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Gradual Release of Responsibility in

Clinical Practice: A Guide to

Co-Teaching

Rutgers, The State University of New Jersey Graduate School of Education Teacher Education Programs

gse.rutgers.edu

Copyright © 2017 Rutgers Graduate School of Education, All rights reserved.

Our mailing address is: Rutgers Graduate School of Education 10 Seminary Place New Brunswick, NJ 08901 USA

Advancing Excellence and Equity in Education

Table of Contents

INTRODUCTION ..................................................................................................................... 3 Gradual Release of Responsibility Model ......................................................................................................................... 3 Co-Teaching in Clinical Practice ........................................................................................................................................... 4

Co-Teaching Approaches and Methods .................................................................................. 7 SUPPORTIVE ............................................................................................................................................................................. 7

One Teach, One Assist ............................................................................................................................................................................8 One Teach, One Observe .......................................................................................................................................................................8

COMPLEMENTARY ................................................................................................................................................................ 9 TEAM TEACHING ................................................................................................................................................................. 10 PARALLEL ................................................................................................................................................................................... 10

Supplemental Teaching ................................................................................................................................................................... 11 Alternative Teaching .......................................................................................................................................................................... 12 Station Teaching .................................................................................................................................................................................. 12

Student Teaching Schedule for the Co-Teaching Model ......................................................................................... 14 Stage 1 ......................................................................................................................................................................................... 14 Stage 2 ......................................................................................................................................................................................... 14 Stage 3 ......................................................................................................................................................................................... 15 Stage 4 ......................................................................................................................................................................................... 15 The “Nuptial Conversation”................................................................................................................................................. 18 What are Co-Teaching Issues for Discussion and Planning? ................................................................................ 18 Sample “Nuptial Conversation” Issues for Discussion and Planning ................................................................ 19 CO-TEACHING PLANNING TOOL GRAPHIC ORGANIZER ....................................................................................... 21 Role Differentiation: If one is… then, the other is...................................................................................................... 22 Co-Teaching Differentiation Lesson Planning Matrix Fourth Grade Example .............................................. 23 Fostering Reflection: The “Report Card” Conversation Starter for Reflection and Debriefing ............. 24 Nuptial Agreements for Co-Teaching Roles and Responsibilities ...................................................................... 25

References .......................................................................................................................... 28

INTRODUCTION

The Rutgers GSE considers the entire clinical experience as a collaborative

process between our students as clinical interns and the school community. We prepare

teachers in a collaborative and supportive environment that helps them learn to

navigate the complexities of the education profession and clinical experience is the

most crucial aspect of preparation. Preservice teachers benefit most, not by time alone,

but rather constant modeling by an experienced cooperating teacher. The shift from

modeling to guided support to the intern’s independent teaching follows the Gradual

Release of Responsibility model (Pearson & Gallagher, 1983)

Gradual Release of Responsibility Model

The Gradual Release of responsibility model of teaching and learning requires

that the teacher or mentor shift from assuming “all the responsibility of performing a

task…to a situation in which the learner assumes all of the responsibility (Duke &

Pearson, 2002, p.211). This model emphasizes learning experiences that fosters

development “of capable thinkers and learners when handling the tasks with which they

have not yet developed expertise (Buehl, 2005). In clinical practice, the cooperating

teacher gradual relinquishes responsibility for doing all of the teaching. Simultaneously,

the intern becomes increasingly more involved in the planning and implementation of

instruction, increasing in ability and confidence required to teach independently. While

the intern is actively teaching, the cooperating teacher is most constructive when he or

she continues to observe, give advice, and provide feedback, and to look for

opportunities for co-teaching and co-planning.

(Pearson & Gallagher, 1983)

Co-Teaching in Clinical Practice

Co-teaching is two or more people (i.e., cooperating teacher and teacher

candidate) sharing responsibility in planning for, teaching, and assessing the students

assigned to them for instruction. In a co-teaching clinical practice approach, a

cooperating teacher and clinical intern have an ongoing partnership in planning for and

practicing several co-teaching approaches to collaboratively teach all students

throughout the clinical experience (Villa, Thousand, and Nevin, 2013).

