Co-Teaching Strategies
Regional trainings
April 5 or 6, 2016
Can We Agree?
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To be actively involved
Value differences
Agree to disagree
Listen
NC State Board of Education Mission
“Every public school student will graduate
from high school, globally competitive for
work and postsecondary education and
prepared for life in the 21st Century.”
As a result of this session, we will:
• Identify the alignment of the NC Teaching
Standards and the co-teaching;
• Determine best practices used in the co-teaching;
• Identify the six types of co-teaching;
• Strategize tips for scheduling co-teaching in the
master schedule; and
• Generate a follow-up and coaching plan for
district implementation of co-teaching
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Agenda
• Building the Foundations
• Alignment of Co-Teaching and NC Professional
Standards
• Six-types of Co-Teaching
• Role of Scheduling in Co-Teaching
• District planning
• Evaluation
What have you done with
Co-Teaching in your
district?
Self-Assessment Activity
• How are we the same or different?
• Co-Teaching Reflections from SelfAssessment
• https://docs.google.com/document/d/1nJipG
DFlLtVVWqEWnEPB--dab2WoTQyCAnbLm25i0w/edit
Foundation Crumblers
• Read the Foundation Crumblers’ handout.
• Gallery around the charts.
• Place a dot beside two of the statements
that are important to you
• Whole group conversation.
Why select the Co-Teaching Approach?
• Describe the students in the classroom;
• Reflect on the teaching style of you and your
co-teacher: Strengths and concerns
• Think about the content to be delivered
• Identify the classroom environment and how
that impacts your choice of co-teaching
model
Parity: Shared Instructional Responsibility
• Instruction
• Behavior Management
• Assessment
• Data Collection and Record Keeping
• Communication
• Parent Conferences
NC Professional Teaching Standards
http://ncees.ncdpi.wikispaces.net/file/view/Tea
cher_Rubric%20fillable%2010.2.pdf/56110384
5/Teacher_Rubric%20fillable%2010.2.pdf
❖Review the NC Professional Teaching Standards
❖Identify the standards aligned with co-teaching
❖Come to consensus as a table group
Break
Planning and Communication
• Planning and Communication
• Lesson Planning
• Co-Teaching Approaches
Jigsaw: Six Types of Co-teaching
• Station Teaching
• Parallel Teaching
• Alternative Teaching
• Team Teaching
• One Teach, One Observe
• One Teach, One Assist
Presentations Newsprint Activity
Type of Approach:
•Role of AIG Teacher
•Role of ELA Teacher
•Planning Time needed:
•How could we use this approach?
Lunch
Assessment Strategies (4 Corners)
• What are the strategies for identifying assessment
tools?
• What procedures do you have for assessing small
groups and individuals?
• What classroom routines do you use while
assessing students?
• What pratices for grading have you found
accurately reflect student learning?
Scheduling
Ronda J Layman
NCDPI
Educational Consultant
March madness is over- time to pick
your team
Determine who is on your team
a) General Education Teacher
b) Special Education Teacher
c) Support Teachers- ELL, AIG
d) Guidance/Data Managers
Factors to Consider
•Class size
•Match student need with teacher strengths
•Maintain heterogeneous groups.
•Special Education Teacher’s strengths
•Don’t overload class with at risk students
3 Scheduling considerations to
achieve success
• 1.Meaningful partnerships between consenting
teachers..
• Willingness to collaborate and participate in professional development in many
areas.
• Continue successful partnerships whenever possible – if it isn’t broke….
• Keep EC teachers in similar content areas and/or grade levels as much as
possible to build content knowledge, comfort levels, and collaborative
partnerships.
• Use the same pairs (or at least the same EC teacher) when multiple sections
are necessary- which aides in teaching content, and scheduling.
Meaningful partnerships cont.
• Link intervention (Math, ELA), to the classrooms to be cotaught as much as possible .
• Teachers providing reading intervention co-teach in
the English/ELA classrooms. Teachers providing math
interventions co-teach in the math classrooms.
2.Class size and student
characteristics
• Schedule EC students and sections first (including co-taught, resource, interventions,
planning times for teachers, etc.) Don’t rely on the computer to schedule.
• Smaller class sizes if possible • Ratios – this allows for it not to become a dumping
ground.
• Place enough students with disabilities in a class so that providing services is doable, but
not so many that it becomes impossible to keep the instructional pace necessary for
instructional success.
• Rule of thumb- Elementary – 25% of class EC, Secondary – 33%
• Other students in a co-taught classroom (general education students/ELL – who are
these students?)
• Grouping too many students with learning and behavior issues in one class could make it
difficult to impossible for teachers to maintain pace and rigor.
3. Common Planning Time
• Co-teachers should plan a minimum of once each week for
each co-taught class.
• Long range planning time needed once per month or
quarter to plan.
• ”Fine Tune” planning on a weekly or daily basis
• Consider release time when unable to schedule common
planning times for co-teachers
• Planning time must be protected.
Lets get started
• Every school is different, but all of the research from those
who have implemented inclusion successfully:
• a) start with the students with IEPs
• b) Have teachers at the table in the beginning
• c) Create a master schedule that can be flexible if needed
but, no changes are made by individual teachers without
administrative input, and thoughts as to how it will affect
others.
• d) Protected planning time for co teachers.
Ideas for Scheduling
• Example of possible worksheet
•http://stetsonassociates.com/wpcontent/uploads/2011/08/Form_2_Secondar
y-2010.pdf
Time to make it work
• Invest in sticky notes
• Prior to the planning meeting the EC teachers should fill
out the student forms for each of their students.
• Information on forms should be based on data
• Scheduling must reflect IEP times and address the unique
needs of the student.
Scheduling
• Examples to use
• https://www.louisianabelieves.com/docs/defaultsource/academics/louisiana-co-teaching-resourceguide.pdf?sfvrsn=2
• https://center.ncsu.edu/nccte-moodle
• http://education.wm.edu/centers/ttac/documents/newsletter
s/cotschedulingfriend.pdf
Break
Reflection
•3-2-1 Reflection
Evaluation
•Please use the link in the agenda to access
today’s session evaluation.
•Name of the Session: Co-Teaching Strategies