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Our Targets For Today

Using the Three Stage Co-Teaching Development Self-Assessment Rubric to identify areas of strength and needImplementing Co-Teaching Models in the general education settingEffective CommunicationTeaching with parityResolving conflicts between co-teaching partnersValerie4Attention Cue! 3 2 1

Valerie:Most Learners are visual

5Developing a Common VisionA vision without a plan is just a dream.A plan without a vision is just drudgery.But a vision with a plan can change the world.Bill

61. What do you see that resonates with your passion for education and your vision of the ideal?

2. What experiences is he providing to prepare students for success as adults?Green Bronx Machinehttp://www.youtube.com/watch?v=lcSL2yN39JM

Bill7Creating a Shared VisionWhat would our students experience if we had the power to plan their learning experiences any way we wanted?What would the ideal learning environment look like?What experiences could we provide that would best prepare students for successful adulthood?Who could we ask to join us as learning collaborators in this endeavor?How would we assess our students?How would we grow as professionals?How would we know we were successful?Critical Conversations in Co-Teaching: A Problem-Solving Approach Carrie Chapman and Cate Hart Hyatt

What is co-teaching?Two or more adultsSimultaneously instructing a heterogeneous group of studentsIn a coordinated fashionHidden slideValerie, if needed9

Co-teaching Is not..One teacher acting like a helperJust showing upIgnoring the needs of students with IEPsTeaching the same old wayHidden slideValerie, if needed10What Are the Benefits of Co-Teaching?Blanket the TableState an example out loud, write it on the paper and drop it on the desk.The goal is to blanket the table with ideas in the time providedBlanket the TableDivide your class into groups of four or five.Provide each student with a half sheet of scrap paper.Direct students to rip the paper into four pieces.Ask students to stand around a desk top.Set a timer for 1 -2 minutes.Direct students to state an example out loud, write it on the paper and drop it on the desk.The goal is to blanket the table with ideas in the time provided.Bill12Professional GrowthDifferentiationTeacher Access and AvailabilitiyBehavior Management Student EngagementWhat are the benefits of C0-Teaching?Key Points About Adult LearningControlDepth of ExperienceMutual Respect/CollaborationNeed for RelevancePractical and Problem Centered

Co-Teaching is About Building the Capacity of ALL Teachers Through Collaboration

BEC

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Public education started in the 1820s. Started for white male upper classIf schools did not have success with kids kids dropped out. General education system did not change.

Emmigrants from other countries came and blended to become a new America. We didnt honor differences expected a melting pot theory.

Compulsory education started in late 1800s. It wasnt meant for all students.

17Intensive InterventionsGifted Pull OutELL Pull OutSRATest Taking Pull OutsIntensive InterventionPrograms for Nonreaders at Third GradeIntensive Intervention MathReading RecoveryIntensive InterventionIntensive InterventionRead 180Intensive InterventionABABECIn the 1950s and 60s there were class action law suits at the federal level around compulsory education with the outcome being, we cant keep leaving kids out. This is when programs began to be added i.e. title one, gifted, special ed General ed stayed the same and never really changed. We went about the same business and added programs to fix students.18Intensive InterventionsIntensive InterventionRead 180Intensive InterventionABAGifted Pull OutELL Pull OutSRATest Taking Pull OutsIntensive InterventionPrograms for Nonreaders at Third GradeIntensive Intervention MathReading RecoveryIntensive InterventionX100%XXBEC19General Education80%Tier 2 Tier 3 X 100%BECThink about Response to Intervention and being careful about our expectations.20INCLUSIONAlthough co-teaching is integral to the inclusive practices in many schools, it is not a requirement for inclusion to occur.

Inclusion refers to a broad belief system or philosophy embracing the notion that all students should be welcomed members of a learning community, that all students are part of their classrooms even if their abilities differ.Bec21Teacher Based Teams

In co-teaching, two significantly different orientations toward teaching are blended. (Friend & Cook, 2004)Bec225-Step Process Card

Coaching PromptsBecMany other names can be used, data teams, PLCs, etc. As long as the team does the minimum 5 steps with fidelity on a frequency of 2-3 times per month it doesnt matter what you call them.23Co-Teaching Rubric

BecIntroduce the rubric.24TBTs and the Rubric?Which of the 8 Categories Align to Teacher Based Teams?

How?