Benefits of co-teaching in teacher preparation are numerous. When interns and

cooperating teachers plan, instruct, and reflect together, their use of co-teaching

strategies encourages the following:

• Increased sharing and exchange of knowledge and skills

• Professional development for both cooperating teachers and interns in the development of shared language and understanding of collaborative planning and teaching and methods for high quality co-planning and co-teaching

• More opportunities to differentiate instruction

• Increased probability of closing the achievement gap and preventing special education referral by providing research-based instruction and intervention

• Increased confidence and competence building to solo teaching

Collaborative practices like co-teaching are crucial to the challenging and

changing culture of education. Isolation is not the most beneficial context in a constantly

changing environment. Further, “a professional culture requires teachers who are willing

to share, support, and explore together. Developing a collaborative culture will result in

reducing teacher attrition, improving student learning, and creating the type of school

that everyone searches for when they decide to become an educator” (Perez, 2015,

para.12).

Initially, co-teaching unavoidably involves sufficient time for the intern and

cooperating teacher to plan together. While building a collaborative relationship, each

needs time to voice his or her thoughts and ask one another questions to be sure the

lesson preparation and delivery go smoothly. However, once a routine and pattern

emerge and depending on the type of co-teaching method employed, planning may

become more productive and less time-consuming.

The distinctive features of co-teaching in clinical practice include collaborative planning,

teaching and reflection. Within this model of internship, it is the shift of responsibility

from cooperating teacher to clinical intern who is able to lead their collaborative work

that best describes goals for the intern’s performance.

Quite often, during the beginning of clinical practice the cooperating teacher

takes the lead of all collaborative planning, teaching and reflection processes. The

objective, however, is that by the end of clinical practice that the intern takes the lead in

each of these areas.

This guide provides a non-exhaustive overview of co-teaching methods and how they may be used to improve learning in a clinical setting for preservice teachers. Suggestions for a timeline for gradual release of teaching responsibilities and other resources are included. Finally, there is a co-teaching training module posted on our GSE Teacher Education website (https://gse.rutgers.edu/content/teacher-education-rutgers).

Co-Teaching Approaches and Methods

(Adapted from the work of Lynne Cook and Marilyn Friend, 1995)

There are several approaches to co-teaching approaches. In a national survey,

teachers experienced in teaching in a diverse classrooms reported that they used four

general approaches to co-teaching – supportive, parallel, complementary, and team co-

teaching (National Center for Educational Restructuring and Inclusion, 1995). Cook and

Friend (1995) describe six specific approaches to co-teaching that are compatible with

the aforementioned general ones.

SUPPORTIVE Supportive co-teaching is when one teacher takes the lead instructional role and

the other(s) rotates among the students providing support. The co-teacher(s) taking the

supportive role watches or listens as students work together, stepping in to provide one-

to-one tutorial assistance when necessary while the other co-teacher continues to direct

the lesson. Teachers new to co-teaching or who are short of planning time often begin

with this approach.

Supportive

One Teach, One Assist

One Teach, One Observe

Complementary Team

Team

Co-Teaching

Parallel

Station Teaching

Alternative Teaching

Supplemental Teaching

One Teach, One Assist

In this supportive approach, two teachers are present but only one teacher takes

primary responsibility for delivering whole class instruction. The other assists students

with their work and meeting expected behaviors, or provides other support as needed. It

is important to note that roles should be reversed often.

Before a particular lesson, teachers plan together, choose roles, and determine

the supports that should be in place for successful lesson implementation (i.e. students

needing specific accommodations or modifications, behavior supports, re-teaching, etc.)

One Teach, One Assist gives teachers the opportunity to teach content and provide

individualized support at the same time.

This co-teaching strategy is useful when student work needs close monitoring.

For example, teachers might ask themselves, “how well do our students understand the

steps in long division? Are all students following along as they learn to take notes?”.

One Teach, One Assist is also beneficial when one teacher has a particular expertise or

when a teacher is new to a setting or is unfamiliar with certain content. teaching new

material/concepts or when one teacher has greater content expertise than the other.

One Teach, One Observe

In this approach, one teacher has primary responsibility for delivering instruction

while the other gathers specific, purposeful observational information on students or the

(instructing) teacher. During collaborative planning, the teachers choose roles (who

observes, who teaches), establish the focus of the observation, and select methods of

data collection. The focus of the observations might be on specific student or teacher

behaviors, or a combination of subjects that impact teaching and learning. The

observing teacher can see behavior and other variables not seen by teacher conducting

lesson.

