You are on page 1of 15

AdministrativeTeamTrainingModule(withFacilitatorNotes) Pleasenote: NotyetinAPAformataswearewaitingforallsectionstobecomplete Wewillgeneratethequizquestionsoncewehaveallsectionscompleteandcandiagramappropriately Unit1GettingReadyExaminingBeliefSystem

Chapter1TheSalesPitch Objectives: 1.Engageadministratorsinvalueofcoteaching 2.Developbeliefthatsuccessispossibleandnecessary 3.Paradigmshift Activities: 1.Videosofsuccessfulcoteachingexperiences(administrator,generaledteacher, parent/student) 2.PopQuiz Chapter2NeedtoKnow Objectives: 1.Understandthecommonlanguagesurroundingcoteaching 2.Understandrolesandresponsibilitiesforthoseinvolved Activities: 1.Definitions 2.WhatItIs&WhatItsNot 3.Roles&Responsibilities(GuessWhoGame?) Unit2LogisticallySpeaking Chapter1TheGamePlan Objectives: 1.Createalongtermplanforcoteaching 2.Selectthebeststaffforthejob 3.Understandhowtomeetstudentneeds Activities: 1.BrainstormingStrugglestoCoTeaching 2.StudentNeedsWorksheet 3.MappingPersonnelResources Chapter2AGoodDefenseistheBestOffense Objectives:

1.Understandobstaclesastheyrelatetocoteaching 2.Createaplanofactiontoovercomeobstacles Activities: 1.ThinkPairShareforobstacles 2.RatethePossibleSolutions 3.OrangeCountyVideoTestimonialonTechnologyAids 4.Dropbox,GoogleDoc,etc.Training(UseNutsandBolts) 5.GuidedScenarios&Solutions


Unit1

Chapter1.1
IntroductionExplanationofhowcoteachingwillbenefittheschool(studentsbothspecialedandgen ed,teachers,andschoolculture).Videoswillbeusedtoshareactualexperiences(Administrator,General Edteacher,Parent). PopQuizParticipantswillanswerthefollowingquestionstodeterminehowmuchofthetrainingtheyneed toparticipatein.(10questionassessment,answersdeterminewhichslidestheyview) Chapter1.2 DefinitionsKeyTermstoKnow Objective:Understandingcommonlanguagesurroundingcoteaching Aswebeginthismodulethereareafewkeywordsthatyouneedknow.Tostartoffletssimplydefine CoTeaching(10minsfordefinitions) CoTeachingAservicedeliveryoptionforprovidingspecialeducationorrelatedservicesto studentswithdisabilitiesorotherspecialneedsstudentswhiletheyremainintheirgeneraleducation classes.Coteachingoccurswhentwoormoreprofessionalsjointlydeliversubstantiveinstructionto adiverse,blendedgroupofstudentsinasinglephysicalspace.(Friend&Cook,2010) CoTeachingWhatitISandwhatitisNOT Elementof coteaching CoteachingDOES CoteachingdoesNOT

twoormore professionals

involveatleast2credentialed professionalsindicatingthat coteachersarepeershavingequivalent credentialsandthuscantrulybe partnersintheinstructionaleffort.The generaleducationcurriculumprovides theinstructionalframework,withthe flexibilityofitbeingmodifiablefor

involveateacherandaclassroom volunteerorparaprofessional,manyof whomhavenothadtheprofessional preparationtocoteachnoris coteachinganappropriaterole expectationforthem.Thisisnottosay thatparaprofessionalsdonothave importantclassroomrolestheyjust

studentswhorequireit(Fennick,2001).

shouldnotbeaskedtofulfill responsibilitiesofcertificatedstaff (Friend,2003). mean twoadultsmerelybeingpresent inaclassroomatthesametime.Italso doesnotmeanthatthegeneral educationteacherplansanddeliversall ofthelessonswhilethespecial educationteachercirculates. Coteachingdoesnotinvolvetaking turnslecturingtothewholegroup (Murawski,2002 includeseparatingorgroupingstudents withspecialneedsinonepartofthe classroomoralongthefringes,evenif thesepracticesarewellintentioned (Friend,2003

jointdeliveryof instruction

meanbothprofessionalscoordinating anddeliveringsubstantiveinstruction, ensuringthatbothteachershaveactive roles.Coteachersshouldworkto ensurethattheirinstructionalstrategies engageallstudentsinwaysthatarenot possiblewhenonlyoneteacheris present(Austin,2001,Gately&Gately, 2001). allowteacherstorespondeffectivelyto diverseneedsofstudents,lowerthe teacherstudentratio,andexpandthe professionalexpertisethatcanbe appliedtostudentneeds(Hourcade& Bauwens,2001). featurecoteachersinstructinginthe samephysicalspace.Althoughsmall groupsofstudentsmayoccasionallybe takentoaseparatelocationfora specificpurposeandlimitedtime, coteachingshouldgenerallytakeplace inasingleenvironmentseparatingit fromthepracticeofregroupingfor pulloutprograms(Friend,2003).

diversegroupof students

sharedclassroom space

includeteachingteamsthatplan togetherbutthengroupandinstruct studentsinseparateclassrooms (Trump,1966,Geen,1985).

