Johns Hopkins University Center for Technology in Education Principles of Effective Collaboration Success Strategies in the Inclusive Classroom Module

Johns Hopkins University Center for Technology in Education

Principles of Effective Collaboration

Success Strategies in the Inclusive ClassroomModule 2


Effective Collaboration

Effective collaborative is a professional partnership between two or more educators that erases traditional boundaries and allows them to make informed decisions when designing, communicating, and monitoring effective instruction through reflective teaching.

– Whitten & Hoekstra, 2002


Why collaborate?

Collaboration: Increases instructional options Increases grouping flexibility in order to provide student

with individualized instruction and diverse learning experiences

Reduces stigma for children Increases professional support Meets the mandates of IDEA: Least Restrictive

Environment


Four Principles that Promote Effective Collaboration

1. Respect of Knowledge/Skill2. Established Communication System3. Common Understanding of the Classroom Environment4. Co-Accountability


1. Respect of Knowledge/Skill

Recognition that each educator brings a set of knowledge and skills

Both educators take an active role in supporting student learning

Mutual trust

How is this illustrated? What does it look like?


2. Established Communication System Designated time to discuss student learning goals,

accommodations, and instructional tools and strategies Communication about teacher roles and responsibilities Interpersonal awareness and comfort with discussing

the professional relationshipWhat examples of an effective communication system

have you seen in action? Listening to understand the perspectives of your

professional partner…


3. Common Understanding of the Classroom Environment Shared understanding about classroom management,

grading, the physical arrangement, familiarity with the curriculum, and implementing accommodations

Mutual ownership and expectations for student learning High acceptance for all students

Describe an instance when a common understanding of the classroom environment was not established?


4. Co-Accountability

Shared sense of responsibility to ensure access, involvement, and progress in the general education curriculum

Joint implementation of accommodations Co-planning, co-preparation, co-evaluationClassroom Scenario…

How would a team demonstrating co-accountability respond to this situation? How would their response differ from a team that does not practice co-accountability?


Typical Role of the Special Educator Learning strategist for all students Motivational techniques Curriculum adaptations Knowledge IEP’s and student disabilities


Typical Role of the General Educator Content knowledge District and state curriculum

• Indicators and objectives• Pacing

Content development Classroom management for a standard class size


Typical Role of Paraprofessionals Check the students’ progress Provide individual or small-group tutorial assistance Assist the classroom teacher Report back to the special education teacher


Venn Diagram Activity

Role of special educator Role of general educator Where the roles overlap


Consultation Model

Students are grouped heterogeneously. General Educator presents instruction. Special Educator adapts instructional materials as

needed according to student’s needs. Other services include assessment, observation, and planning meetings.

Special Educators and General Educators make time to discuss students’ needs and services.


Consultation Model

Strengths Challenges


Collaborative Teaching

Students are grouped heterogeneously.

General Educator and Special Educator collaborate in the same classroom setting.

Collaborative Teaching Models One Teaching, One Assisting Station Teaching Parallel Teaching Alternative Teaching Team Teaching


One Teaching, One Assisting

Both educators are present with one taking a clear lead in the classroom while other observes and assists students.

Click the icon to view the video


One Teaching, One Assisting

Strengths Limited teacher planning Provides basic support to

students with diverse needs

Challenges The “assist” teacher may feel

like a glorified teacher’s assistant

Students may question the “assist” teacher’s authority

Consider having the general educator and special educator alternate roles between support teacher and lead teacher.


Station Teaching

Teachers divide instructional content into several segments and present the content in separate stations around the classroom.

With two stations, the General Educator and Special Educator each teach their half of the content and then switch groups. Alternatively, both teachers may move between groups in order to provide support.

If students are able to work independently with content, a third station may be established.



Station Teaching

Strengths General Educator and

Special Educator maintain equal status

Co planning allows for both the General Educator and the Special Educator to provide input in their area of expertise

Challenges This approach requires

significant pre-planning in order to divide up the content

The content in Station Teaching lessons cannot be dependent on the order in which content is being presented due to the student rotation


Parallel Teaching

General Educator and Special Educator plan instruction jointly, but each delivers instruction to a heterogeneous group consisting of approximately half the class.



Parallel Teaching

Strengths Lowers student to

teacher ratio Allows for increased student

interaction and/or student to student interaction

Allows the teacher to monitor individual student progress and understanding more closely

Challenges General Educator and

Special Educator need to coordinate teaching so that students receive essentially the same instruction within the same amount of time

Noise levels may be high


Alternative Teaching

One teacher works with a small group while the other teacher interacts with the larger group.

Small groups can be pulled for pre-teaching, re-teaching, enrichment, interest groups, special projects, make-up work or assessment groups.



Alternative Teaching

Strengths All students, including

students with disabilities, benefit from small group instruction.

If the General Educator and Special Educator alternate roles, equal status is maintained.

Challenges Be careful to pull small

learning groups that span various purposes. The small learning groups should not always be your Students with Special Needs.

Consider having the general educator and special educator alternate roles between support teacher and lead teacher.


Team Teaching

Both the General Educator and the Special Educator share the instruction of students.

One teacher may lead discussion while the other models or demonstrates.

Team teaching affords the ability to model quality team and interpersonal interactions.



Team Teaching

Strengths Allows both teachers to blend

their teachings styles and expertise

Challenges Requires more planning Requires high levels of trust

and commitment


How do teachers decide which model to implement? Lesson objectives…


“Much like the effective doubles team in tennis, when one teacher moves to the left of the room, the other moves more to the middle of the room so that the classroom is always effectively covered.”

– “Understanding Co -Teaching Components”, CEC, 2001


Additional Resources on Co-Teaching

Common Co-Teaching Issues. Retrieved from http://www.ttac.odu.edu/articles/comcotch.html

Co-Teaching. Retrieved from http://coe.jmu.edu/esc/Consortium_Co-Teaching.shtml

Gately, Susan and Frank Gately. (March/April2001) Understanding Coteaching Components. The Council for Exceptional Children. Retrieved from http://journals.cec.sped.org/EC/Archive_Articles/VOL.33NO.4MARAPR2001_TEC_Article6.pdf

Documents

Johns Hopkins University Center for Technology in Education Principles of Effective Collaboration Success Strategies in the Inclusive Classroom Module