One Teach, One Observe is effective for classroom-level data collection on

student learning without disrupting students’ schedules or instruction. Data can then be

used to drive instruction, select interventions and other supports.

In the context of clinical practice, a clinical intern might observe the cooperating

teacher’s use of higher-order questioning or use of feedback to students. The intern

might record question levels, students’ responses, or the nature of the teacher’s

corrective feedback. An added benefit of this approach is that it helps the clinical intern

become familiar with all students’ ability levels, social skills, interests, behaviors eCI.

After the co-taught lesson, the cooperating teacher and intern should engage in post-

observation analysis and reflection. Although only one person is responsible for

teaching, both the intern and cooperating teacher learns new or sharpens familiar skills.

COMPLEMENTARY

Complementary co-teaching is when a teacher does something to enhance the

instruction provided by the other co-teacher. For example, one teacher might

paraphrase the other teacher’s statements or model note-taking skills using a projector

or document camera. Another complementary strategy is for one of the co-teaching

partners to pre-teach a small group routines and expectations required for successful

cooperative group learning and then monitors as students practice the roles during the

lesson taught by the other co-teacher. As co-teachers gain confidence and acquire

knowledge and skills from one another, complementary co-teaching may become a

preferred approach.

TEAM TEACHING Team co-teaching is when two or more people do what the traditional teacher

has always done – plan, teach, assess, and assume responsibility for all of the students

in the classroom. Both teachers are actively teaching the whole group. Preplanning to

allow for effortless flow of the lead between the two teachers is essential. Each teacher

has an equal role in the instruction and both are comfortable alternately taking the lead

and being the supporter. The test of a successful team teaching partnership is that the

students view each teacher as equally knowledgeable and credible.

As co-teaching team, teachers share leadership, responsibility, and lessons in

ways that allow students to experience each teacher’s expertise. For example, for a

lesson on technology, one co-teacher with interests in history explains the impact of

technological advances on society. The other, whose strengths are with the technical

mechanisms involved, explains certain types of technology work. As a result, both

teachers are able to provide perspective and make large group instruction more

engaging. Team teaching is an excellent way to model a respectful, adult working

relationship and to promote respect for both teachers. However, a strong rapport

between co-teachers is paramount to the success of this approach.

PARALLEL Parallel co-teaching is when two or more people work with different groups of students in

different sections of the classroom. Co-teachers may rotate among the groups and sometimes

there may be one group of students that works without a co-teacher for at least part of the time.

Fundamental to parallel co-teaching is that each co-teacher eventually works with every student

in the class. With two teachers, the class is divided into two groups with both teachers teaching

the same lesson with the same materials to half the class. The major benefit is a smaller class

size that promotes stronger learner engagement and allows for focused instruction. Teachers

new to co-teaching often begin with this approach.

With parallel co-teaching, it is important to ensure that students get comparable

instruction. Similarly, the pacing of the lesson needs to be similar to end at the same time. This

allows students to regroup as a whole class at the end of the lesson to review essential points.

Consider using parallel co-teaching methods if a lower adult-student ratio is

needed to improve instructional efficiency or to foster student participation in

discussions. Parallel co-teaching may also be useful in facilitating skill practice

activities, re-teaching and content review. It also allows teachers to more closely

monitor students and promotes student-teacher interaction. In the clinical practice

setting, the intern assumes sufficient responsibility while engaging in parallel co-

teaching that he or she becomes more prepared for teaching the whole class

independently.

Supplemental Teaching

This parallel method consists of one teacher delivering instruction or monitoring

the class as a whole group, while the other teacher assists a small group by re-teaching

or extending the content. The second teacher provides intense instruction for selected

students or additional time and information for those who need it. In most cases, the

small group should be working on the same objective as the rest of the class, but with a

different level of complexity. Co-teachers should vary the teacher who works with the

group, the students who are in the group, and the purpose of the group.

Supplemental teaching is useful for students who lack requisite experiences or

background knowledge, students working on grade level, and those who need

additional instructional time for a variety of reasons. This method of co-teaching

requires teachers to understand students’ strengths and needs in order for them to be

addressed appropriately. Because students get to work in small, strategic, and flexible

groups, discipline problems are less likely to occur and some groups may be able to

learn more content in less time.

