CoTeaching Preparation:

1
Co-Teaching Preparation

• Keys to Success
• Part I Curriculum and Instruction

2
Outcomes

• Participants will be able to identify two major
  categories of team-teaching
• Participants will be able to define six models of
  team-teaching
• Participants will plan for successful delivery of
  curriculum

3
Legislative Requirements

• Effective July 1, 2005, school districts may
  implement co-teaching strategies for the
  following reasons
• Pairing teachers for staff development
• Pairing new teachers with veteran teachers
• Pairing teachers who are teaching out-of-field
  with teachers who are in-field
• Reducing turnover among new teachers
• Providing for more flexibility and innovation in
  the classroom
• Improving learning opportunities for students,
  including students who have disabilities

4
Legislative Requirements

• Additional requirements are
• Reasonable limits shall be placed on the number
  of students in a classroom so that classrooms are
  not overcrowded. Teacher-to-student ratios
  within a curriculum area or grade level must not
  exceed constitutional limits.
• At least one member of the team must have at
  least 3 years of teaching experience.
• At least one member of the team must be teaching
  in field.
• The teachers must be trained in team-teaching
  methods within one year after assignment.

5

• Co-Teachers jointly plan and conduct
  instruction in a coordinated fashion to ensure
  the success of all students.
• - - Friend and Cook 2003

6

• Co-teachers help one another by providing
  different areas of expertise that, when fused
  together correctly, can result in enhanced
  instruction for all students.
• - - Murawski and Dieker 2004

7
Team-teaching Models

• Category 1 Two or more teachers with equal
  responsibility, working with the same group of
  students at the same time
• Category 2 Two or more teachers working
  together, but not necessarily teaching the same
  students, nor necessarily teaching at the same
  time

8
Category 1 Models

• Traditional
• Collaborative
• Complimentary/Supportive
• Parallel
• Differentiated Split Class
• Monitoring Teacher

9
Traditional

• Teachers share instruction of content and skills
  to all students, at same time
• Example One teacher provides direct
  instruction to class, while other teacher models
  construction of a graphic organizer of the
  subject matter

10
Collaborative

• Teaching is done completely through group
  strategies
• Examples
• Group project work
• Student-led discussions
• Joint test taking

11
Complimentary/Supportive

• One teacher is responsible for teaching the
  content, the other for providing follow-up
  activities
• Example One teacher presents the content
  information on volume, the other teacher prepares
  an experiment on volume

12
Parallel

• The class is divided into two equal groups each
  teacher presents the same lesson
• Examples
• Groups go to opposite sides of the room, receive
  same information
• Small groups are formed for project work, each
  teacher works with half the groups

13
Differentiated Split Class

• Students are grouped by academic strengths,
  teachers share responsibility for meeting needs
  of each group
• Example Students are grouped for reading, each
  teacher is responsible for an equal number of
  groups or students

14
Monitoring Teacher

• One teacher instructs, while the other teacher
  circulates throughout room
• Example One teacher presents a new math skill,
  while the other teacher circulates and monitors
  students implementation of the skill

15
Remember

• Co-teachers are equal
• Model sharing of time and responsibilities
• Use a variety of methods/strategies
• Trade roles on a regular basis

16

• The plan is nothing,
• planning is everything.
• - - Dwight D. Eisenhower

17
ACTIVITY

• Work with your co-teacher to complete the Guided
  Questions Activity Sheet on Curriculum and
  Instruction.
• Choose one response to share with the group.

18

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Helpful Enjoyable Appreciated
Opportunities for improvement
19
Co-Teaching Preparation

• Keys to Success
• Part II Classroom Management

20
Outcomes

• Participants will develop a shared vision of a
  co-teaching classroom
• Participants will know supportive and destructive
  relationship habits
• Participants will plan for successful classroom
  management

21
Collaboration is

• a voluntary relationship
• a joint responsibility
• an attempt to reach consensus
• a learning experience
• an ongoing relationship

22
ACTIVITY

• Draw and complete this chart on your paper
• In a co-teaching classroom, we would

23
ACTIVITY Discussion Questions

• What areas did you find in common in the charts?
• Were there any areas of conflict?
• If there were areas of conflict, how will you
  address those?

24
Classroom Management

• Highly effective classrooms function as a
  family.
• What strategies can we use
• to promote a community of learners?

25
Relationship Relationship Builders
Breakers

• Listening
• Supporting
• Encouraging
• Accepting
• Respecting
• Trusting
• Negotiating

• Criticizing
• Blaming
• Nagging
• Complaining
• Punishing
• Threatening
• Bribing/Rewarding

26
Classroom Management Decisions

• Classroom expectations
• Academic
• Behavioral
• Logical consequences for choices
• Agreement on handling of disruptions
• Degree of parent involvement

27
ACTIVITY

• Work with your co-teacher to complete the Guided
  Questions Activity Sheet on Classroom Management.
• Choose one response to share with the group.

28

?
Helpful Enjoyable Appreciated
Opportunities for improvement
29
Co-Teaching Preparation

• Keys to Success
• Part III Advantages, Disadvantages, and
  Assessment

30
Outcomes

• Participants will know advantages and
  disadvantages of co-teaching
• Participants will plan for successful student
  assessment practices

31
Advantages of Co-Teaching

• Teachers
• Learning with and from colleagues
• Less isolation
• Supportive environment
• Observe and participate in different teaching
  methods
• Easier to provide attention to individual
  students
• (Robinson and Schaible, 1995)

32
Advantages of Co-Teaching

• Students
• More likely to be exposed to more than one
  teaching style
• More individualized instruction
• Greater achievement
• Greater retention of content and skills
• Increase in regard for group work
• Improved interpersonal skills
• (Robinson and Schaible, 1995)

33
Disadvantages of Co-Teaching

• Teachers
• Time required for planning
• Possible conflicts with co-teacher

34
Disadvantages of Co-Teaching

• Students
• Larger class size may be difficult for some
  students
• Possible confusion as to who is in charge of
  classroom
• If co-teachers are incompatible, students will be
  uncomfortable
• (Robinson and Schaible, 1995)

35
Think/Pair/Share

• What do you see as the biggest advantage of
  co-teaching for teachers? Why?
• The biggest disadvantage for teachers? Why?
• What do you see as the biggest advantage of
  co-teaching for students? Why?
• The biggest disadvantage for students?
• Why?

36
Student Assessment Decisions

• Types of assessments
• Written
• Performance
• How often?
• Who will administer?
• How will evaluation be shared by co-teachers?
• How will results be shared with students? With
  parents?

37
ACTIVITY

• Work with your co-teacher to complete the Guided
  Questions Activity Sheet on Assessment.
• Choose one response to share with the group.

38

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Helpful Enjoyable Appreciated
Opportunities for improvement