 1995).

Essentially, co-teaching is a team sharing planning, instruction, formative and summative assessment, feedback and responsibility.

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FEATURES OF CO-TEACHING1. Shared goals and objectives2. Shared belief system on learning and

learning processes3. Mutual respect and

collegial/professional relations4. Willingness to lead and follow in

teaching and learning5. Distribution of tasks, responsibilities

and recognition6. Open interaction between

collaborators7. Negotiation of roles8. Positive interdependence9. Monitoring co-teaching success and

progress; flexibility and willingness to change

10. Individual accountability

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NUMEROUS BENEFITS OF CO-TEACHING

BENEFITS OF CO-TEACHING: EL STUDENTS• More individualized attention• More carefully aligned curriculum and modifications

for different levels of proficiency• Tiered levels of instruction within the classroom• Access to a variety of instructional strategies

supported by two highly qualified instructors• A supportive system for educators that addresses

students’ needs• Opportunities for peer interactions• More differentiated instruction, because of

collaborative planning• Reduced stigma for students with disabilities• Exposure to positive academic and social role models• Continuity of instruction due to fewer interruptions in

the school day

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BENEFITS OF CO-TEACHING: EDUCATORS• Combined ownership of the

instructional environment• Experts to collect and analyze data to

inform instruction• Increased collaboration in lesson

development and delivery of instruction• Mutual goals• Support and camaraderie; Less teacher

isolation• Greater teacher efficacy• Shared responsibility for outcomes• Classrooms with a potential for fewer

behavior referrals• Professional development

http://www.schools.utah.gov/sars/Instruction/CoTeaching.aspx

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BENEFITS OF CO-TEACHING: SCHOOLS• Establishment of a school-based culture of collaboration• Establishment of a supportive system for all educators• Decreased student-to-teacher ratio

http://www.schools.utah.gov/sars/Instruction/CoTeaching.aspx

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WHAT ARE YOUR CO-TEACHING

EXPERIENCES?

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MY CO-TEACHING EXPERIENCES The Good (Effective), Bad (Ineffective) and Mediocre (not capitalized upon; not actualized) Good-Dale and crew at Longfellow Elem in EC re: Worlds of Exploration

Bad-1 co-teacher at Harvard IEP Mediocre- 1 co-teacher at Harvard IEP

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YOUR CO-TEACHING EXPERIENCESTASK:

1. Discuss with a partner or small group one of your co-teaching experiences.

2. Rate it (e.g., effective, ineffective, mediocre).

3. Why would you rate it this way?

If you haven’t co-taught, have you observed co-teachers? Rate them and justify your rating. http://faculty.virginia.edu/coteachUVA/images/

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MODELS OF CO-TEACHING

MODELS OF CO-TEACHING1. Supportive Teaching

One teacher serves as the lead One provides support to students in a 1-on-1

tutorial format (drifts)

2. Team Teaching Team teachers share all the planning, instruction,

assessment, and responsibility for the class

3. Parallel Teaching Both teachers lead breakout group instruction in

different parts of the classroom

4. Alternate Teaching Teachers take turns presenting material

5. Station Teaching Teachers staff different stations for instruction

6. Complementary Teaching One teacher provides insights, examples, or

elaboration to enhance the teaching of the other

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MODELS OF CO-TEACHING

1.Supportive Teaching

3.Parallel Teaching

Honigsfeld & Dove, March 2010

2.Team Teaching

4.Alternative Teaching

5.Station Teaching

MODELS OF CO-TEACHING1. Which of these models would

you use more frequently? Why?

2. Which of these models would you use less frequently? Why?

3. What might be the positives and negatives of employing the same approach regularly?

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WHY CAN CO-TEACHING GO AWRY?HOW CAN WE OVERCOME THE

CHALLENGES?

PERSONALIndividual needs usurping the shared goals whether intentionally or not.Power/control Race issuesGender issues

EgoTime

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OVERCOMING PERSONAL ISSUES: POWER, CONTROL AND EGO

How do we define roles in order to avoid conflict?

1. Write a mission and vision statement individually, discuss, then rewrite together.

What do you want your classes/program to look like? Accomplish?

