Pennsylvania Training and Technical Assistance Network

Co-Teaching Webinar 3: Evaluation Webinar

PaTTAN’s Mission

The mission of the Pennsylvania Training and Technical Assistance

Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who

receive special education services. 

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PDE’s Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary

Aids and Services before considering a more restrictive environment.

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Essential Question of Co-Teaching

How is what co-teachers are doing together substantially different and better for kids than what each of them would do alone?

(Murawski & Spencer, 2011)

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Teacher Effectiveness System in Act 82

• Student Performance – 50%

• Building-level data – 15%

• Teacher-specific data – 15%

• Elective data – 20%

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Attributions

• PDE’s guidance will take co-teaching, team teaching, regrouping of students for content instruction, general education-special education co-teaching, and other unique approaches to delivering effective instruction to students into consideration when more than one teacher provides content specific instruction of eligible content as assessed by PSSA or Keystone exams.

• In these circumstances, an LEA will need to reflect an accurate proportion of instruction that may be applicable to more than one PA certified teacher.

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Discussion• Who, in your school/district, is involved in

assigning attributions in co-taught classes?• As an administrator, if you were to attribute 2

co-teachers as 90/10, what would you expect to observe when evaluating the teachers in that classroom?

• As an administrator, if you were to attribute 2 co-teachers as 50/50, what would you expect to observe when evaluating the teachers in that classroom?

• How is your LEA determining the percentage of instructional responsibility?

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Co-Teaching Involves . . .

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Co-Planning

Exchange knowledge of curriculum and students

Plan for smooth flow of instruction

Develop a silent communication system

Use planning protocols

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Co-Instruction

Use a variety of instructional practices

Post a structured agenda so teachers and students can focus on lesson objectives

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Co-Assessment

Discuss common expectations for individual students

Use a variety of assessments

Divide grading assignmentsDiscuss grades assigned to

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Program Evaluation

Student outcomesInstructional settingParent responseSchool community response

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Evaluating Co-Teaching

Ask for documents that demonstrate

Co-planning activitiesCo-instructionCo-assessment

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Co-Planning documentation

Lesson plansModified materialsMaterials sent home

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Co-Instruction documentation

Data collected while teachingTiered lessons showing differentiated

instructionClass notes

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Co-Assessment documentation

Grade bookAccommodated assignmentsModified assignmentsDescription of how students are

individually graded

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What documentation do you collect to determine the following:

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Observing Co-Teachers

Look for items during observationTeachers working as a teamClassroom environment demonstrating parityBoth teachers in classroom the entire timeBoth teachers assist students with and without disabilities Smooth instruction demonstrating co-planningDifferentiated strategies and a variety of instructional approachesBoth teachers engage in appropriate behavior management techniquesDifficult to identify special education teacher from the general education teacherDifficult to identify students with disabilities

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Observing Co-Teachers

Listen for items before, during, or after observation Co-teachers use language demonstrating collaboration and shared responsibility (we, our)Teachers refer to students as “our students”Questions are phrased that indicate all students are includedStudent conversations demonstrate a sense of community among peersQuestions are asked at a variety of levels (basic recall to higher order thinking)

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Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing Professionalism

Domain 3: Instruction•Communicating with Students•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and Responsiveness

Domain 1: Planning and Preparation•Demonstrating Knowledge of Content and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments

Domain 2: The Classroom Environment•Creating an Environment of Respect

and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space

A Framework for Teaching:Components of Professional Practice

On-stageO

ff-st

age

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Essential Question of Co-Teaching

How is what co-teachers are doing together substantially different and better for kids than what each of them would do alone?

(Murawski & Spencer, 2011)

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Upcoming PLC Sessions:

• Next Face-to-Face Meeting:

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www.polleverywhere.com

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Barriers to Co-Teaching

Contact Information www.pattan.net

Commonwealth of Pennsylvania

Tom Wolf, Governor

PaTTAN Harrisburg(717) 541-4960(800) 360-7282 PA only

PaTTAN King of Prussia (610) 265-7321(800) 441-3215

PaTTAN Pittsburgh(412) 826-2336(800) 446-5607 PA only

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References

Educator Effectiveness Systems in PA: http://www.portal.state.pa.us/portal/server.pt/community/educator_effectiveness_project/20903

Hammill Institute on Disabilities:http://hammill-institute.org/

Murawski, W. & Dieker, L. (2013). Leading the Co-Teaching Dance: Leadership Strategies to Enhance Team Outcomes. Arlington, VA: Council for Exceptional Children.

Spencer, W.M. (2011). Collaborate, Communicate, and Differentiate!: How to Increase Student Learning in Today’s Diverse Schools. Corwin.

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