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Co-Teaching and Team-Teaching Report
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Co-Teaching and Team-Teaching Report

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Presented to the New Trier High School WCLT (Winnetka Campus Leadership Team) in Winnetka, IL.

Presented to the New Trier High School WCLT (Winnetka Campus Leadership Team) in Winnetka, IL.

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Co-Teaching and Team-Teaching Report Co-Teaching and Team-Teaching Report Presentation Transcript

  • Best Practices in Co- and Team-Teaching Spiro Bolos, Rachel Hess, Trish Randall, W C LT R E P O R T & Anne Spiro Bolos & Anne Twadell Twadell
  • 6 Instructional Practices
  • Station Teaching
  • Station Teaching
  • Station Teaching (modified) AS
  • 9/11 Retrospective AMERICAN STUDIES Heidkamp & Tragos
  • Parallel Teaching
  • Alternative Teaching
  • Alternative Teaching
  • Teaming
  • One Teach, One Observe
  • One Teach, One Observe
  • One Teach, One Assist
  • One Teach, One Assist
  • One Teach, One Assist
  • Co-Teaching Approaches 1) Stations 2) Parallel 3) Alternative 4) Teaming 5) One Teach, One Observe 6) One Teach, One Assist
  • Application of Approaches Work, then Report Back
  • Best Practices in Co- and Team-Teaching 2) Feedback & Suggestions Spiro Bolos, Rachel Hess, Trish R E P O R T Randall, & Anne Spiro Bolos & Anne Twadell Twadell
  • Shared Expectations
  • Shared Expectations
  • “When you set your professional goals for this year with your Department Chair/Coordinator, to what degree was addressing co-teaching or team-teaching part of the process?”
  • “When you set your professional goals for this year with your Department Chair/Coordinator, to what degree was addressing co-teaching or team-teaching part of the process?” a large part of the process a part of the process neutral a small part not a part 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
  • “How useful was this day for your professional development?”
  • “How useful was this day for your professional development?” 20 18 16 14 12 10 8 6 4 2 0 not useful not very useful neutral useful very useful
  • “Great practical tools and time to actually think and plan about how it implement them: this is a great model for professional development.”
  • “It was great having time to refresh our teaching repertoire. I also found it SO helpful to have time to sit down and plan with my co-teacher.”
  • “As first time co-teachers, we found the discussions today very helpful. A lot of good ideas were generated and these ideas are very applicable to our current class/situation/issues. We have tools to try out to enhance our instruction and evaluative practices.”
  • “What is it that New Trier can provide for you in the future to support your co-teaching instruction and PD?”
  • “What is it that New Trier can provide for you in the future to support your co-teaching instruction and PD?” Subs Mod Year Mod Day Onsite WS Offsite WS Summer WS Other 0 2 4 6 8 10 12 14 16 18 20
  • “[Need for] common prep periods.”
  • “[Need for] more time for coteachers to collaborate as well as to observe other co-taught classes [and] time to collaborate with other teachers who [are] co-teaching [the] same topic area.”
  • “Importance of when co-taught sections are offered [during] the day and the consideration of teaching two sections of the same pairing back-to-back for continuity and comparison purposes.
  • “This time to process and plan in pairs is invaluable.”
  • Best Practices in Co- and Team-Teaching 3) Interdisciplinary Inclusion? Spiro Bolos, Rachel Hess, Trish R E P O R T Randall, & Anne Spiro Bolos & Anne Twadell Twadell
  • Team Teaching EH AMERICAN STUDIES IGSS
  • Discussion