Alternative Teaching In alternative teaching, one teacher manages most of the class while the other

teacher works with a small group inside or outside of the classroom. The small group

does not have to integrate with the current lesson (which distinguishes alternative from

supplemental teaching). However, both teachers should be teaching to the same

objective but utilizing different materials to meet various learning styles. Depending on

the content, it may be important to regroup as a whole class at the end to review

essential points. Alternative teaching is an effective way to meet individual student

needs.

Station Teaching

In this parallel co-teaching approach, each teacher takes responsibility for

planning and teaching part of the instructional content to small groups of students at

learning stations. Students rotate through the various stations, each of which has a

different instructional focus (although all might touch upon similar objectives). At his/her

station, each teacher then delivers the content to one group and subsequently repeats

the instruction for other groups. In addition to the two stations led by co-teachers, other

established stations give students an opportunity to work independently. All groups

complete the same activities, but at different times. The groups are usually NOT

leveled, and instead heterogeneously mixed, but the advantage of such small groups is

that teachers can individualize instruction and provide adaptations and modifications for

students as they rotate through stations.

Stations are effective when content is complex but not hierarchical or when a

lesson involves review or addresses several topics. For example, while one teacher

guides a reading group the other teacher leads a writing group. Alternatively, one

teacher might lead a station where the students play a money math game and the other

teacher could have a mock store where the students purchase items and make change.

Both educators are involved equally through the teaching experience, which makes

station co-teaching an effective way to utilize both teachers' lesson-planning abilities

and content area strengths, as well as allow room for equity between the shared

instruction. Furthermore, when used during clinical practice, station teaching gives

interns the opportunity to build their confidence while teaching a mini-lesson multiple

times and keeps the cooperating teacher actively engaged with students.

t is imperative that stations are well-planned and that each group (students and

their teacher) is clear about the assignment and its desired outcome. Co-teachers must

make sure that resources are available, space is adequate and that lessons plans are

clear and shared ahead of time. Planning must allow for enough time to setup and

clean-up, and should yield post-station activities related to the content in case students

finish early. Establishing management routines and expectations for students while

engaged in learning at stations is a prerequisite for this co-teaching method.

Suggested Timelines

Co-Teaching in clinical practice provides meaningful opportunities for clinical

interns to demonstrate increasing competence and independence in their teaching

performance. However, the cooperating teacher is still responsible for content,

implementation, and management. Therefore, he/she must use professional judgment

to ensure the pace at which the clinical intern assumes teaching duties is appropriate

and that the co-teaching approaches are employed in a manner most beneficial to

students. Interns should advance in instructional responsibility when they and the

cooperating teacher decide they are ready.

Student Teaching Schedule for the Co-Teaching Model This sample schedule may be modified to fit the situation or unique needs of the student

teacher, cooperating teacher(s), students or school.

Stage 1 1. Gather information and learn the rules of the classroom, school, and district.

2. Discuss curriculum, materials, and resources with cooperating teacher(s)

3. Assist in daily routines from the first day. “Out of your seat and on your feet.”

4. Begin to use co-teaching models from day one including: one teach /one observe or one teach/one assist. 5. Ask questions about planning, differentiation, and special needs students. Learn all accommodations. The cooperating teacher does the majority of the planning 6. Observe other teachers in the grade and school.

7. Use the GSE lesson plan format for all formal observations, in addition to using the school/district form for daily lesson plans

Stage 2 1. Begin to plan lessons in some subject areas in consultation with the cooperating teacher. 2. Work on class management and mastery of content.

3. Discuss with cooperating teacher the possibility of involvement within the school and district. 4. Increase models of co-teaching and add models including: one teach/one assist, supplemental teaching, and station teaching.

5. Planning done together with cooperating teacher.

6. Complete by the end of Month One

Stage 3 1. Develop mastery of content area. Move beyond the textbook where allowed.

2. Increase teaching responsibilities as teacher candidate takes the lead.

3. Increase models of co-teaching to including, parallel teaching, team teaching, and alternative teaching. Clinical intern should be leading. 4. Intern takes the lead on planning, but still plans with the cooperating teacher

5. Interns should teach several lessons on their own. (Could be one teach/one observe with the cooperating teacher checking for questioning levels, eCI.) 6. Complete by the Midterm

Stage 4 1. Continue to lead on lesson planning.