LouisianaDepartmentofEducation,(2011).Louisiana'sCoTeachingResourceGuide. Inclusionvs.Coteachingphilosophyorculture,servicedeliverymodel Manypeopleusethesewordsinterchangeably,butthereisabigdifferencebetweenthetwowe mustunderstandbeforewemoveon. While,wealreadyknowcoteachingissimplyhaving2ormoreprofessionalteachersinthesame classroom,inclusiondoesnotmeanthis.Inclusionontheotherhandissimplyaphilosophyin whichallstudents,regardlessofdisabilityareinthesameclassroom.Therefore,aswemove towardsmoreinclusiveclassrooms,oneapproachtomeettheneedsofallstudentswithinthat classroomistoprovidethecoteachingmodelofinstruction. *DiscussionQuestion(5mins)ThinkPairShareAcoteachingexamplethatdoesNOTdisplay coteachingasdefined.Howdidyouknow?Then,Acoteachingexampleyouhaveseenthat demonstratesgoodcoteaching.Howdidyouknow? RolesandResponsibilities(10mins) ObjectiveUnderstandingrolesandresponsibilitiesforthoseinvolved

GeneralEducationTeacherThegeneraleducationteacherhasjointresponsibilitywiththe specialeducatorintheeducationofallstudentsintheclassroom.Itisthegeneraleducator's responsibilitytoprovidespecializedcontentknowledgeandskillwithinthecurriculaareaforall students.Thegeneraleducationteachershouldalsocombinehisorhercontentknowledgewiththe specializedknowledgeofthespecialeducationteacher.Itisthejointresponsibilityofbothpartiesto collaborativelyassessthestudents,preparedifferentiatedlessons,andevaluatestudents.(Ripley, 1997) SpecialEducationTeacherThespecialeducationteacherbringsexpertiseinidentifying students'uniquelearningneedsandadaptingthecurriculumandinstruction(Cook,etal.,2010 McDuffieetal.,2008).Theroleofthespecialeducationteacheristoadapttheinstructioninorderto provideaccessforstudentswithdisabilitiestocurriculumthathasbeenmappedoutbythegeneral educationteacher.Thespecialeducationteachershouldseethatevidencebasedpracticesare infusedintothegeneraleducationcurriculumandensurethatthesepracticesareeffectiveandare matchedtotheneedsofstudentswithdisabilities(McDuffieetal.,2009) AdministratorsAdministratorsplayacrucialroleintheimplementationofcoteaching.Thereare fivekeysanyadministratorshouldknowtocreateandmaintaineffectivecoteaching(Murawski, W.,W.,(2008).FiveKeystoCoTeachinginInclusiveClassrooms.TheSchoolAdministrator. pp.27)Murawskidefinesthesefivekeysas: 1.Knowwhatcoteachingisandwhenitisneeded 2.Understandthatcoteachingisaprofessionalmarriageandyouarethematchmaker 3.Schedulingisaprioritycoteachingschedulescannotsimplybepluggedintothecomputer,but mustbelookedatfirst. 4.Commonplanningtimeisamost.Dontworrywewilloffersomecreativesolutionsforthis. 5.Monitorsuccess,givefeedbackandensureevidencebasedpractices Assessment:GuessWhoActivity(5) Answerthefollowingwithwhoshouldbecompletingthevariousresponsibilities.Morethan1may applyattimes. 1.Thispersonisresponsibleforbeingspecificcontentknowledgetotheclassroom._____________ Ans:GeneralEducationInstructor 2.Thispersonisresponsiblefortheeducationofallstudentsintheclassroom.______________ Ans:GeneralEducationInstructor&SpecialEducationInstructor 3.Thispersonisthematchmakerforthecoteachingrelationship.________________ Ans:Administrator 4.Thispersonisresponsibleforadaptingtheinstructioninordertoprovideaccessforstudentswith disabilitiestocurriculum.____________ Ans:SpecialEducationInstructor 5.Thispersonisresponsibleforassessingstudentsanddifferentiatinglessonplans._____________ Ans:GeneralEducationInstructor&SpecialEducationInstructor Unit2GettingStarted:SelectingStafftoParticipate

