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Basics of Co-teaching & Utilizing Paraprofessionals

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Rebecca Lambert

on 21 June 2017

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Transcript of Basics of Co-teaching & Utilizing Paraprofessionals

Elements of Co-Teaching
Paraprofessionals
4 Approaches to Co-Teaching
History of Special Education
Why does co-teaching work?
Students develop better attitudes about themselves, academic improvement, and social skills
Teacher-to-student ratio is improved
Two heads are better than one
Educators implement a wide range of instructional practices.
Empowerment of co-teaching partners

What co-teaching is NOT
1950-1960
-Ignacio ‘Nacho’ Estrada
If a child can’t
learn the way
we teach,
maybe we should
teach the way they learn.
Clerical
Roles
1975
Education of All
Handicapped Children Act
Paraprofessionals gave teachers more time for planning. They were utilized in managing non-instructional settings such as duplicating materials, or playground/lunch duties.
(Nevin, Villa & Thousand, 2009).
EHA: Federal Legislation was passed that provided a free and appropriate public education to all children with disabilities. Paraprofessional's role evolves to become primarily instructional. (Nevin, Villa & Thousand, 2009).
1990
Americans with
Disabilities act
1973
Section 504
of the Rehabilitation Act
1997
IDEA
Zero Reject
Nondiscriminatory Identification & Evaluation
Free, Appropriate, Public Education (FAPE)
Least Restrictive Environment (LRE)
Due Process Safeguards
Parent and Student Participation
2004
NCLB

IDEIA
No Child Left Behind (NCLB):
Increasing the
academic achievement of all public
school students.

Individuals with Disabilities Education Improvement Act (IDEIA):
- Increase academic achievement of
students in special education

CALL for increased collaboration, inclusion of students with disabilities in general education settings
Basics of
Teachers teaching alternating subjects
One teaching, one making materials
or grading student work
One teaching a lesson while the others sit, stand, and
watch without function or assignment
When ideas are not collaborating
(Villa, Thousand, and Nevin, 2004)
take
Investigation
Field Work
Co-teachers in various grade levels were asked questions
about inclusion classrooms and best practices.

All teachers interviewed believe:
collaboration in planning,
sharing data,
Open minds and being flexible
are important elements to co-teaching
Best Practices implemented frequently are:
Small Group Instruction
Differentiating Materials to reach all learners
Sharing Student Work
Use of Technology
Implementing Multi-Sensory Components
One common, agreed-on goal
Share a belief system that each of the team members has unique and needed expertise
Distribute classroom leadership and decision-making responsibilities
Cooperative Process
Elements of co-teaching include:
large spectrum of learners
What is Co-Teaching?
"Co-teaching is two or more people sharing responsibility for teaching some or all of the students assigned to a classroom."
References:
Utilizing
Co-teaching &
1950s
1975
1990s
6 Principles of
IDEA/IDEIA
Origins of co-teaching
Overview
Origins of co-teaching
Benefits
Four Approaches to Co-teaching
Role of Paraprofessionals
Studies of the effectiveness of co-teaching begin to appear in research literature.

School personnel begin to trust that co-teaching leads to valuable results.
(Nevin, Villa & Thousand, 2009).
(Nevin, Villa & Thousand, 2009.)
1. Supportive
2. Parallel
3. Complementary
4. Team Teaching
Supportive Co-teaching
When one co-teacher takes the lead instructional role and the other rotates among the students to provide support.
Advantages: Ratio of adults to students is increased; Students often appreciate the extra help two or more co-teachers can offer
Cautions: The supportive person becoming "velcroed" to individual students; not using to the best advantage the skills of each educator
Parallel Co-teaching
When two or more people work with groups of students in different sections of the classroom.
Split class
Station teaching
Co-teachers rotate
Cooperative group monitoring
Experiment or lab monitoring
Learning style focus
Supplementary instruction
Advantages:
multiple options for accessing the learned material
greater individualization to meet students' needs
Cautions: Stigmatization of students assigned in the same group with the same co-teacher
Complementary Co-teaching
when teaching team members do something to enhance the instruction provided by each other
Advantages: each partner can contribute to the quality of instruction by sharing his or her areas of expertise
Cautions: Too much teacher talk; content mastery
Team Teaching
when two or more people do what the traditional teacher has always done--plan, teach, assess, and assume responsibility for all students
Every team member leads, supports, and complements one another's instruction
Advantages: each team member can contribute based on his or her strengths
Partners have to trust one another to release their traditional roles
What's so great about having two teachers?
Villa, Richard A., Jacqueline S. Thousand, and Ann Nevin. A Guide to Co-teaching: Practical Tips for Facilitating Student Learning. Thousand Oaks, CA: Corwin, 2004. Print.
Nevin, Ann, Richard A. Villa, and Jacqueline S. Thousand. A Guide to Co-teaching with Paraeducators: Practical Tips for K-12 Educators. Thousand Oaks, CA: Corwin, 2009. Print.
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