Co Teaching

Supervising Co-Teaching Teams: Whose Line Is It Anyway? Your name here Date, location, etc.

Session Overview ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The Access Center’s Mission ,[object Object]

What is “Access”? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Where to Begin: Building Bridges ,[object Object],From Steele, Bell, & George, 2005

Collaboration Won’t Just Happen ,[object Object],[object Object],[object Object],[object Object],From Steele, Bell, & George, 2005

Why Won’t It Just Happen? ,[object Object],[object Object],[object Object],From Steele, Bell, & George, 2005

How Can We Work With This? ,[object Object],[object Object],[object Object],[object Object],[object Object],From Steele, Bell, & George, 2005

What Have We Learned? ,[object Object],From Steele, Bell, & George, 2005

What Have We Learned? (cont.) ,[object Object],From Steele, Bell, & George, 2005

Aligning Practices Through Co-Teaching ,[object Object],[object Object],From Steele, Bell, & George, 2005

Defining Co-Teaching ,[object Object],Cook & Friend, 1995

Three Major Models ,[object Object],[object Object],[object Object],Friend & Cook, 2003

Most Common Approaches ,[object Object],[object Object],[object Object],[object Object],[object Object],Friend & Cook, 2003

[object Object],[object Object],[object Object],[object Object],[object Object],One Teaching, One Drifting Friend & Cook, 2003

Parallel Teaching ,[object Object],[object Object],[object Object],[object Object],Friend & Cook, 2003

Station Teaching ,[object Object],[object Object],[object Object],[object Object],[object Object],Friend & Cook, 2003

Alternative Teaching ,[object Object],[object Object],[object Object],[object Object],Friend & Cook, 2003

Team Teaching ,[object Object],[object Object],[object Object],Friend & Cook, 2003

Sounds Good . . . Now What? Getting Co-Teaching Started at the Building and Classroom Levels

Considerations ,[object Object],[object Object],[object Object],[object Object],Murawski & Dieker, 2004

Not an All-or-Nothing Approach ,[object Object],[object Object],[object Object],[object Object],Murawski, 2005

Limitations and Potential Drawbacks ,[object Object],[object Object],[object Object],[object Object],Friend & Cook, 2003

Benefits of Collaboration ,[object Object],[object Object],[object Object],[object Object],[object Object],Friend & Cook, 2003

Action Steps ,[object Object],[object Object],[object Object],[object Object],[object Object],Murawski, 2005

Planning and Scheduling Considerations ,[object Object],[object Object],[object Object],[object Object],Murawski & Dieker, 2004; Dieker, 2002

Provide Weekly Scheduled Co-Planning Time ,[object Object],[object Object],Dieker, 2001; Walther-Thomas, Bryant, & Land, 1996

District-Level Planning Issues ,[object Object],[object Object],[object Object],[object Object],Walther-Thomas, Bryant, & Land, 1996

District-Level Planning Task Force ,[object Object],[object Object],[object Object],[object Object],[object Object],Walther-Thomas, Bryant, & Land, 1996

District-Level Planning Task Force (cont.) ,[object Object],[object Object],[object Object],Walther-Thomas, Bryant, & Land, 1996

Building-Level Planning Issues ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Walther-Thomas, Bryant, & Land, 1996

Suggestions for Administrators Regarding Co-Teaching

Perspective Matters ,[object Object],Wilson, 2005

[object Object],[object Object],[object Object]

Communicate Administrative Support and Leadership ,[object Object],[object Object]

Select Capable and Willing Participants ,[object Object],[object Object],[object Object],[object Object],[object Object],Walther-Thomas, Bryant, & Land, 1996

Provide Ongoing Staff Development ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Walther-Thomas, Bryant, & Land, 1996

Provide Ongoing Staff Development (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],Walther-Thomas, Bryant, & Land, 1996

Establish Balanced Classroom Rosters ,[object Object],[object Object],Walther-Thomas, Bryant, & Land, 1996

Develop Appropriate IEPs ,[object Object],[object Object],Walther-Thomas, Bryant, & Land, 1996

Observing and Evaluating Co-Teaching Teams

Critical Components for Evaluating a Co-Taught Classroom ,[object Object],[object Object],Wilson, 2005

What Makes a Good Lesson? ,[object Object],[object Object],[object Object],[object Object],Wilson, 2005

What Makes a Good Lesson (cont.) ,[object Object],[object Object],[object Object],[object Object],Wilson, 2005

