Based on the work in Learning in Safe Schools, 2nd edition by Brownlie and King, a pedagogical framework to support co-teaching all children IN the classroom and examples of such are presented.

1. Collaboration:
working together IN the classroom
to support all learners
Faye Brownlie
Prince George Early Learning Conference, 2019
Slideshare.net/fayebrownlie.earlylearning.collaboration

2. BC CASE Vision Statement
All students should receive a high quality schooling
experience leading to meaningful participation in our
community, by supporting the development of a
continuum of instructional support that builds from
the primacy of the classroom teacher to specialist
support that is ‘in addition to’ and ‘aligns with’
quality classroom instruction.

3. Why Collaboration/Co-Teaching?
• Based on the belief that collaborative planning,
teaching and assessing better addresses the diverse
needs of students by creating ongoing effective
programming in the classroom
• It allows more students to be reached
• Learning in Safe Schools, page 102 Chapter 9

4. • It focuses on the ongoing context for learning for the
students, not just the specific remediation of skills
removed from the learning text of the classroom
• It builds a repertoire of strategies for teachers to
support the range of students in classes
• Learning in Safe Schools, page 102 Chapter 9

5. A Key Belief
When interven*on is focused on
classroom support it improves
each student’s ability and
opportunity to learn
effec1vely/successfully in the
classroom.

8. No plan, No point

9. Creating a co-teaching plan: class review
• What are the strengths of your class?
• What areas would you like to strengthen?
• What goals do you have for your class?
• Is there an access point for all learners in this plan?
• What decisions can we make with our team and this information?
Make a PLAN!!!

10. The Redesigned Curriculum
• Place-based
• Purpose, purposeful
• Start with strength
• What can you do and what’s next?
• Growth system not proficiency system
• Responsive
• Focus on targeted competencies
• Core competencies
• Communication, thinking, personal
• Whom can I collaborate with?

11. When planning in ELA, consider…
• Big Ideas
• Stories and texts
• Perspective
• Language and its use
• Wondering
• Curricular Competencies
• Comprehend and connect
• Create and communicate
• Content
• Story/text
• Strategies and processes
• Language features, structures and conventions

12. When collaborating:
• No plan, no point
• Focus the teaching to enable the child to be successful IN the
classroom
• Ensure that both teachers have a role in the lesson
• Assume competence in ALL the learners
• The key is ACCESS to the work of the class

13. Writing in French Immersion
• FI Grade 3 at Sperling Elementary, Burnaby
• Lisa Stringer and Danielle Burkett
• 1st write in English
• Goal: increase descriptive language, using personification
• What can we do with two teachers to increase student independence
that I couldn’t do alone?

14. • Read Owl Moon previously and talked about figurative
language.
• Create a web of figurative language as recalled by the
students.
• Project an image.
• All 3 teachers write, using personification, to describe the
picture.
• Students ‘notice’ what works in the writing.
• Present a new picture.
• Students write for 5 minutes, trying to use personification in
their writing.
• Meet in 3 groups to share a favorite sentence from their
writing.
• Students, as a whole class, form an appreciation circle and
appreciate someone who sparked their thinking, took a risk,
impacted their learning…

15. • Notice that’s:
• Objects have voice
• Find the action words (verbs)
• Notice these make the non-living living
• Details

20. Teaming: a grade 1 collaboration
• Goal: writing
• Questioning from a picture
• All voices heard
• Oral language and connected thinking
• Write the story behind the picture
• Writing journals have a ‘thinking’ page
• As children write, we move to conference
• Tell me what is happening
• What should I notice?
• Extend the thinking
• Share with an adult

32. • What will you try?
• With whom will you work?
• What student(s) will you keep in mind as you try something new to
gauge the impact of your ac:ons?