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Co Teaching

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David Deubelbeiss
David Deubelbeiss

The document discusses co-teaching models and strategies for administrators to support effective co-teaching. It describes the benefits of co-teaching, including shared responsibility for all students and using data to problem-solve. Administrators should provide co-planning time, assess current collaboration levels, and implement co-teaching gradually with willing teachers. District-level planning can reduce duplication and foster communication to support co-teaching.

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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
What Makes a Good Lesson (cont.) ,[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
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
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],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
Suggestions for Success (cont.) ,[object Object],[object Object],[object Object],Rea, 2005
[object Object]
References ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
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

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Co Teaching

Editor's Notes

  1. Supervising Co-Teaching Teams: Whose Line Is It Anyway?