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Transcript of Co-Teaching
What is Co-Teaching?
Two licensed educators presiding over a
classroom. It is not a teacher and a paraprofessional.
What Co-Teaching is NOT
While it is important that you understand what co-teaching looks like, it is equally important that you understand NONexamples of co-teaching.
Key Components to Co-Teaching
In the first two strategies, one teacher will teach while the other teacher performs other responsibilities.
More Co-Teaching Approaches
These strategies are not as easily implemented into a classroom and
about roles, responsibilities and, of course, some planning.
Shared purpose Instruction
Participation may vary, but special education teacher must be responsible for some whole group instruction or credibility is lost.
Both teachers are engaged in teaching.
Single group of students
“our kids”, not “yours” and
Single Classroom with Joint Accountability
-no pull out
-Both names should appear on
report cards, class schedule and door.
Co-Teaching is NOT team teaching
Team teaching has two teachers with similar backgrounds. Co-teachers have different areas of expertise. One is a general education teacher with mastery of the content/pacing/ classroom management and one is a special education teacher with mastery of the process of learning/individualizing/paperwork.
Co-teaching vs. team teaching
Teacher/Student Ratio – In team teaching this does not change. You have two teachers teaching double the kids. In co-teaching this ratio goes way down. It is still the same number of kids with twice the professionals.
Teacher with an aide
A general education teacher with a highly paid/highly skilled aide. If the special education teacher is acting as an aide, then co-teaching is not happening
Shared philosophical basis
Both teachers should share similar educational philosophies.
Both must learn what to embrace in each other and what to let go.
Prerequisite knowledge and skills
Personal needs and characteristics must be discussed and teachers should be willing to relinquish control.)
Both teachers must have similar pedagogical knowledge and skills (be able to relate to kids the same way.)
Both teachers must have professional knowledge and skills (know your stuff!)
There must be parity, clear communications, respect, trust, and commitment to building and maintaining the professional relationship.
clear roles and responsibilities
instructional flow while meeting individual needs
efforts are monitored
Administrative support (A must!)
(GOOD) professional development
Both teachers are responsible for planning.
The in-class resource teacher must submit their own plans indicating their role in classroom.
Co-teachers should be developing specific plans based on the needs of their students.
Co-teaching plans should include specific guided reading/learning plans.
In-class resource students require modifications but they also require differentiated instruction and this is what your lesson plan should reflect.
One Teach, One Observe
Should only be used 5% of the teaching time.
Try to use only for data collection, such as baseline data for behavior, focus or emotional needs.
One Teach, One Drift
Should be used less than 20% of the time.
Should never be the primary approach.
Drifting means walking around the room to shadow, check in with students, manage behavior.
30-40% of the time and make sure the stations are not interdependent
This should be used 20-30% of the time and occurs when one of the teachers takes a small group that needs remediation on a topic.
The groups should be ever-changing, not the special ed kids all the time.
Parallel Teaching and Teaming
Parallel Teaching: This should be used about 30% of the time and is when teachers teach the same material to two different groups.
Teaming: 20-30% of the time/both teachers deliver instruction at the same time – “tag team” teaching. This truly requires a good teacher/teacher relationship and a lot of planning.
Based on Jim Harvey's speech structures
Co Teaching Approaches: Marilyn Friend
What-How-Who by Murawski