CommunicationPhysical ArrangementInstructional PresentationClassroom ManagementCurriculum Familiarity and DifferentiationIEP Goals, Modifications and Specialized InstructionInstructional PlanningAssessment/Data/Progress Monitoring

BecTalk about the 8 areas and how they relate to Teacher Based Teams25CommunicationEntails the use of verbal skills, nonverbal skills, and social skillsStage 1:Level 1 Co-teachingguarded communicationcommunication styles may clashlack of opennesssome dissatisfaction may be apparent"overly polite"issues of concern are ignored or not addressed due to a fear of conflicthave begun parity conversationStage 2:Transitionincreased opennessmore interactiveincreased in amount of communicationbeginnings of give and take of ideasbeginning signs of respect for differing communication stylesuse of plural language (we)use of conflict mediatorparity/roles have been establishedStage 3:Level 2 Co-teachinguse of humor in communicationmodeling of EFFECTIVE communication styles for students including: ways to listen, communicate, problem solve, and negotiateuse of non-verbal communication, including use of signalsteachers can finish each other's sentencesboth teachers communicate freelyuse of mini conferences to adjust lessons ongoingregularly check on communication and comfort during planning sessionsBecTalk them through marking examples ON THEIR OWN in the Communication category to determine where they think they are functioning as a team.26ON YOUR OWN:Continue with the other 7 areas on the rubric and determine what stage you (team) are in based on the examples.

BecFollow directions on slide. Give 5-10 minutes27AS A TEAM:Compare your results and determine where you are in each of the eight categories.

Record your Responses on the Team Rubric Response SheetContinue by creating your Team S.M.A.R.T. GoalBecIntroduce the Team Rubric Response Sheet for them to complete and turn in as they discuss their team results.28S.M.A.R.T GoalBy January 29, 2013, we will reach Stage ______ in the rubric area/s of ______________________ as determined by using the self-reflection rubric and gathered evidence that support the criterion in that Stage.

(We will check our S.M.A.R.T. goal on January 29 and set a new one to be completed by May 2013.)

Bec29Action Plan Template

Revisit Your Action Plans from SpringAnswer the Following Questions:Do we need to adjust our actions based on our self-reflection using the rubric?Have circumstances changed from last year?Have we already completed our action steps with fidelity?If so, how do we know?BECProvide time for them to adjust/create their action plans. Collect, make copies and return their originals.31RememberMarilyn

Bill32

Bill336 Co-teaching Approaches34One teachOne Observe:(use occasionally)

Station/rotation teaching:(use frequently)Parallel teaching:(use frequently)Alternative teaching:(use occasionally)Teaming:(use occasionally)One teach, one assist: (seldom)

Marilyn Friend - More Power! Bill Figure 3.1 Examples of Co-teaching handout (Friend)

One teach, One Observe: One teacher collects data while one teacher instructs.

Station/rotation: Content is divided into 3 segments then divide students into third s. Each group rotates through the three different stations. Each teacher works with a group while the third group works independently.

Parallel: Students are divided into 2 groups. Teachers lead the same instruction with both groups. -Small groups, more individual attention per student.

Alternative: One teacher manages the larger group while the other teacher takes a small group for a few minutes, for a specific instructional purpose such as pre-teaching vocabulary to enrichment.

Teaming: One brain in two bodies, Both teachers are in front of the class, sharing responsibility. Both teachers are fully engaged in the delivery of the core instruction.( One teacher leads the group while one models note taking through a projector. Occasional use due to approach loses instructional technique of grouping.

One teach, One assist: One teacher is the lead while the other teachers function is to monitor student work, address behavior issues, answer student questions, ask clarifying questions for students, distribute papers etc. Caution: Classroom still has just one teacher, thus elimination the entire wealth of instructional possibilities.34Level 1 Co-Teaching(whole group) A process by which one teacher assumes the main teaching responsibility of the classroom and one teacher assumes a support role (Kunkel)

ValerieDVD : Grades 6-12 Part 1 (select topic: What is level 1 co-teaching?)3:1535Level One Practices30%Speak and Add Write

One Teach, One Facilitate (Assess, Take Data, Handle Materials) Two Facilitate the whole groupTurn Taking teachers in front of the room togetherCooperative Learning Groups with 1 or 2 teacher facilitationCAUTION:The biggest problem is one of enabling student dependence on a co-teacher who is facilitating the roomWhen we facilitate over a childs shoulder, we give him a fish to eat for a day rather than teaching him how to fish for a lifetime. The biggest problem here is one of dependence. Students who come through a system where they have been supported in co-teaching get so used to being helped and enable that by the time they get to high school, they sit back. They know that sooner or later, the walk around teacher will come around with a pencil, write their name, get them started, tell me what to do etc. So instead of getting to work, they find something else to do..be annoying, disturb others.36An Example: Speak and Add(Level 1 on the rubric. )Pros:require the least planning together. is on the spot instructional support. Cons:Co-teacher can quickly be perceived as aide unless there is active engagement on the co-teachers partIs expensive

