Co-Teaching Preparation:

Keys to SuccessPart I: Curriculum and Instruction

Outcomes

• Participants will be able to identify two major categories of team-teaching

• Participants will be able to define six models of team-teaching

• Participants will plan for successful delivery of curriculum

Legislative RequirementsEffective July 1, 2005, school districts may implement co-teaching strategies for the following reasons:• Pairing teachers for staff development• Pairing new teachers with veteran teachers• Pairing teachers who are teaching out-of-field with

teachers who are in-field• Reducing turnover among new teachers• Providing for more flexibility and innovation in the

classroom• Improving learning opportunities for students,

including students who have disabilities

Legislative Requirements• Additional requirements are:

• Reasonable limits shall be placed on the number of students in a classroom so that classrooms are not overcrowded. Teacher-to-student ratios within a curriculum area or grade level must not exceed constitutional limits.

• At least one member of the team must have at least 3 years of teaching experience.

• At least one member of the team must be teaching in field.

• The teachers must be trained in team-teaching methods within one year after assignment.

“Co-Teachers jointly plan and conduct instruction in a coordinated fashion to ensure the success of all students.”

- - Friend and Cook 2003

“ Co-teachers help one another by providing different areas of expertise that, when fused together correctly, can result in enhanced instruction for all students.”

- - Murawski and Dieker 2004

Team-teaching Models• Category 1: Two or more teachers with

equal responsibility, working with the same group of students at the same time

• Category 2: Two or more teachers working together, but not necessarily teaching the same students, nor necessarily teaching at the same time

Category 1 Models

• Traditional• Collaborative• Complimentary/Supportive• Parallel• Differentiated Split Class• Monitoring Teacher

Traditional

Teachers share instruction of content and skills to all students, at same time

Example: One teacher provides direct instruction to class, while other teacher models construction of a graphic organizer of the subject matter

Collaborative

Teaching is done completely through group strategies

Examples:• Group project work• Student-led discussions• Joint test taking

Complimentary/Supportive

One teacher is responsible for teaching the content, the other for providing follow-up activities

Example: One teacher presents the content information on volume, the other teacher prepares an experiment on volume

Parallel

The class is divided into two equal groups; each teacher presents the same lesson

Examples:• Groups go to opposite sides of the room,

receive same information• Small groups are formed for project work, each

teacher works with half the groups

Differentiated Split Class

Students are grouped by academic strengths, teachers share responsibility for meeting needs of each group

Example: Students are grouped for reading, each teacher is responsible for an equal number of groups or students

Monitoring Teacher

One teacher instructs, while the other teacher circulates throughout room

Example: One teacher presents a new math skill, while the other teacher circulates and monitors students’ implementation of the skill

Remember…

• Co-teachers are equal• Model sharing of time and

responsibilities• Use a variety of methods/strategies• Trade roles on a regular basis

“The plan is nothing,

planning is everything.”

- - Dwight D. Eisenhower

ACTIVITY

• Work with your co-teacher to complete the Guided Questions Activity Sheet on Curriculum and Instruction.

• Choose one response to share with the group.

+∆

Helpful

Enjoyable

Appreciated

Opportunities for improvement

Co-Teaching Preparation:

Keys to SuccessPart II: Classroom Management

Outcomes

• Participants will develop a shared vision

of a co-teaching classroom

• Participants will know supportive and

destructive relationship habits

• Participants will plan for successful

classroom management

Collaboration is…

• a voluntary relationship• a joint responsibility• an attempt to reach consensus• a learning experience• an ongoing relationship

ACTIVITYDraw and complete this chart on your paper:

In a co-teaching classroom, we would:

See Never See

Hear Never Hear

Feel Never Feel

ACTIVITY Discussion Questions

•What areas did you find in common in the

charts?

•Were there any areas of conflict?

•If there were areas of conflict, how will

you address those?

Classroom Management

Highly effective classrooms function as a family.

What strategies can we use to promote a community of learners?

Relationship Relationship Builders: Breakers:

• Listening• Supporting• Encouraging• Accepting• Respecting• Trusting• Negotiating

• Criticizing• Blaming• Nagging• Complaining• Punishing• Threatening• Bribing/Rewarding

Classroom Management Decisions

• Classroom expectations

• Academic

• Behavioral

• Logical consequences for choices

• Agreement on handling of disruptions

• Degree of parent involvement

ACTIVITY

• Work with your co-teacher to complete the Guided Questions Activity Sheet on Classroom Management.

• Choose one response to share with the group.

+∆

Helpful

Enjoyable

Appreciated

Opportunities for improvement

Co-Teaching Preparation:

Keys to SuccessPart III: Advantages,

Disadvantages, and Assessment

Outcomes

• Participants will know advantages and disadvantages of co-teaching

• Participants will plan for successful student assessment practices

Advantages of Co-TeachingTeachers

• Learning with and from colleagues

• Less isolation

• Supportive environment

• Observe and participate in different teaching

methods

• Easier to provide attention to individual

students (Robinson and Schaible, 1995)

Advantages of Co-TeachingStudents

• More likely to be exposed to more than one

teaching style

• More individualized instruction

• Greater achievement

• Greater retention of content and skills

• Increase in regard for group work• Improved interpersonal skills

(Robinson and Schaible, 1995)

Disadvantages of Co-Teaching

Teachers

• Time required for planning

• Possible conflicts with co-teacher

Disadvantages of Co-Teaching

Students

• Larger class size may be difficult for

some students

• Possible confusion as to who is in

charge of classroom

• If co-teachers are incompatible,

students will be uncomfortable

(Robinson and Schaible, 1995)

Think/Pair/Share

• What do you see as the biggest advantage of

co-teaching for teachers? Why?

• The biggest disadvantage for teachers?

Why?

• What do you see as the biggest advantage of

co-teaching for students? Why?

• The biggest disadvantage for students?

Why?

Student Assessment Decisions• Types of assessments

• Written

• Performance

• How often?

• Who will administer?

• How will evaluation be shared by co-

teachers?

• How will results be shared with students?

With parents?

ACTIVITY

• Work with your co-teacher to complete the Guided Questions Activity Sheet on Assessment.

• Choose one response to share with the group.

+∆

Helpful

Enjoyable

Appreciated

Opportunities for improvement