Objectives: 1.Createalongtermplanforcoteaching 2.Selectthebeststaffforthejob

3.Understandhowtomeetstudentneeds
MottoforunitMatching,trust,buildingapositivecoteachingcommunity. Scheduling&GuidanceInstructorsaysschedulingclassesatanylevel,canbeoneofthetoughest thingsaschoolhastodo.Matchingeverystudentwithwhattheyneedtotakewhilealsomaintaininga balancedteacherschedulescanbeanightmare.While,schedulingcoteachingisntaseasyasasnapof thefinger,thissectionwillhelpyoudeterminehowtoapproachschedulinginyourschool. Activity(5mins)Brainstormwhatyouthinkmaybesomeschedulingstrugglesand considerationsthatmustbetakenintoaccountwhenschedulingcotaughtclasses.Followingthis, listsomepossibleapproachesyoucouldtaketohelptheschedulingprocess. TrainerNoteThroughthisexercise,youshouldseethatthereareafewmainconsiderationswe mustmake.Afewofthesethatwewilladdressinthissectionconsistofidentifyingtheneedsof thestudents,aggregatingtheneedsofthestudentstothespecificsubjectsandfinallymappingout thepersonnelresourcestotheseneeds. AccessingEachStudent'sNeed Everystudentmustbelookedatindividuallyinyourschool.Butbeforewecandetermineiftheyneed coteaching,wemustfirstdefinewhatexpectationsareneededforthatsubjectorclass.Todoso youcanusetheGeneralEducationClassExpectationworksheettoidentifythebehavioraland academicrequirementsforeachclass.Oncethisiscomplete,wecanbegintoanalyzeeach student'sdiscrepanciesineachoftheseareastodeterminewhattypeofassistancetheymayneed. GeneralEdClassExpectations.pdfshouldbeaccessableforreviewatthispoint.Createexample Toclassifyeachstudent'sneedyoucanusetheStudentNeedworksheet.Thiswillquantifya studentsneedineachsubjectareaallowadeterminationoncoteachingtobemade.Also,onthis worksheetyouwillnoticethatwehave3differentlevelsforstudentstohelpusdetermineassistance. Theselevelsbreakdownasfollows: NeedsAssessment.pdfshouldbeaccessableforreviewatthispoint.Createexpectation Level1Students StudentsneedingLevel1supportsarestudentswho areabletofunctionfairlysuccessfullyinthegeneraleducationclassroomandneedminimal support. areeasilyincluded,functioningclosetogradelevel,andbehaviorismoreorlessinlinewithclass expectations. mayneedsomeaccommodationsinspecificsubjects(oratspecifictimes),butaccommodations canbeprovidedbythegeneraleducationteacher.Thespecialeducationteachermayneedto consultwiththegeneraleducationteacherregardingaccommodationsforspecificlessons. areincludedingeneraleducationforall(ormost)oftheschoolday. historically,usedtobereferredtoasmainstreamedstudents. probablywillbesuccessfulingeneraleducationsettingswithoutthebenefitofa coteacher.

