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Learning Objective: Teachers will be able to use different co-teaching models to most effectively co-teach with their respective partner and most effectively utilize the skills of the specialist in order to meet the needs of a specific population of students with in the general education classroom.

Co-Teaching - Syllabus ED501 / 3 credits

General Important Notes to Keep in Mind When Co-Teaching:

Climate: Establish TOGETHER and come to a consensus about what climate you want to have in your classroom with your students.

Communication: Communicate continuously through out the year and make sure to be honest and authentic.

Roles & Responsibilities: Establish TOGETHER and come to a consensus about each person’s roles and responsibilities.

1. Read the packet from the book Co-Teaching

That Works: Structures and Strategies for Maximizing Student Learning by Anne M. Beninghof. a. Read the short intro and synopsis of all the co-

teaching models: “Looking Through the Co-Teaching Kaleidoscope”.

b. Read the following chapters: “Chapter 4: The Duet Model”, “Chapter 6: Speak and Add Model”, “Chapter 9: Learning Style Model”, and “Chapter 10: Parallel Teaching Model”.

c. Choose one of the following chapters to read based on which one applies best to your co-teaching situation: “Chapter 14: Co-Teaching with a Special Education Teacher”, “Chapter 17: Co-Teaching with a Paraeducator”, or “Chapter 20: Co-Teaching with an ELL Specialist”. (Feel free to read all 3 if you want to.)

NOTE: You may want to refer to the “Table P2.1: A

Synopsis of Co-Teaching Models” on pages 52-53

for models mentioned in these chapters that aren’t

in the readings above.

2. Current Practices Reflection: In at least 1

page, reflect on your current co-teaching situation or how it has gone in the past. Do you enjoy co-teaching? Why or why not? Explain your and your partner’s role and your relationship together. What has gone well for you and your partner in the past OR if you are just starting out, what are you excited about? What would you like to improve in your relationship OR what are you nervous about?

3. Reading Reflection: In at least 2 pages,

describe your initial reaction to the following aspects of the reading. What is your initial reaction to the Duet Model? Do you like the idea of the end goal being that both teachers are perceived as equals in the classroom? Why or why not? Which model(s) do you foresee working the best with your students and between you and your partner? Why?

Assignment

Co-Teaching - Syllabus ED501 / 3 credits

4. Over the next few weeks, incorporate at least

2 of the models in the reading. To do so think about the following to help you:

If you don’t have a common plan time with your partner, figure out a time when you are going to meet to plan and reflect.

Be proactive about the “cons” of each model and discus with your partner how to address them. Do the same with the “challenges” mentioned in your respective “specialist” chapter you read (Special Education, Para, or ELL).

Use the suggestions mentioned in the “specialist” chapter you read.

Use the “Table P2.1: A Synopsis of Co-Teaching Models” on pages 52-53.

5. Final Reflection: Follow the guidelines below.

a. For two weeks (60 hours), consistently plan out and implement the models and strategies listed in the readings, as stated in #4. After each day reflect on the effectiveness of using the models and strategies. Please use the hour log template to keep track of your hours during the course. The log must be submitted along with the rest of your assignments.

b. Write a two-page paper explaining: i. How did you incorporate each model? What

did it look like? What did you do in your role? What did your partner do in their role? What did the students do?

ii. Were the models and strategies successful? Did you notice a difference in your teaching of your students and in student learning? Did you notice a difference between your co-taught class(es) and your other classes?

iii. What did you do to support the effectiveness of the models?

iv. What was challenging or didn’t work as well as you would have hoped?

v. How would you modify any of the models to make them more effective in the future?

*To view additional resources on this topic, you can visit www.creditsforteachers.com/k12resources

Assignment Continued

Co-Teaching - Assignment Plan Grading Rubric for ED501 “Co-Teaching: Focus on SPED, Para & ELL Specialists”

Current Practices Reflection (Written response rubric) X/10pts Reading Reflection (Written response rubric) X/10pts Final Reflection on Co-Teaching (Written response rubric) X/20 pts Final Grade X/40 pts

Description

Student answers all questions thoroughly with detail. There are several examples provided for each question. There is a deep level of understanding of the topic.

Student answers all questions. There are one or two examples for each question. Student shows understanding of the topic. Some questions are complete while others are not. Student may have left out examples or just failed to answer all parts of the question. A correct description of the topic is used but full understanding is missing. Student has attempted to answer all questions but answers are incomplete. Not all parts of the questions are addressed and some or all questions are missing examples.

Answers are incomplete with a one or two sentence answer. There is no elaboration and there are no examples included.

Written Response Rubric: Grade

A 9-10 (10) 18-20 (20) B 8 (10) 16-17 (20) C 7 (10) 14-15 (20)

D 6 (10) 12-14 (20)

F 5-0 (10) 11-0 (20)

Final Grade Scale

Co-Teaching - Estimated Hour Breakdown Reading/reviewing assigned course materials 03 Researching additional techniques 02 Planning strategies into lessons 10 Practicing strategies/techniques in the classroom 60(20) Reflecting on lessons and effectiveness of strategies 05 Brainstorming, researching and writing final assignments 05

Total Hours 45

Co-Teaching – Items to Submit Current Practices Relfection (Written response rubric) X/10pts Reading Reflection (Written response rubric) X/10pts Final Reflection on Co-Teaching (Written response rubric) X/20 pts Hour Log (Required - Not Graded) Course Evaluation (Required - Not Graded

Colorado State University Pueblo: ED 501 – 3 Semester Hours Additional Course materials include: 1. Course Reading 2. Hour Log Template 3. Participant Evaluation Form

Assignment Deadline: Your assignments are due 6 months from your registration date but can be submitted whenever completed. Once submitted, please allow 4 weeks for the grade to be added to your transcript. Please submit all assignments in word.doc or PDF format to admin@creditsforteachers.com

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