2. Write individually and discuss roles in planning, instructional delivery, class management and assessment.

What are your preferred instructional delivery methods/approaches/techniques?

Which parts of lesson planning, delivery, assessment to you enjoy? Which do you dislike?

What are your most favorite and least favorite topics/subjects/content?

CRITICAL ANALYSIS: What are your strong suits? Weaknesses? Limitations?

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OVERCOMING PERSONAL ISSUES: POWER, CONTROL AND EGO

How do we define roles in order to avoid conflict?2. CONTINUED…Discuss roles in planning,

instructional delivery, class management and assessment.

What is your classroom management plan? What are your behavior expectations? Rules?

Consequences? Noise-level in classroom? Tardiness?

Business of classroom: room set up, procedures (i.e., dismissal, gathering/distributing papers, leaving the room, etc.) emails/phone calls, substitute teacher?, etc.

Great resource: https://www.education.ne.gov/bmit/pdf/establishingclassroomrulesandconsequences.pdf

How will shared resources be managed (i.e., computer, phone, etc.)?

How will you communicate with parents? What are your parent-teacher conference roles/responsibilities?

How will you share other responsibilities, such as lunch/bus duty, assemblies, field trips, etc.?

OVERCOMING PERSONAL ISSUES: TIME How do we plan collaboratively without wasting time? Ground rules and agreements

Avoiding a complaint session Be individually accountable

Have an agenda of goals to accomplish Develop action plans for individual tasks

Map your curriculum; Create and follow a long and short term curriculum plan

Share a lesson plan format, gradebook and grading scale/rubrics; Utilize the same document formats

Cite your resources clearly Utilize Google Drive or other document development/sharing/feedback and library

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Shumway, et. al., 2011.

INTERPERSONALProfessional respect and trust Ideally, co-teaching collaborations should be organic. The teachers would choose with whom to work.

Ways to establish respect and trust without welding a weighty ego ;-)

Open and frank communication If you feel/think something, say something*! Open communication is the key to a successful partnership.

*constructively!

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OVERCOMING INTERPERSONAL ISSUES How can we get on the same page?1. Share your teaching

philosophy. How is language learned? Which methods/approaches do

you advocate? Which techniques and

activities are your go-to? What is the format of your

lessons?2. Discuss your teaching

style. Are you formal/informal? Are you more traditional,

constructivist, or interactive?

http://longleaf.net/teachingstyle.html

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OVERCOMING INTERPERSONAL ISSUES: COMMUNICATION STYLES

How can we get on the same page?1. Take a Communication Style Inventory and

discuss your results. http://

occonline.occ.cccd.edu/online/klee/CommunicationsStyleInventory.pdf

http://blog.visme.co/the-4-communication-styles-quiz/ Conderman, G., Breshanan, V., & Pedersen, T. (2009).

Purposeful co-teaching: Real cases and effective strategies. Pp. 13-15.

2. Be careful about assumptions.3. Hold discussions using open-ended questions:

What are your thoughts on…. How do you feel about…

4. Employ “I” messages I think that… I feel….

5. Use paraphrasing to check comprehension: What I hear you saying is…

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OVERCOMING INTERPERSONAL ISSUES: MANAGING CONFLICT How do we manage challenges during instruction without conflict? On-the-spot

Always present a united front. Defer until appropriate time and place. It is okay to offer differing perspectives on the content; if there is a conflict in delivery, discuss it in a private aside or meeting.

Other Teaching Reactions/Values Clarification Discussion: What happens if…. Discuss possible scenarios that are common problems in the classroom and how each person likes to respond to these types of challenges.

Discuss random uncommon challenges and hypothesize how he/she might react.

Discuss your pet peeves and things that push your buttons.

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PROFESSIONAL KNOWLEDGE How do we develop professionally trusting relationships that focus on the students?