2. Utilize all 7 models of co-teaching with student teachers in the lead. Student teachers should also have solo teaching time. 3. Assume nearly all responsibilities and duties from cooperating teacher.

4. Develop an awareness of the broader issues in education and how these issues impact individual students. 5. Discuss with the co-teacher plans to facilitate the return of all classroom responsibilities.

The following timeline illustrates the typical development of the interns’

performance from the beginning to the end of their clinical experience and suggestions

for cooperating teacher and intern actions during each phase of clinical practice.

Timeline Cooperating Teacher (CT) Actions Clinical Intern (CI) Actions

Beginning of Clinical Practice

Planning and Reflection CT leads planning and reflection conversations in all areas of instruction. Instruction and Instructional Role(s) CT takes the lead Supportive: CT in lead role Parallel: CT teaches own plans Complementary: CT leads Team: Likely not yet employed

Planning and Reflection CI actively participates in all planning and reflection conversations. Instruction and Instructional Role(s) CI follows lead of CT Supportive: CI in support role Parallel: CI teaches CT plans Complementary: CI complements, as directed Team: Likely not yet employed

Early in Clinical Practice

Planning and Reflection CT leads and prompts CI contributions to planning and reflection conversations. Instruction and Instructional Role(s) CT leads most of the time. Supportive: CT leads and supports Parallel: CT teaches own plans Complementary: CT usually leads Team: CT prompts CI role

Planning and Reflection CI begins leading at least one part of the planning conversations in one or more areas of instruction and contributes to reflection conversations. Instruction and Instructional Role(s) CI begins taking the lead periodically. Supportive: CI supports, may lead Parallel: CI sometimes designs and teaches own plans Complementary: CI complements with guidance, as needed Team: CI teaches with guidance

Middle of Clinical Practice

Planning and Reflection CT and CI shares leadership of planning and reflection conversations. Instruction and Instructional Role(s) The CT equally shares taking the lead in the Co-Teaching approaches. Supportive: CT in lead and support roles Parallel: CT teaches own plans for groups Complementary: CT leads, complements Team: CT and CI jointly instruct

Planning and Reflection CI and CT shares leadership of planning and reflection conversations. Instruction and Instructional Role(s) The CI equally shares taking the lead in the Co-Teaching approaches. Supportive: CI in lead and support roles Parallel: CI designs and teaches own plans for groups Complementary: CI leads, complements Team: CT and CI jointly instruct

End of Clinical Practice

Planning and Reflection CT participates in planning and reflection conversations. May lead some. Instruction and Instructional Role(s) The CT follows the CI’s lead (or shares the lead, in team co-teaching). Supportive: CT supports Parallel: CT teaches own group(s) Complementary: CT complements Team: CT and CI jointly instruct

Planning and Reflection CI leads most or all planning and reflection conversations. Instruction and Instructional Role(s) The CI takes the lead (or shares the lead, in team co-teaching) in co-teaching roles. Supportive: CI in lead role Parallel: CI teaches own plans/groups

Complementary: CI leads Team: CT and CI jointly instruct

HELPFUL RESOURCES FOR ADOPTING CO-TEACHING APPROACHES IN CLINICAL PRACTICE

Materials adapted from Villa, Thousand, and Nevin. 2013. A guide to co-teaching: Practical tips

for facilitating student learning (3rd ed.). Thousand Oaks, CA: Corwin Press.

Downloaded from:: CSUSM (Cal State University San Marcos)

http://community.csusm.edu/course/view.php?id=

The “Nuptial Conversation”

What are Co-Teaching Issues for Discussion and Planning?

Time for Planning: IT DOES TAKE MORE TIME TO PLAN INITIALLY!

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• Instruction

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• Student Behavior

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• Communication

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• Evaluation

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• Logistics

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• Timeline for shift from CT to CI and “solo” teaching?

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• Other?

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Sample “Nuptial Conversation” Issues for Discussion and Planning

Time for Planning

• How much time do we need?

• Where will we find the time that we need?

• How will we use our time together?

• What records can we keep to facilitate our planning?

Instruction

• What content will we include?

• Who plans for what content?

• How will we share teaching responsibility?

• Who adapts the curriculum and instructional and assessment procedures for select students?

• What are our strengths in the area of instruction and assessment?

• How will the content be presented -- will one person teach and the other(s) arrange and facilitate follow-up activities, or will all members share in the teaching of the lesson?