Are There Components of a Co-Taught Lesson That Require Unique Perspectives in Order to be Evaluated Effectively? ,[object Object],[object Object],Arguelles, Schumm, & Vaughn, 1997

Are There Components of a Co-Taught Lesson That Require Unique Perspectives in Order to be Evaluated Effectively? (cont.) ,[object Object],[object Object],Wilson, 2005

Questions to Consider When Observing Co-Teaching Teams ,[object Object],[object Object],[object Object],Wilson, 2005

Questions to Consider When Observing Co-Teaching Teams (cont.) ,[object Object],[object Object],Wilson, 2005

Questions to Consider When Observing Co-Teaching Teams (cont.) ,[object Object],[object Object],[object Object],[object Object],Salend, Gordon, & Lopez-Vona, 2002

Characteristics of an Observation Tool ,[object Object],[object Object],[object Object],Wilson, 2005

Co-Teaching Rating Scale (CTRS)

Co-Teaching Rating Scale ,[object Object],[object Object],[object Object],[object Object],[object Object],Gately & Gately, 2001

Co-Teaching Rating Scale ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Gately & Gately, 2001

Additional Tools, Guidelines, and Strategies for Evaluating Co-Teaching Teams

Interviews and Surveys ,[object Object],[object Object],[object Object],[object Object],Salend, Gordon, & Lopez-Vona, 2002

Likert-Type Format ,[object Object],[object Object],[object Object],[object Object],Salend, Gordon, & Lopez-Vona, 2002

Likert-Type Format (cont.) ,[object Object],[object Object],[object Object],Salend, Gordon, & Lopez-Vona, 2002

Open-Ended Format ,[object Object],[object Object],[object Object],[object Object],Salend, Gordon, & Lopez-Vona, 2002

Open-Ended Format (cont.) ,[object Object],[object Object],[object Object],[object Object],Salend, Gordon, & Lopez-Vona, 2002

Best Practices Checklist ,[object Object],[object Object],[object Object],Salend, Gordon, & Lopez-Vona, 2002

Best Practices Checklist: Examples ,[object Object],[object Object],[object Object],Salend, Gordon, & Lopez-Vona, 2002

Best Practices Checklist: Examples (cont.) ,[object Object],[object Object],[object Object],[object Object],Salend, Gordon, & Lopez-Vona, 2002

[object Object],Salend, Gordon, & Lopez-Vona, 2002

Use Evaluation Data to Consider These Factors ,[object Object],[object Object],[object Object],[object Object],Salend, Gordon, & Lopez-Vona, 2002

Use Evaluation Data to Consider These Factors (cont.) ,[object Object],[object Object],[object Object],[object Object],Salend, Gordon, & Lopez-Vona, 2002

Evaluating the Co-Teaching Model

Evaluation ,[object Object],[object Object],Murawski & Dieker, 2004; Friend & Cook, 2003

Geneseo Central School District ,[object Object],[object Object],Wischnowski, Salmon, & Eaton, 2004

School Characteristics ,[object Object],[object Object],Wischnowski, Salmon, & Eaton, 2004

Elementary School ,[object Object],[object Object],[object Object],Wischnowski, Salmon, & Eaton, 2004

Middle School ,[object Object],[object Object],[object Object],Wischnowski, Salmon, & Eaton, 2004

Evaluation of the Co-Teaching Program ,[object Object],[object Object],[object Object],[object Object],Wischnowski, Salmon, & Eaton, 2004

Evaluation Aided in: ,[object Object],[object Object],[object Object],[object Object],Wischnowski, Salmon, & Eaton, 2004

Essential Ingredients for Successful Collaboration: From the Eyes of the Practitioner to the Ears of the Administrator

Involve the Administrator From the Beginning ,[object Object],[object Object],[object Object],Rea, 2005

Involve the Administrator From the Beginning (cont.) ,[object Object],[object Object],[object Object],[object Object],Rea, 2005

Involve the Administrator From the Beginning (cont.) ,[object Object],[object Object],[object Object],[object Object],[object Object],Rea, 2005

Suggestions for Success ,[object Object],[object Object],[object Object],Rea, 2005

Suggestions for Success (cont.) ,[object Object],[object Object],[object Object],Rea, 2005

References ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Visit our Web site for more information or to contact us: http://www.K8accesscenter.org

The Access Center: Improving Outcomes for All Students K–8 American Institutes for Research 1000 Thomas Jefferson Street, NW Washington, DC 20007

Co Teaching

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