1. Exhibit your commitment to the endeavor2. Be authentic, trustworthiness and honest

in verbal and non-verbal communication3. Be constructive and polite; Exhibit

patience, concern and tolerance4. Exercise good judgment; Demonstrate

integrity5. Be consistent and fulfill your promises6. Cultivate a mutually beneficial attitude7. Value the relationship and wish for the

best for your partner8. Show respect for your partner’s

perspectives, knowledge, experience, state of mind, values, beliefs, needs

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Adapted from https://www.psychologytoday.com/blog/trust-the-new-workplace-currency/201309/ten-ways-cultivate-work-relationships-and-grow-trust

OVERCOMING DIFFERENCES IN PROFESSIONAL KNOWLEDGE• Sharing knowledge• It’s all in the way you do it…• Learning together• Readings• Pinterest• Conferences• Podcasts • Recognizing different perspectives, background experiences and instructional preparation.• Honoring your peer’s knowledge

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PROFESSIONAL PERFORMANCE Lack of know how Lack of coordination Lack of balance between planning and improvisation

Unclear roles

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OVERCOMING ISSUES OF PROFESSIONAL PERFORMANCE: DELIVERING INSTRUCTION How do we deliver lessons so they are coherent and learner-centered?•Planning•Communication•Checklists to ensure…• objectives are clear; lessons are focused• presentations and explanations are planned•materials are prepared and ready• groupings are planned• roles and responsibilities are discussed• assessments are planned and organized•Reflection and Feedback•Were explanations, directions and presentations clear, focused and succinct?• Did learners exhibit confusion, discomforting or conflict?•Were learning objectives achieved? If not, why not? ht

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WHAT ARE SOME GROUPING STRATEGIES TO USE IN CO-TEACHING?1. Heterogeneous

Unlike needs/interest/skills/mixed gender, this may be useful when assessing instructional or intervention focus for future grouping.

2. Homogeneous Like needs/interest/skills/same gender, this may be

useful when providing targeted instruction or interventions.

3. Skill-based Same skill level; this may be useful when providing

targeted interventions.

4. Student interest Same research topic/project; this may be useful when a

project or topic is assigned for class-wide presentations.

5. Action research Teachers may wish to do action research on instructional

or intervention strategies for an identified group of students.

6. Random No formal organization; allowing students to group

themselves.

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A SCHOOL-WIDE INITIATIVE

TIPS FOR SCHOOL-WIDE IMPLEMENTATION• Start the process before the school

year begins by sharing with stakeholders, including parents, proposed program planning, vision, and professional development outcomes.

• Identify and provide common planning time. x Plan team composition, compatibility, and schedules to ensure effective instruction.

• Identify and provide opportunities for ongoing and targeted professional development.

• Set class size guidelines to enable numbers to be maintained at a reasonable level.

• Maintain effective teams from year to year.

• Share school faculty members about the benefits of co-teaching.

Adapted from http://www.schools.utah.gov/sars/Instruction/CoTeaching.aspx

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TIPS FOR SCHOOL-WIDE IMPLEMENTATION• Develop a school-wide belief in

inclusive practices that increase accessibility to the core for all. The notion of “your kids, my kids” should be replaced with the notion of “our kids”.

• Develop parental support/buy in/knowledge regarding co-teaching.

• It is important to have ESL teachers teach in the same content area rather than spreading them across multiple content areas.

• Assign ESL teachers to content areas in which they have credentials, expertise or interest.

• Determine how teacher evaluation will occur and what the criteria are.Adapted from http://www.schools.utah.gov/sars/Instruction/CoTeaching.aspx

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SCHOOL-WIDE IMPLEMENTATION• TASK:1. Reflect upon: Who would be supportive and

participatory in an initiative? How will you garner support

from school leadership? What evidence do you need to

advocate for a co-teaching arrangement?

What financial, scheduling or other obstacles might need to be overcome?

2. Action items: What are your first steps? What resources do you need?Adapted from http://www.schools.utah.gov/sars/Instruction/CoTeaching.aspx

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CONTINUOUS ASSESSMENT AS A

MEANS TO EFFECTIVE CO-TEACHING

HOW CAN WE KNOW IF OUR CO-TEACHING ARRANGEMENT IS WORKING? It is vital to conduct on-going self-evaluation of the co-teaching situation for improvement and growth.