• How will we arrange to share our expertise? How can we arrange to observe one another and practice peer coaching?

• Do we rotate responsibilities?

• How will we assess the effectiveness of our instruction?

Student Behavior

• If we could each have only three class rules, what would those be?

• Who decides on the disciplinary procedures?

• Who carries out the disciplinary procedures and delivers the consequences?

• How will we be consistent in dealing with behavior?

• How will we proactively addressing behavior?

Communication

• What types and frequency of communication do we each like to have with parents?

• How will we explain this collaborative teaching arrangement to the parents?

• Who will communicate with parents? Will there be shared responsibility for communication with parents of students with identified special education and other specialized needs, or will particular members of co-teaching team have this responsibility?

• What types and frequency of communication do we each like to have with students?

• Who will communicate with students?

• How will we ensure regular communication with each other?

• Who communicates with administrators? Evaluation

• How will we monitor students' progress?

• How will we assess and grade student performance?

• Who evaluates which group of students -- do team members collaborate in evaluating all students' performances, or is each team member primarily responsible for evaluating a subset of students?

Logistics

• How will we explain our co-teaching arrangement to the students and convey that we are equals in the classroom?

• How will we refer to each other in front of the students?

• How will teacher space be shared?

• How will the room be arranged?

• Who completes the paperwork for students identified as eligible for special education?

• How is the decision made to expand or contract team membership?

• How will a balance of decision-making power be maintained among co-teachers?

Planning: Adding Co-Teaching to Instructional Planning

• We talk about the content we intend to teach (the student learning objectives) and what instructional strategies we plan to use. For example, if teaching a reading comprehension strategy lesson, we would talk about what comprehension strategy/skill to teach (student learning objective), and what instructional strategies and materials used to teach it.

• We talk about the differentiation concerns/considerations that we have for students’ learning at each point of instruction. For example, what specific challenges does the content present? What additional needs might some students have that require special attention during this lesson? What aspects of language and culture and learning styles should instruction attempt to accommodate?

• We talk about which Co-Teaching approach would allow us to collaborate to best present the content and address the differentiation considerations. (Supportive, Parallel, Complementary, Team)

• We talk about what each teacher will do in his/her role while implementing the co-teaching approach. It may be helpful to consider the various options for how to carry out your Co-Teaching role by using the resource, “Role Differentiation: If one is … then the other is …”. We make sure that both of us understand how we use this approach to differentiate instruction to meet the needs of students.

CO-TEACHING PLANNING TOOL GRAPHIC ORGANIZER When co-teachers plan for instruction for each block of instructional time, they also plan the

co-teaching approaches they will use based upon the differentiation needs of their students.

This graphic organizer is a tool designed to facilitate the planning conversation for co-

teaching. Writing in the graphic organizer is optional. The tool prompts co-teachers to:

• identify what and how content is being taught in each instructional block;

• identify differentiation needs of students

• identify the co-teaching approach(es) that best allow for instruction and differentiation;

• describe what the actions of each co-teacher will be when executing instruction and the co-teaching approach.

In each section of instructional time, what are we teaching and how are we planning to teach it?

What are the differentiation considerations & specific needs of students? How does co-teaching approach help us meet those needs?

Which Co-Teaching approach do we plan on using?

CO-TEACHER Cooperating Teacher What will I do? (If one is doing this…)

CO-TEACHER Clinical Intern What will I do? (The other is doing this…)

Role Differentiation: If one is… then, the other is…

Co-Teaching Approach

If one is.… The other could be ….

Supportive

Providing direct instruction to whole class

Circulating, providing one-on-one support as needed

Supportive Facilitating an activity Circulating, checking for comprehension

Supportive Providing large group instruction

Circulating, using proximity control for behavior management

Parallel Prepping half of the class for one side of a debate

Prepping the other half for the opposing side of the debate

Parallel Re-teaching or pre-teaching with a small group

Monitoring large group as they work on practice materials

Parallel

Facilitating stations or groups

Facilitating stations or groups

Complementary Giving instructions orally Writing down instructions on board

Complementary Lecturing Modeling note taking on the board/overhead

Complementary Explaining new concept Conducting role play or modeling concept

Team

Guiding students through odd steps of a procedure

Guiding students through even steps of a procedure

Team Considering differentiation, modification and enrichment needs

Considering differentiation, modification and enrichment needs

Team

Co-Teaching Differentiation Lesson Planning Matrix Fourth Grade Example

For each time block, what/how are we teaching?