Level2SupportNeeds StudentsneedingLevel2supportsarestudentswho needaccommodations(andpossiblymodifications)ingeneraleducationforthegreaterpartof classperiods. needsupportfromaparaeducator(orpossiblyacoteacher)inordertofunctionsuccessfullyinthe generaleducationclassroom. maybenefitfromsomepulloutspecializedinstructiondeliveredbyaspecialeducationteacherin aspecialeducationclassroomforspecificsubjects.(However,withappropriatesupports,these studentsshouldbeabletoremainingeneraleducationsettingsandnothavetobepulledouttoa specialeducationsetting.) withappropriatesupportsinplace,canbesuccessfulingeneraleducationwithout supports,theymayexperiencesuccesshaphazardly,ifatall. Level3SupportNeeds StudentsneedingLevel3supportsarestudentswho needmaximumsupportandaccommodationstobesuccessfulingeneraleducationclasses. needsignificantaccommodationsandmodificationsingeneraleducationforthemajorityof,ifnot all,subjects. needthesupportofaspecialeducationteachercoteachingwiththegeneraleducationteacherfor specificsubjects. mayneedspecializedinstructionprovidedbyaspecialeducationteacherinaspecial educationclassroomforsomesubjects. *Itisalsoimportanttonotethatsomestudentsneedlevelwillbedifferentfromsubjecttosubject andtheseneedsmayalsochangefromsemestertosemester. Toclassifyeachstudentathoroughanalysismustbemadeonthatstudent.Firstwemustanalyze educationaldatasuchasreportcards,IEPs,testscores,behavioralrecordsandanyinputfrom instructionalteachers.Inadditiontothis,whatacademicskillsthestudentisexpectedtograspand alsoclassroomnormsineveryclassroommustalsomeappliedtothestudent.Usingthe worksheetsprovidedaregreattoolstoachievethis. ActivityLetsClassify!!!(5) UsingtheNeedsassessmentformandtheexampleabove,classifythethreefollowingexampleson theNeedsAssessmentform. StudentAJarvisisacademicallydeficientinallareas.WIthintheclassroom,heconstantlygets upandhasatendencytosimplyrunoutoftheclassroom. StudentBJeremyisclassifiedashavingasevereemotionaldisorder.Heisanhonorsstudentand wasontheA/Bhonorlastsemester. StudentCGageisintellectuallydisabledmildandstrugglesintheclassroom.However,heisa verydiligentworkerandalwayscompleteshisassignmentsandhomework.Hetakesallofhis notes,butmaybeconfusedattimesduringthisperiod. *Oncetheneedsofeachstudenthavebeenidentified,wecanbegintoapplythesetothespecific subjectareasorcourses.

AggregatingNeedsAccordingtoSubjectArea Oncetheneedsofthestudentshavebeendetermined,theyshouldnowbeplottedoutbycourse andgradelevel.Thiswillgivetheschoolageneralideaofhowmanystudentsneedservicesatfor eachsubjectorcourse.AusefultoolforthisistheSupportNeedsbySubjectorGradeLevel WorksheetByusingthisthespecifictypeofneedcanbebrokendownateachlevel,showingthe numberofstudentsrequiringnoserviceandthenumberstudentsrequiringspecializedservices. SummaryofSupportNeeded.pdfshouldbeaccessableforreviewatthispoint.Createexample MappingPersonnelResourcesontoNeeds Finally,wecanbeginmappingoutthepersonnelresoucestofittheseneeds.Asmostschools,lack enoughteacherstoplaceacoteacherineveryclass,wemustsimplyidentifywhichteacherswillbe providingcotaughtinstructionandwhichclassesthesewillbe.Ausefultoolforthisisthe SummaryofSupportworksheet.Thisworksheetoutlinesthenumberofstudentsthatneedservices andwillhelpintheprocessofselectingteacherstoprovidetheseservices. SupportAsignments.pdfshouldbeaccessableforreviewatthispoint.Createexample Matchingstudentneedstoservicesprovidedwithintheclassroomiscrucial.Duetoitsimportance andalsotheschedulingissues,itisadvisedtobeginthemasterschedulewiththecotaught classesfirstandthenscheduletherestoftheclasses.Thiswillallowyoutoplanforstudentswho requirespecifictypesofservices,whilealsoeliminatingschedulingconflictswithteacherswhowill beincotaughtsituations. Therearealsoafewconsiderationstokeepinmindwhenschedulingtheseclasses. 1.Cotaughtclassesshouldbeaboutthesamesizeasaclasstaughtby1teacher 2.Theclassmakeupshouldhavenomorethan1033%ofstudentsthathaveIEPsandthepercent shouldsimplybebasedonthelevelofneedfromeachstudentinthatclass.Oneclassshouldnot havealllevel3swhileanotherhasonly1sand2s. 3.Studentsneedingcoteachingshouldnotbegroupedintoonesinglecotaughtclassroomwithin theschool Whileschedulingcotaughtclassroomsintothemasterschedulecanbedifficult,ifthesestepsare followedschedulingconflictscanbegreatlyreducedandthebestinstructionalpracticescanbe offeredtothestudents. Assessment(10mins) Gotothediscussionboardandmakeinitialresponseandrespondto2otherpoststothefollowing question:Howcouldtheseresourcesbeusefulinyourschool?Lookattheseresourcesandstate howthiscouldshapeyourschedulingandstudentassignment.Alsoexplainhowyouwillworkwith yourstafftoaccomplishthistask. PlanningChallenges&Support Intro:(1min)Onceyouhaveselectedyourstafftoparticipateandcreatedaplanforthemaster schedule,theinevitablequestionstillremains.HowdoIfindtimetoallowforpairsofteachersto havecommonplanningtime?