Honigsfeld & Dove, 2015

CONCLUDING REMARKS

PRESENTATION WRAP-UP What ideas are you thinking about? What ideas were important or resonated with you? What connections did you make today?

What steps will you take after our time together?

RESOURCES http://www.coteach.com http://www.k8accesscenter.org http://www.doverschools.org http://www.rock-hill.k12.sc.us http://education.wm.edu http://www.iu17org.org http://www.powerof2.org http://iris.peabody.vanderbilt.edu

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REFERENCES Beninghof, A. M. (2012). Co-teaching that works: Structures and strategies for maximizing student learning. San Francisco, CA: Jossey-Bass. Buckley, F. J. (2000). Team teaching: What, why, and how? Thousand Oaks, CA: Sage. Conderman, G., Bresnahan, V., & Pedersen, T. (2009). Purposeful co-teaching: Real causes and effective strategies. Thousand Oaks, CA: Corwin. Cook, L. & Friend, M. (1995). Co-Teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3): 1-16. Davison, C. (2006). Collaboration between ESL and content teachers: How do you know when we are doing it right? International Journal of Bilingual Education and Bilingualism, 9, 454-475.

Fattig, M. L., & Taylor, M. T. (2008). Co-teaching in the differentiated classroom: Successful collaboration, lesson design and classroom management. San Francisco, CA: Jossey-Bass.

Friend, M. (2014). Co-teaching: Strategies to improve student outcomes. Naples, FL: National Professional Resources. Friend, M., & Cooke, L. (2017). Interactions: Collaboration skills for school professionals, 8th ed. NY: Pearson. Kaplan, M. (May 10, 2012). Collaborative team teaching: Challenges and rewards. Edutopia. Retrieved from: https://www.edutopia.org/blog/collaborative-team-teaching-challenges-rewards-marisa-kaplan

Honigsfeld, A., & Dove, M. (March, 2010). From isolation to partnership: ESL co-teaching leads to teacher leadership. Teachers Teaching Teachers, 5(6): 1-4. National Staff Development Council.

Honigsfeld, A., & Dove, M. (Fall, 2014). Co-Teaching: A look-back, a look-ahead, and the look-fors. Retrieved from http://minnetesoljournal.org/fall-2014/co-teaching-a-look-back-a-look-ahead-and-the-look-fors

Honigsfeld, A., & Dove, M. (2015). Collaboration and co-teaching: Strategies for English learners. Thousand Oaks, CA: Corwin. Hourcade, J. J., & Bauwens, J. (2003). Cooperative teaching: Rebuilding and sharing the schoolhouse, 2nd ed. Austin, TX: Pro-ed. McClure, G., & Cahnmann-Taylor, M. (2010). Pushing back against push-in: ESOL teacher resistance and the complexities of co-teaching. TESOL Journal, 1(1), 101-129.

Roth, W. M., & Tobin, K. (2002). At the elbow of another: Learning to teach by co-teaching. NY: Peter Lang Publishing. Santana, J., Scully, J. E., & Dixon, S. L. (2012). Co-teaching for English language learners: Recommendations for administrators. In A. Honigsfeld & M. G. Dove (Eds.), Co-teaching and other collaborative practices in the EFL/ESL classroom: Rationale, research, reflections, and recommendations (pp. 59-66). Charlotte, NC: Information Age Publishing.

Shumway, L. K., Gallo, G., Dickson, S., Gibbs, J. (September, 2011). Co-teaching handbook: Utah guidelines. Retrieved from: http://www.schools.utah.gov/sars/Instruction/CoTeaching.aspx

Van den Akker, S. (2013). ESL and mainstream co-teaching: Negotiating the planning, instructing, and assessing process. (Unpublished master's thesis). Hamline University, St. Paul, MN. Retrieved from www.hamline.edu/WorkArea/linkit.aspx?ItemID=4294991746

Villa, R. A., Thousand, J. S., & Nevin, A. I. (2008). A guide to co-teaching: Practical tips for facilitating student learning, 2nd ed. Thousand Oaks, CA: Corwin.

Wilson, G. L. (2016). Co-planning for co-teaching: Time-saving routines that work in inclusive classrooms. Alexandria, VA: ASCD.