What are differentiated instructional needs of our students?

Which co-teaching approach(es) will we use?

COOPERATING TEACHER What will I do? (If one is doing this…)

TEACHER CANDIDATE What will I do? (The other is doing this…)

Review Math Homework

Several students are easily distracted; several students need further clarification on math procedures and concepts

Supportive Parallel Complementary Team

I am leading. I go over the answers for the math homework and clarify concepts and procedures, as needed.

I am supporting. I make sure children are listening and “tutor” and redirect as needed to be sure questions are answered.

Math mini-lesson: multiplying fractions

Four students in the class need visual and concrete representations, (i.e., manipulatives) to construct their understanding


I am leading I teach the mini-lesson on the concept and skills of multiplying fractions

I am complementing. I provide illustrations and fraction models while my co-teacher is teaching the concept/skills

Differentiated Guided Practice of Fraction Multiplication

Students have different levels of support needs, so homogeneous small group work with manipulatives provides targeted support to student with needs


I work with a group of struggling students who need pizza pie manipulatives to practice multiplying fractions.

I work with and monitor the rest of the groupings of students who are ready to use drawings, paper & pencil to multiply fractions.

Reading Fluency using iPods

Students benefit from close monitoring, in order to note any student struggling with iPod recording process or with evaluation of their recording.


I am leading. I facilitate students reading the section of text into their iPods and then evaluating their fluency based on our criteria

I am supporting. I listen in as they read/record and support those struggling. I make sure they use each criteria when they are prompted to evaluate

Fostering Reflection: The “Report Card” Conversation Starter for Reflection and Debriefing

The Report Card

(A Conversation Starter for Reflecting and Debriefing)

Names of Co-Teacher(s): “Some things I learned/noticed from planning and observing you are… “ “Some questions I have are…” “Something we might consider for our next lesson is…”

Initials: ________ _________ Date: _________________

Nuptial Agreements for Co-Teaching Roles and Responsibilities

Directions: Insert P, S, E, or I to designate level of responsibility. Plan to revise based on changes in co-teacher

skills and/or needs of the students for whom you are co-teaching.

RESPONSIBILITIES

PERSON RESPONSIBLE

NAME NAME NAME NAME

Develop units, projects, lessons

Create advance organizers

(e.g., concept map, lecture guide)

Monitor and assess student progress

Assign grades

Schedule/facilitate team meetings

Assign responsibilities to

paraeducators

Train paraprofessionals

Supervise paraprofessionals

Recruit and train peer tutors

Facilitate peer support and friendship

Communicate with administrators

Communicate with related service

providers (e.g., speech and language)

Communicate with parents

Developing Individual Education

Programs (IEPs)

Other:

CODE KEY: P= Primary Responsibility S=Secondary Responsibility

E=Equal Responsibility I=Input into the Decision Making

Similarities, Advantages, & Differences of Co-Teaching Approaches Similarities Among the Four Co-Teaching Approaches

• Two or more co-teachers are in the classroom.

• They capitalize on specific strengths and expertise of both co-teachers.

• They provide greater teacher-to-student ratios and additional one-on-one support for students in the classroom.

• All approaches have benefits and cautions associated with their use.

• Students are primarily heterogeneously grouped by mixed abilities and interests.

• There are shared responsibilities.

• Each approach requires trust, communication, planning time, and coordination of effort. (Note: The need for all of these elements increases as you move from

supportive to parallel, parallel to complementary, and complementary to team teaching co-teaching.)

Supportive Differences Parallel Differences Complementary Differences Team-Teaching Differences One co-teacher is in the lead role; the

other provides support. Who is in lead

and who provides support may change

during a lesson.

Co-teachers work, monitor, or facilitate

different groups of students in the same

room. (There are at least seven different

options for arranging the groups.)

One co-teacher teachers content; the

other facilitates access (e.g.

clarifies, paraphrases, simplifies,

provides visual scaffolding, records

content.)

One co-teacher may pre-teach

specific study or social skills and

monitors students’ use of them; the

other teaches the academic content.

Both co-teachers are equally

responsible for planning, instruction of

content, assessment, and grade

assignment.