Inanidealworld,wecouldprovidesharedplanningtimeforallcoteachers.Intherealworld,weall knowthatseasiersaidthandone.AccordingtoTheAccessCenter,Coteachingteamsshould haveaminimumofonescheduling/planningperiod(4560minutes)perweek.Experiencedteams shouldspend10minutestoplaneachlesson.Howcanyoufitthistimeintoyourschoolday? (TheAccessCenter(2006).SupervisingCoTeachingTeams:WhoseLineIsItAnyway? Washington,D.C.:AmericanInstitutesforResearch.Retrieved(2/3/12),fromtheWorldWideWeb: http://www.k8accesscenter.org/training_resources/CoTeachingModule.asp.)

Activity:(5min)ThinkPairShareBrainstormasmanyissuesasyoucanaboutfindingtimefor individualteacherstofindtimetocoplan.Rememberthatallteachersinvolvedincoteachingshould bewillingvolunteers.After30seconds,pleaseshareyourthoughtswithanotheradministratorclose toyou.(Onlinetraininghavespacetofillinonline)Groupshouldthenshareoutissuesthatthey foreseeorarechallengedby,anddiscussthemasagroup.Facilitatorshouldkeepmovingforward, andnotletanyonedwellonanissue. Activity:(3min)Rankthefollowingsolutionstothosecommonissuesfrom1(mosthelpfulinmy school)to7(leasthelpfulinmyschool). ____Hireasubstitutetocoverclassesandallowcoplanningtime(1subcancoverallSpecial Educatorsclasses,soheorshecancoplanongeneraledteachersplanning) ____Usingtimeswhenstudentsareengagedelsewhere(electives,etc) ____Administrativeorteachercoverage ____Providingstipendsforadditionalplanningtime(weekends,afterorbeforeschool) ____Excuseteachersfromdutytocoplan ____Excuseteachersfromschoolwideevents,assemblies,etc.tocoplan ____Providetrainingonalternativestofacefaceplanning(GoogleDocs,Evernote,etc) Discuss:(3min)Haveparticipantsdiscussasagrouporinsmallgroupshowtheyfeelthese solutionsmightormightnotbeplausible.Explainthattheentireschoolhastobereadytoembrace coteachinginorderforittobesuccessful.Administratorsmustleadbyexampleandprovide supporttotheircoteachingpairs. AlternativestoFacetoFaceTraining(8min) VideotestimonialsfromOrangeCounty(?)teacherswholedthetrainingontechnologyinthe classroom.Theywillexplainhowtheyusetheseservicesandhowtheybenefitthemandallowfor flexibilityintheircooperativeplanning. OnlinemodulewillleadparticipantsthroughademonstrationofEvernote,GoogleDocs,Dropbox. [NoteNutsandBoltsteamisalreadyworkingonthis.Usetheirresource.] EventheBestLaidPlans...(4min) Wecananddomakethebestpossibleplansforourstudentsandourstaff,butthereareoften factorsthatariseinwhichyou,astheadministrator,havetomakeanimportantdecision.Letslook afewcommonscenarios: 1.SpecialEducationteachersarecoteachingwithmultipleteachers,evenacrossmultiplesubjects orgrades.

Solutions: Provideasmuchcommonplanningtimeaspossibleforallinvolvedparties Scheduledutytogetherforpairs Offerasuboncepermonthsothatteacherscanmeetandplanduringeachgeneraled teacher'splanningperiods Providesupportand/orresourcesfromexperiencedteachersineachcontentareaor gradeleveltoallowspecialeducatoreasieraccesstothecurriculum 2.SpecialEducationteachersdonotalwayshavesufficienttimeinclassestobeanactual coteacher. Solutions: WorkwithDirectorofSpecialEducationandSpecialEducationDepartmentChairearly togetanideaearlyofyourstudents'needsandteacherschedules. Beflexiblewithallaspectsoftheschedule.Traditiondoesnotalwaysmakeforthemost improvementinourschools. 3.SpecialEducationteachersareoftenviewedasanextrateacherandarepulledfordutiesother thanprovidinginstruction(testing,meetings,behaviorsituations,etc). Solutions: Ensurethatbothteachersinacoteachingsituationarepreparedandflexibleenoughto handleanysituation.Preparethemforthispossibility. Butdonotmakeahabitofthispractice.TheIEPisalegaldocument,anditshouldbe regardedashighlyimportant.Ifastudentdoesnotreceivehisorherinclusiveservicesthelawis beingbroken.Thespecialeducationteacherisnotateachersassistantoranextrateacher.As anadministrator,ensurethattheschoolculturevaluestheirroleasaneducator.

