teaming in co-teaching

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Working in Teams: A Shared Responsibility A Whole Group Discussion

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Working in Teams:

A Shared

ResponsibilityA Whole Group Discussion

Articles

We will review assigned reading articles.

Please have them ready to reference and

make comments about them throughout.

Co-Teaching: Getting to Know Your

Partner

by Jane Sileo

Getting Started: the relationship building stage.

Effective Communication is key to navigating professional relationships.

Unresolved issues interfere with efforts to collaborate on behalf of students –communication is key.

Planning: the Co-teaching

Stage

Define who:

Plans and teaches the

lessons.

Prepares and organizes

instructional material.

Chooses co-teaching

structures that

complement the lessons

and the students’

abilities.

Grades assignments.

Description of Co-Teaching

Structures

One Teach, One Observe

Parallel Teaching

Station Teaching

Alternative Teaching

One Teach, One Assist

Team Teaching

Problem Solving the Ongoing

Relationship Stage (See the example in the article), Step 1: Identify the Issues

Step 2: Develop alternative courses of action.

Step 3: Analyze the risks and benefits of each course of action.

Step 4: Choose a course of action.

Step 5: Take action.

Step 6: Evaluate results of the action

Step 7: Assume responsibility for the consequences, correct potentially negative consequences, or re-engage in the decision-making process.

Share with a partner how you

would implement the 3 stages.

Relationship-building stage.

Co-Teaching stage.

On-going relationship stage.

What would the stages look

like for you?

Strengthen Your Co-teaching

Relationship by Jan Stivers

Please reference your article for whole group

discussion.

Planning and Instruction Set aside large blocks of time for

planning.

Adapt planning tools to suit your needs.

Lobby for instructional materials that support coo-teaching.

Try new models of co-teaching

Use your time strategically.

Reexamine the layout of your classroom to be sure it continues to be well-suited to your evolving co-teaching practices.

Assessment

Give and get feedback,

twice as fast.

Clarify your understanding of

each other’s grading

expectations.

Experiment with ways to share

responsibility for grading.

Enhancing Your Partnership Recognize the little things that

can mean a lot.

Pay attention to parity.

Acknowledge problems early and

honestly.

Address conflicts in a manner that

is comfortable for both of you.

Learn to let it go.

Extending Your Reach

Attend a professional development

workshop together.

Model collaborative skills.

Volunteer to serve as mentors to new co-

teaching pairs.

Maintaining Perspective

Honor your sense of humor.

Create a mission statement.

Reminder: It is not a marriage.

Partner Share

What would you do to strengthen your

co-teaching relationship?

Working Together

in Collaboration,

Consultation, and

TeamsA Presentation

Beginnings

Working together in teamwork probably

began around cave fires ages ago.

Over time, people have improved their

quality of life by working together.

Toddlers are expected to outgrow

egocentrism and learn how to interact

with others.

Teacher Isolation in the Past

In the past, teachers worked alone in their classrooms for the most part.

In more recent times, schools have become multidimensional centers of activity and much more social places.

Chunking of the typical school day insulates teachers from sources of ideas beyond their own background of experiences.

Why work together as

educators?

Consultation and collaboration helps us

achieve common goals.

Processes of sharing expertise and

challenging basic assumptions can

stimulate growth in exciting ways when

colleagues team up as productive

partners.

Consultation

An interactive process in which school

personnel in general education and special

education, related services and support

personnel, families of students, and the

students themselves are working together and

sharing their diversity of knowledge and

expertise in order to define needs and then

plan, implement, assess, follow through and

follow up on the ways of learning that learners

develop to their fullest potential.

Co-Educators

Co-educators are persons who

collaborate, consult, and work as a team

to provide appropriate learning

experiences for learners’ diverse needs.

Co-education can be school based, such

as teachers and related services or

support personnel; home based, such as

family members or caregivers for students,

and community based in support roles.

Teamwork

In the collaborative school environment is

the process by which a group of co-

educators work to address common

purposes and strive to achieve shared

goals for the benefit and ultimate

successes of children and youth.

Group work Group 1: Describe consultation and how it

works.

Group 2: Describe collaborative co-education and what that looks like.

Group 3: What is teamwork in an educational setting?

All groups: list some of the things they may be observed doing.

A List of Some of the Things Educators

May Be Observed Doing

Discussing students’ needs with co-educators and planning ways of addressing those needs.

Listening to colleagues’ concerns about a particular teaching situation.

Recommending classroom alternatives as first-to-be-tried interventions for students with special learning and behavior needs.

Leading or participating in professional development activities that focus on special needs.

Networking with other educational professionals and agencies who can be resources for students’ needs and school improvements in general.

Motivation for Working

Collaboratively

Reports from school districts throughout the U.S. identify collaboration as a key variable in the successful implementation of inclusive education.

Collaborators do not compromise and cooperate as much as they confer and concur.

Collaborators need models that provide structure, practice, encouragement, and positive feedback in order to perform the sophisticated and demanding functions called for in collaborative school consultation.

No Child Left Behind (NCLB)

Used high stakes testing in reading and math

Inclusion of children with disabilities in the testing scheme

Intensive preparation for the tests

High-profile reports of schools that made or failed to make adequate yearly progress (AYP)

Higher standards for teacher certification

Common Core Standards of

2012

Relevance to special education:

Skills to articulate a personal philosophy of special education.

Roles of individuals with exceptional learning needs in planning individualized programs.

Models and strategies for consultation and collaboration.

Several other measures focusing on assessment, communication, para-educators, and families.

Technology for Working

Together Effectively

Gathering and sharing information.

Communicating with co-educators in

schools, homes, and communities.

Developing resources for curriculum and

instruction

Organizing and managing data

Networking with co-educators and

support services

Ethics for Working Together as

Co-Educators

An ethical climate for collaborative

school consultation and teamwork calls

for a system of values and principles in

which beliefs and actions about working

together will guide practices and inspire

excellence.

Collaborators must create environments

in which respect and caring characterize

their professional interactions.

Activity

Assigning responsibilities.