Initiating a Successful Co-Teaching Relationship 2014 GATE Conference Presenter: Donna Cherveny Online Adjunct Brenau University Adult and Graduate Studies Program Today’s points of discussion. . . Define co-teaching Six models of co-teaching What to do prior to your first meeting What to do during your initial meeting How to handle your first class together How to reflect over your budding relationship How to maintain an effective relationship What is co-teaching? “The partnering of a general education teacher and a special education teacher or another specialist for the purpose of jointly delivering instruction to a diverse group of students, including those with disabilities or other special needs, in a general education setting and in a way that flexibly and deliberately meets their learning needs” (Friend, Cook, Hurley-Chamberlain, & Shamberger, 2010, p. 11) The simple definition? Co-planning Co-instructing Co-assessing AND co-just-about-everything-else Similar to a marriage? Experts state that co-teaching is similar to a marriage (Sileo, 2011). An ARRANGED marriage Who benefits from co-teaching? Students with disabilities Students without disabilities Parents Administrators Teachers (Bronson & Dentith, 2014; Mirza & Iqbal, 2014; Friend et al, 2012) Six Models of Co-Teaching One teach, one observe One teacher delivers content One teacher observes & collects data One teach, one assist One teacher leads content One teacher assists the lead teacher Station teaching Each teacher teaches a small group Groups rotate between stations Parallel teaching Each teacher delivers content to heterogeneous group simultaneously Alternative teaching One teacher delivers content to a large group One teacher instructs small group via enrichment or remediation Team teaching Both teachers instruct the whole group (Friend, Cook, Hurley-Chamberlain, & Shamberger, 2012) Should co-teaching experience be part of teacher education programs? ABSOLUTELY! Almost 80% of special education students in Georgia spend at least half their day in general education classrooms (Georgia DOE, 2014). So. . .you’ve been tapped for coteaching. . .now what? Before your initial meeting During your initial meeting During your first day of class After your first day of class Before your initial meeting. . . Familiarize yourself with the six models of co-teaching and consider visiting an effective co-taught classroom Mentally prepare by opening your mind to a new style of teaching Consider your strengths to bring to the partnership Brainstorm topics for discussion during your initial meeting (Brown, Howerter, & Morgan, 2013; Kliegel & Weaver, 2014; Randhare Ashton, 2014) Think-Pair-Share Take one of the index cards provided You have 1 minute to brainstorm for topics you feel should be discussed in an initial meeting of co-teachers Now. . .pair up with your elbow buddy to expand on your list of topics for 2 minutes Let’s share your ideas Consider this springboard. . . Complete a beliefs survey and a responsibilities checklist (Brown, Howerter, & Morgan, 2013) During your initial meeting. . . Personal beliefs Classroom Practices Classroom Goals Personal beliefs What are your perceptions of co-teaching? How do you feel about sharing a classroom? How do you plan to collaborate with your co-teacher? (Sileo, 2011; Lawter, 2013; Solis,Vaughn, Swanson, & McCulley, 2012) Classroom Practices Classroom Management Communication with parents Modifications and Accommodations Instructional Strategies Student assessment (Lawter, 2013) Goals for special education students Classroom Goals Goals for regular education students Differentiation techniques Responsibilities of each teacher Student success (Solis,Vaughn, Swanson, & McCulley, 2012) Extras for discussion during initial meeting. . . Your first day of class together. . . Talk about students as “OUR” kids Respect one another Present a unified front to students Ensure both teachers have equal opportunities to interact with class as a whole Demonstrate loyalty to one another and your students Reflecting over your first day. . . Successes Improvements Observations (Sileo, 2011) GRASS IS GREENER WHEN YOU WATER IT Maintain the effective co-teaching relationship you’ve worked so hard to build Relationship maintenance strategies Continue to overcommunicate Continue to show respect and appreciation for one another Continue to demonstrate a united front Listen to your partner Keep your commitments Never participate in the blame game Develop enthusiasm fueled by each other (Kliegel & Weaver, 2014; Mirza & Iqbal, 2014) Sticky Note Summarizer Please take a sticky note from the basket. Take one minute to write down the most important piece of information you have learned from today When you finish, please stick it! References Bronson, C. E., & Dentith, A. M. (2014). Partner teaching: A promising model. Education, 134(4), 506520. Brown, N. B., Howerter, C. S., & Morgan, J. J. (2013).Tools and strategies for making co-teaching work. Intervention in School and Clinic, 49(2), 84-91. doi: 10.1177/1053451213493174 Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of Educational & Psychological Consultation, 20(1), 9-27. doi: 10.1080/10474410903535380 Georgia Department of Education (2014). Special education report card. Retrieved from http://archives.gadoe.org/ReportingFW.aspx?PageReq=105&PTID=77&CTID=78&Source=Profil e%20Summary&PID=37&StateId=ALL&T=1&FY=2011 Kliegl, J. A., & Weaver, K. D. (2014). Teaching teamwork through coteaching in the business classroom. Business and Professional Communication Quarterly, 77(2), 204-216. doi:10.1177/1080569913507596 Lawter, L. (2013). Countdown to co-teaching: Are you ready? New Teacher Advocate, 20(4), 10-. Mirza, M. S., & Iqbal, M. Z. (2014). Impact of collaborative teaching (CT) on mathematics students' achievement in Pakistan. Journal of Research & Reflections in Education (JRRE), 8(1), 13-21. Randhare Ashton, J. (2014). Beneath the veneer: Marginalization and exclusion in an inclusive coteaching context. International Journal of Whole Schooling, 10(1), 43-62. Sileo, Jane M. (2011). Co-teaching: Getting to know your partner. Teaching Exceptional Children, 43(5), 32-38. Solis, M., Vaughn, S., Swanson, E., & McCulley, L. (2012). Collaborative models of instruction:The empirical foundations of inclusion and co-teaching. Psychology in the Schools, 49(5), 498-510. doi: 10.1002/pits.21606
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