ProfessionalDevelopment&CoTeaching Inadditiontoaninitialtrainingandstructuredsharedplanningtime,administratorsmustensurethat coteachingteamsreceiveongoingprofessionaldevelopmentopportunitiestofostertherefinementofanew repertoireofinstructionalpractices. ProfessionalLearningCommunities ACTIVITY:ParticipantsshouldrespondtoapollabouttheorganizationalstructureforPLCsintheir buildings.Then,participantsshouldreflectontheresultsfromotherparticipantsandtherelativestrengths andweaknesseswithourtypicalapproaches.ThenparticipantsshouldreflectonthewaysinwhichEC teachersandcoteachingteams,inparticular,fitintotheorganizationofPLCsintheschool. PLCsarealargepartoftheprofessionaldevelopmentplanformanyschools.(ForaprimeronPLCs,click here.)Theorganizationoftheselearningcommunitiesvarieswidelyfromschooltoschool.Becauseofthe uniquechallengesfacingcoteachingteamsintheinitialyearsofimplementation,theseteamsmaybenefit morefrombeinggroupedtogetherinaPLCasopposedtoothergroupswithinwhichtheymightbeincluded (e.g.,accordingtogradelevelsorcurricularfocus).ThethreebasicfunctionsofaPLCfocusedon coteachingare:(1)inquirytobestpracticesinteachingandlearningwithcoteaching,(2)collaboratively assessingboththefidelityofimplementationofinstructionalpracticesandtheresponsivenessofstudents tothelearningexperiences,and(3)providinganactionorientedpeernetworkforcontinuousimprovement.

(1)Inquiryintocoteachingsbestpractices:coteachingisprobablybestdescribedasapromising practice.TheevidenceforeffectivepracticescontinuestoemergeandcoteachingPLCscanhelp practitionersstayabreastofinnovationsthatmightimpacttheeffectivenessofcoteachingwithintheschool. Additionally,coteachingteamswillbeconfrontedwithnewandmoresophisticatedquestionsabout practicesastheteamsbecomemorecomfortableandexperiencedwithcoteaching.ThePLCswould provideopportunitiestoreflectnotjustonthedaytodayissuesthatmustbeaddressedinsharedplanning, butalsothedeeperreflectionthatisnecessaryforsustainingaparadigmaticshift. (2)Collaborativeassessmentofimplementationandoutcomes:CentraltothefunctionofPLCsmustbe theworkdoneasdatateams.PLCsshouldworktogethertoaskthemostsalientquestions,devise strategicapproachestogatheringinformationtoanswerthosequestions,andcollaborativelyanalyzethe data.CoteachingPLCscanconsiderimportantquestionsabouttheefficacyofcoteachingintheschool bygatheringdataontheexperiencesofteachersandstudents,theperformanceofstudentsasawholeand consideringrelevantsubgroups,andtheprogressofstudentsinmeetingthegoalsintheirIEPs. (3)Actionorientednetworkforcontinuousimprovement:PLCsmaintainafocusontranslatingthe researchintopractice.Asquicklyaspossible,thegoalofanyPLCshouldbetorenderprofessional literatureintoobservableapplication.Then,thePLCengagesinthecyclesofprovidingfeedbacktoone anotherandrefiningpractices.APLCfocusedoncoteachingwouldprovideteacherswithopportunitiesto workmovebeyondthequestionofwhetherornotcoteachingworkstoconsiderthemorecritical implementationquestionsregardinghow,when,where,andwhycoteachingworks. CoteachingandCoaching

EvaluatingCoTeachers Clarifyingexpectations ApproachestoCoTeaching(6models)(Reviewmodelsifneededusingthefollowingvideoorother videos) ***Considerthevalueofthisvideo,http://youtu.be/TCn4qDyuZVE. ActivityBrainstormwiththegroupwhatmakesagoodlesson?Asanadministratorwhatdoyou lookfor?Somemainanswersareasfollows: Lessonsarestudentcentered Recognitionofdiverselearningstylesofstudents Questionstaphighorderthinking Engagementofstudentsandevidencethatstudents areontask Useofmaterialsthatareusefulandavailable Attentiontomotivation Awarenessoftransitions Aimsthatareopenended Summationatthemiddleandendofthelesson Activitiesthatapplytheinformation Connectionsmadetostudentsexperiences Positivestudentteacherrelationshipsand interactions