This approach requires the greatest

amount of planning time, trust,

communication, and coordination of

effort.

Supportive Advantages Parallel Advantages Complementary Advantages Team-Teaching Advantages Allows immediate support (academic or

behavioral) to students.

Can be used when there is little or no

planning time.

A way for a new member of a co-

teaching team to get to know other co-

teachers, the students, the curriculum,

and the classroom routines.

New content is introduced by the teacher

with the greatest content mastery.

Allows the supportive co-teacher to

monitor and collect data.

Reduces student to teacher ratio. (Divide and

conquer).

Increases teacher feedback to students.

Each co-teacher instructs and uses

instructional expertise.

Co-teachers can be viewed as equal partners.

Allows for greater individualization, data

collection, monitoring, and relationship

building with students.

Students have greater opportunities to engage

in conversation and peer-mediated

instruction with partners, at stations, or in

cooperative groups.

Complementary “experts of access,”

regardless of their level of content

mastery, influence instruction by

making content more accessible.

Co-teachers are viewed as teachers

of all students in the classroom.

All co-teachers are viewed as equal and

teachers of all students.

Content experts acquire and practice

access skills.

Access experts acquire and practice

content skills.

It is difficult to identify who is the

“content” vs. the “access” expert.

Cautions Associated with each Co-Teaching Approach

Supportive Cautions Parallel Cautions Complementary Cautions Team-Teaching Cautions

Beware of the “Velcro effect,” where the

supportive co-teacher hovers over one or

selected students, stigmatizing both the

student(s) and the co-teacher.

Beware of making the supportive co-

teacher the “discipline police,” materials

copier, or in-class paper grader, rather

than an instructor.

Beware of ineffective use of the

supportive co-teacher’s (e.g. special

educator, ELL specialist) expertise.

Beware of resentment, if the skills of the

supportive co-teacher (e.g. special

educator) are not being used or the lead

co-teacher (e.g. content teacher) feels an

unequal burden of responsibility.

Beware of staying “stuck” in the

supportive role due to lack of planning

time.

Beware of creating a special class within the

class and lowering student achievement by

homogeneously grouping lower-performing

students together.

Beware that the noise level can become

uncomfortably high when numerous

activities are occurring in the same room.

Beware of failing to adequately prepare other

co-teachers to ensure that they deliver

instruction as intended, since co-teachers

cannot monitor one another while all are

simultaneously co-teaching different groups.

Beware of failing to closely

monitoring students, as co-teachers

co-instruct in the front of the class.

Beware of too much teacher talk,

repetition, and reduced student-

student interaction.

Beware of “stepping on one

another’s toes.”

Beware of “typecasting” the co-

teacher delivering content as the

“real” or “expert” teacher.

Beware of failing to plan for “role

release” or “role exchange,” so that

all co-teachers get a chance to lead

instruction of the content.

Beware of failing to closely monitoring

students, as co-teachers co-instruct in

the front of the class.

Beware of too much teacher talk,

repetition, and reduced of student-

student interaction.

Beware of “stepping on one another’s

toes.”

References

Buehl, D. (2005). Scaffolding. Reading Room. Retrieved April 26, 2017

from http://weac.org/articles/readingroom_scaffolding/

Cook, L., & Friend, M. (1995). Co-Teaching: Guidelines for Creating Effective Practices. Focus

on Exceptional Children, 26, 3.

Duke, N. K., & Pearson, P. (2002). Effective Practices for Developing Reading Comprehension.

In Alan E. Farstrup & S. Jay Samuels (Eds.), What Research Has to Say About Reading

Instruction (3rd ed., pp. 205-242). Newark, DE: International Reading Association, Inc.

National Center on Education Restructuring and Inclusion. (1995). National study on inclusion:

overview and summary report. New York, NY:

Pearson, P.D & Gallagher, M. C. (1983). “The Instruction of Reading Comprehension,” Contemporary

Educational Psychology, 8, pp. 317-344

Perez, J. (2015). Taking the Doors Off the Classroom Through Collaboration. Retrieved August 29, 2017

From http://www.hotchalkeducationnetwork.com/collaboration-with-purpose/

Villa, Thousand, & Nevin. (2013). A guide to co-teaching: Practical tips for facilitating student

learning (3rd ed.). Thousand Oaks, CA: Corwin Press.

http://weac.org/articles/readingroom_scaffolding/

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