Professional Needs for Co-Teaching 

1. Establish a Trustworthy Rapport 
- Put in and allow the time to get to know one another personally and professionally 
- Do not try to change each other’s teaching style or personality but be open to giving and receiving constructive feedback that is in the best interest of the students 

2. Identify Each Other’s Teaching Style and Create a Plan to Utilize Both Person’s Talents 
- Seek to understand each other’s instructional and management styles and find a balance that suits both parties
- Create lesson plans that tap into both person’s talents to create a cohesive classroom with consistent expectations 
- As part of identifying talents, discuss your own weaknesses

3. Discuss IEPs and Regular Education Goals 
- The regular educator and special educator need to be equally involved in IEP process 
- Both parties must be equally aware of students’ needs to comfortably execute modifications and accommodations
- Special educator should be equally aware of the needs of regular education students so support can be offered to all 

4. Clarify Roles and Expectations for the Team 
- Each co-teacher must have a specified role
(Example: One may focus on planning curriculum and grading papers while other may be better qualified for executing such tasks as helping students adopt reading strategies. Either way, each teacher needs to begin the class knowing his/her role) 
- Formulate a plan of action at the start of the year. Consider the following for your plan: 
Scheduling, Expected classroom behaviors, classroom procedures, consequences, grading and communication between home and school 

5. Communicate and Reflect 
- Take time to analyze data together- how did the lesson go? did the students learn? what should be done differently? 
- Reflective conversations must be honest, constructive and positive 

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Lead and Support
One teacher leads and another offers assistance and support to individuals or small groups. In this role, planning must occur by both teachers, but typically one teacher plans for the lesson content, while the other does specific planning for students' individual learning or behavioral needs.

Station Teaching
Students are divided into heterogeneous groups and work at classroom stations with each teacher. Then, in the middle of the period or the next day, the students switch to the other station. In this model, both teachers individually develop the content of their stations.

 

Parallel Teaching

Teachers jointly plan instruction, but each may deliver it to half the class or small groups. This type of model typically requires joint planning time to ensure that as teachers work in their separate groups, they are delivering content in the same way.

     Alternative Teaching

One teacher works with a small group of students to pre-teach, re-teach, supplement, or enrich instruction, while the other teacher instructs the large group. In this type of co-teaching, more planning time is needed to ensure that the logistics of pre-teaching or re-teaching can be completed; also, the teachers must have similar content knowledge for one teacher to take a group and re-teach or pre-teach.

    Team Teaching

Both teachers share the planning and instruction of students in a coordinated fashion. In this type of joint planning time, equal knowledge of the content, a shared philosophy, and commitment to all students in the class are critical. Many times teams may not start with this type of format, but over time they can effectively move to this type of co-teaching, if they have continuity in working together across 2-3 years.

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From our discussion 4/10/13
What is co-teaching?  
- 2+ teachers in a room
- providing effective instruction
- maintaining class management
- supporting and challenging all students
- knowledgeable of content 
- collaboration
- not the same for everyone or all teams
- depends on personalities
- depends on student needs & culture of class
- teachers are willing to take a chance,  constructive feedback and step up to take control of class (assert self)  
- anticipating strengths/weaknesses 
- on the same page
- anticipating where lesson is heading
- division of tasks, delivery and time takes
- varied approaches to delivery of instruction (stations/etc) 
- common understanding/expectations for grading and behavior 
- anticipating each others "moves"  

Questions for group to discuss:  
* how much do/should kids "needs" impact co-teaching?  
* can you have effective teaching if you don't have the rapport between teachers?
* does co-teaching always include inclusion teacher?  could it be writing/math or science/art, etc?  
* do both teachers have to have complete knowledge of the content?   

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Bring article, resources or other data to our next meeting

Goal: to recommend a co-teaching model for MCCPS that optimizes professional capacity in order to best address the needs of the children
- Examine co-teaching models
- Assess our current understanding/implementation of co-teaching
- Define the benefits of co-teaching to students and educators
- Consider the responsibilities of  Inclusion Specialists in recommending a model
- Recommend appropriate professional development
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