Appropriateuseoftechnology Adherencetostatestandards Reinforcementofpreviouslylearnedandnew material (Wilson,2005) Afterbrainstorming,remindthemthatthesearethesamethingsyoulookforinacotaughts,with onemajoraddition,teacherteacherrelationships.Throughthisthreekeyareaswereidentifiedas teacherroles,instructionstrategies,andtheassessmentprocessintheclassroom. EvaluationTools Resources: NEEDPERMISSIONFORALLTHATFOLLOW!!!!!!! Figure1.Thecoteachingobservationguide Toaddtheseadditionalevaluativeproceduresintoobservationsthefollowingtoolisanexcellentresource. Figure1fromThisDoesntLookFamiliar!ASupervisorsGuideforObservingCoTeachersbyGloriaLodata Wilson.InterventioninSchoolandClinic,Vol.40,No.5.May2005,271275.Copyright.2005by InterventioninSchoolandClinic.NEEDPERMISSION!!! CoteachingRatingScaleforSupervisors TwoareBetterthanOnebySusanE.Gately.DevelopingExemplaryTeachers,May2005,3641. Copyright2005,DevelopingExemplaryTeachers.Usedwithpermissionofthecopyrightowner. CoteachingRatingScale:SpecialEducator UnderstandingCoteachingComponentsbySusanE.GatelyandFrankJ.Gately,Jr.Teaching ExceptionalChildren,Mar/April2001,4047. Copyright2001byTheCouncilforExceptionalChildren CoteachingRatingScale:GeneralEducator From:UnderstandingCoteachingComponentsbySusanE.GatelyandFrankJ.Gately,Jr.Teaching ExceptionalChildren,Mar/April2001,4047. Copyright2001byTheCouncilforExceptionalChildren EndingActivity(10):Chooseoneoftheaboveassessmenttoolsforeducatorsandwatchthefollowing video.Usetheassessmenttooltoassesstheinstructorinthevideo. *Needsa68mincoteachingvideo. 1. 2. http://www.floridainclusionnetwork.com/Uploads/1/docs/centers/CRSRL/FI N/Articles/ISC_this_doesn't_look_familiar.pdf FormsabovealllocatedAgainneedpermission

http://www.k8accesscenter.org/documents/AllHandouts.pdf
ModuleOutline AdminModule 1. Salespitch(data!!!!) a. Talesfromthetrenches(video): i. Administratortalksaboutthestrugglesatfirst,butthelongtermrewardsofgoodinclusion.(1

2. 3.

4.

5.

6.

min) Genedelementaryteacher.Usesdatatoimmediatelyportraythegrowththathisstudentshave madewhileinaninclusionclass.(1min) iii. StudentHowtheyfeltinaninclusionclassvs.aresourceclass.Enjoyedfeelingnormaland gettingtobewiththeirpeers,feltliketheyreallygrewasastudentandlearnedalot,etc. iv. Parentofchildwhohashadapositivecotaughtexperience. PopQuizpretestforalladministratorsbasedonterminology,evidence,etc. CoTeachingDefinitions.Travis a. WhatisCoTeachingx b. Whatitis,whatitisntx c. Misconceptions/clarifications d. Roles/responsibilitiesofGened,speducator,andadministration.x GettingStarted:SelectingStafftoParticipateTracey a. IntroTimeline:Begintheyearpriortocoteachinghappening!Thiswillalsohelpyourscheduling. b. March:Surveythestafffirsttolearnperceptions,willingvs.unwilling(PARITY&SURVEY RESOURCEHERE) c. April:Oncepotentialteachersareselected,havethemintervieweachotherandrank(ADMIN TIMELINERESOURCE) d. AllowteachersatleastonetotwoFULLworkingdaystogetherbeforeschoolstarts.Startingearly ensuresthattheyhavethesummertocommunicateandplan. SchedulingChallengesandGuidanceTravis a. ACTIVITYTOFRAMEIMPORTANCE b. Assessingeachstudentsneedinparticularcontentareas(reviewingIEPs) c. Aggregatingneedsaccordingtosubjectareas d. Mappingpersonnelresourcesontoneeds(RESOURCE/HANDOUTS) PlanningChallengesandSupportJamie a. Time&Fundingaddressproblems,setbacks b. Creativewaystofindtime i. lunch,dutyfree,stipendforSaturdayplanning,fundingasub,etc.(USEWENDYMURAWSKI ARTICLE) c. Alternativestofacefaceplanning i. Videotestimonials:ourtechsavvyfriends ii. evernote,dropbox,googledocs,etc(HAVERESOURCESTHATWALKTHEMTHROUGHIF THEYAREINTERESTED) d. Timeissuestobeaddressed: i. Speducatorbeingpulledforothertasks a. Fix:Beflexibleandensurebothteachersarepreparedforthe lesson b. But:Standyourground,makesureentireschoolunderstandsthe LEGALimportanceofinclusivesetting,specialeducatorsarenot extrateachersorteacherassistants. ii. Speducatorscollaboratingwithmultipleteachers 1. Fix: a. Provideasmuchcommonplanningtimeaspossible b. Scheduledutytogetherifpossible c. Offerasubonce/monthsothatteacherscanmeetandplanduring genedteacher'splanningperiods iii. Speducatorsnotinentireclassperiods ii.