Valerie5:46 min. elementary example- to Anne Beninghof 37

With your co-teaching partner(s), think of how 2 teachers can maximize use of time in the classroom. Dont want to be perceived as an aide or as job sharing by taking turns being the teacher

38Level 2 Co-TeachingAn approach that adds value to instruction by specifically increasing the instruction intensity and the opportunities for students to respond

Both teachers teach at the same time to smaller groups of students

Focus is on data based interventions using flexible, small group instruction

Teach specific skills or address needs identified by dataSpecific IEP instruction

Level 2 in Action

Sit Now sit up straight and pay attention, class!Video?Bill40Sonyas power point for groups

Four CornersWhich Level 2 approach have you used?

Station/Rotation

Parallel

Alternative

Teaming

Bill42In Your 4 CornersPair up with someone you dont know very well

Introduce yourself

Talk about your experiences using an approachBill432 Levels of Co-Teaching

Level 1 Co-teaching- 30%One teacher assumes main teaching responsibility, one teacher assumes a support role. (Kunkel) One Teach, One ObserveOne Teach, One AssistTeamingLevel 2 Co-teaching - 70%Each teacher as specific teaching responsibilitiesTeaches to planned objectivesConducts a smaller group of students, simultaneously Alternative TeachingStation TeachingParallel Teaching44(Sonya Kunkel)Basis for Selecting a Co-Teaching ApproachStudent characteristics and needs

Teacher characteristics and needs

Curriculum, including content and instructional strategies

Pragmatic considerations

Bill45An ExamplePretest One Teach/One Observe collect formative dataLesson Flip/Flop Switch Teacher A works with group 1 on targetTeacher B pre-teach, vocabulary with group 2 that needs scaffoldsswitchTeacher A teach lesson group 2Teacher B enrich, re-teach with group 1Practice parallel groups both teachers support skill practiceDifferentiated practice 3 station tiered/ no rotation

46What is Collaboration?Collaboration is an interactive process in which colleagues share ideas, strategies, and tools Chapman and Hyatt

Collaboration is a systematic process in which teachers work together to analyze and improve their classroom practice. DuFourJean47Why Collaborate?You cannot have students as continuous learners and effective collaborators, without teachers having the same characteristics. Michael Fullan

The single most important factor for successful school improvement initiatives and the first order of business for those seeking to enhance the effectiveness of their school. Easton & Louis

The basic building block of the intelligent organization Pinchot & Pinchot

Collaboration is the essence of teachers professional community in schools. Garmston and WellmanJean48Communication Style InventoryComplete the Communication Style Inventory

GD The Controller/DirectorOD The Social/PromoterOI The Supporter/RelaterGI The Analyzer/Thinker

4 Corners Groups

How does our style benefit teaming?

How does it hamper teaming?Your Co- Teaching Team

What are our individual styles?

What does this mean for our communication with each other?

Jean50Four Stages of Group DevelopmentTuckman

STAGESTAGESTAGESTAGEJean51Willing to Be DisturbedAfter reading selection from Turning to One AnotherReflect on the words and phrases that resonated with youShare your initial thoughts and reactionsAre you willing to be disturbed, go out of your own comfort zone as you begin to collaborate together?If you are not willing to be disturbed, what are the implications for your partnership?What are the implications and concerns you feel in this process?

Jean52Parity QuestionsHow will we establish parity among ourselves and with our students?When and how will we plan? Will we keep one plan book?How will roles be determined? How will we both work with all students?What about grading, parent phone calls, IEP meetings, communications with guidance or administration?What will we tell students, parents, and other staff?How will be handle various behaviors in the classroom?What bugs you the most?What routines work best for you?What do you like to do the best, your successes?What tasks do you hate to do?How will we set up the room?Will both teachers have adult size furniture in the room?What would be your building hot button issues?53Station Rotation

Count off..1, 2, 3, 4

1.4.3.2.Challenge QuestionsTo use if we are going to divide into 2 groups and flip flop content55Station 1

To use if we are going to divide into 2 groups and flip flop content56Station 2

2.Challenge QuestionsTo use if we are going to divide into 2 groups and flip flop content57Station 3

Focus Tool3.Station 4

Using QR Codes in the Classroom4.

Copies will be posted on our website, www.sst6.orgContactBill Nellis, bnellis@sst6.orgBecky Rees, brees@sst6.orgValerie Robb, vrobb@sst6.orgJean Snyder, jsnyder@sst6.org

Short-Term Fixes

School System Norm

Short -Term Results

Norm Remains Unchanged Bandages Continue

Other Students Fail:

System Continues

School System Continues

Student Receives Bandage

School System Continues

Student Fails