1.

Fix: a.

7.

8.

WorkwithECdirector/departmentchairtogetanideaearlyof yourstudents'needsandteacherschedules. b. Beflexiblewithallaspectsoftheschedule.Traditiondoesnot alwaysmakeforthemostimprovementinourschools. ProfessionalDevelopment&CoachingDavid a. PLCsforallcoteachers(focusondiscussiontopics)(Laura) i. understandingtheapproachesofcoteaching b. Reviewingandusingtoolsoncoteachingwithspecificaudienceswithinschools i. Focusonthistraining,butapplicabletoallPD c. Coachingv.Evaluation(***considerreferencingOctoberIssueofEdLeadership) i. Strengthsbased ii. Nofault iii. Teachercentered(individualized,selfselectedgoals) iv. Extensionswithcoteachingcommunitiesonline d. Structurestosupportpeercoachingnetworks EvaluatingCoteachersLaura a. Clarifyingexpectations i. ApproachestoCoTeaching(6models) 1. ***Considerthevalueofthisvideo,http://youtu.be/TCn4qDyuZVE.***(David) ii. WhatParitylookslike? b. EvaluationTools i. Resources,rubrics/checklistsforteachers,foradministrators,etc ii. Ensurethatadminsknowtosharerubrics,etcwithteachersaspartofPD 1. http://www.floridainclusionnetwork.com/Uploads/1/docs/centers/CRSRL/FI N/Articles/ISC_this_doesn't_look_familiar.pdf Phase1:Whatmakesagoodlesson? Phase2:Doestheevaluationofacotaughtlesson requireauniqueperspective? Phase3:Whataretheessentialcomponentsneededin anobservationtoolforcotaughtlessons? Phase4:Howusefulistheobservationtoolthatwas developed?

DifferencesbetweenModules 1.PlanningTime/Schedulingforcoteachingservices 2.Videotestimonials/Salespitch Resources http://www.floridainclusionnetwork.com/Uploads/1/docs/centers/CRSRL/FIN/Articles/ISC_this_doesn't_look_ familiar.pdf http://www.indstate.edu/blumberg/iep/docs/Adminandcoteaching.pdf http://www.coppellisd.com/151610710164541843/lib/151610710164541843/CISD_coteachingTwoDistrictsO ct2010.pdf

SHAREDPLANNINGTIMEFORCOTEACHING: SupportingCoTeachingwithLimitedResources Withalittlecreativityandcommitment,yourcoteachingteamscanhaveover30hoursofsharedplanning withoutaschedulingnightmareandforlessthan$2,000fortheentireyear.Inthesummer,beginby providingastipendtohavetheteachersplantogetherfortheyearpriortothestartoftheircontracts.During theseeighthoursofplanning,muchofthestructurefortheyearcanbeestablished.Then,everyother week,eachteamcanhaveatleast1hourofsharedplanningbyalternatingafterschoolmeetingswiththe useofasubstituteforcoverage.Intotal,thecoteachersareonlycommittingtoworkafterschoolonehour amonth.AdditionalworkoninstructionaltaskscanbedoneviaelectronicmeanssuchasDropboxand GoogleGroups. Hoursof planning perteam Totalannualcost (forfour coteaching teams) $800 ($100stipendper person) Additional costperhour ofplanning AlternativeIdeas

OneDayPlanningMeeting (PriortotheStartof Contracts)

8.0

$25

ProvideCEUsinlieu ofstipends

Onceamonthafterschool planning

1.0

$0

$0

Integratethe coteachersPLC timeandtaskswith someshared instructionalplanning

Useonefloatingsubstitute toprovidesharedplanning timetofour(4)coteaching teams

1.5

~$900 (~$100/dayfor9 mthsSeptMay)

~$17

Useschool volunteersfor coverageonweekly basisforpartial periods

ANNUALTOTAL

31.5hrs/yr

$1,700

~13.50/hrper team

***Formanymoreideasonnegotiatingsharedplanningtimeforyourcoteachingteams,usethese

resourcesFindingTimeforCollaborationandFindingTimetoCoPlan.***