The document provides an overview of co-teaching practices at Negaunee High School. It discusses the benefits of co-teaching for student engagement and meeting diverse student needs. It also outlines several co-teaching models used at NHS, including lead and support, duet, station teaching, and complementary instruction. Special education teachers play a role in supporting instruction, adapting curriculum, and providing accommodations across various co-taught classes at NHS. Planning time is a challenge but teachers find ways to collaborate before and after school or during prep periods. A variety of activities are used to engage all students in co-taught classrooms.

1. A Behind the Scenes Look at Co-Teaching Negaunee High School Co-Teaching Staff October 13, 2006

2. Working Together “ The growth of any craft depends on shared practice and honest dialogue among the people who do it. We grow by private trial and error, to be sure -- but our willingness to try, and fail, as individuals is severely limited when we are not supported by a community that encourages such risks." -- The Courage to Teach ; Palmer, 1998, p. 144

3. What is co-teaching anyway? Two or more adults Simultaneously instructing a heterogeneous group of students In a coordinated fashion

4. What are the benefits of co-teaching? Professional Growth Student Engagement Behavior Management Diverse instruction to meet diverse needs Meet the needs of ALL students

5. Selling it to your Administrators… NCLB IEP 504 At-Risk Drop-out rates MEAP/ACT

7. Effective Co-teaching Models “ Collaborative teaching is a service delivery structure in which teachers with different knowledge, skills and talents have joint responsibility for designing, delivering, monitoring and evaluating instruction for a diverse group of learners in general education classrooms.” DeBoer & Fister, 1995

8. Lead and Support Model Teacher A Teacher B Primary responsibility for planning unit of instruction. Shares in delivery, monitoring and evaluation.

9. Pros and Cons Timesaving; especially for specialist If they are not involved in the planning they may miss important steps

10. Duet Model Teacher A Teacher B Both teachers plan and design instruction. Teachers take turns delivering various components of the lesson.

11. Pros and Cons This is the best model for kids. Intense professional growth No kids slip through the cracks Enormously time and resource intensive

12. Speak and Add/Chart Model Teacher A Teacher B Primary responsibility for designing and delivering Adds and expands with questions rephrasing, anecdotes; recording key information on charts, transparencies or board.

13. Pros and Cons Very little planning time Anyone can do this model If this is the only model in place, you will be underutilizing SE teacher Mistakes can be made

14. Skills Group Model Teacher A Teacher B Students are divided into 2-4 groups based on instructional need. Each teacher takes primary responsibility for half the group. Teachers may switch groups occasionally.

15. Pros and Cons Provides instruction on the actual levels of students Starts dangerous “tracking”

16. Adapting Model Teacher A Teacher B Primary responsibility for planning and delivering a unit of instruction. Determines and provides adaptations for students who are struggling.

17. Pros and Cons No planning time involved If this is the only model; underutilizing professional

18. Station Teaching Model Teacher A Teacher B Responsible for overall instruction Teaches a small group specific skills they have not mastered.

19. Pros and Cons Provides intense support for the most needy students Isolates students

20. Learning Style Model Teacher A Teacher B Both teachers share in the design and delivery of instruction. One teacher is primarily responsible for auditory and visual instruction, the other for tactile and kinesthetic instruction.

21. Pros and Cons Meets the diverse needs of students Varies the delivery to meet the needs Lots of planning time involved Knowledge of learning styles needed

22. Parallel Teaching Model Teacher A Teacher B Both teachers plan and design. The class splits into two groups. Each teacher takes a group for the entire lesson. This reduces the teacher-student ratio.

23. Pros and Cons Works well for activities Both teachers have to have equal expertise

24. Complementary Instruction Model Teacher A Teacher B Primary responsibility for delivering core content. Primary responsibility for delivering related instruction in the areas of study and survival skills.

25. Pros and Cons Good for related professionals, ie. Speech, OT, PT, Guidance etc. If this is the only time in the room, it may feel choppy, disjointed; not enough time to build relationships

26. What does Co-teaching look like at NHS? Co-teaching is the collaboration between general and special education teachers for all of the teaching responsibilities of all students assigned to a classroom…In a co-taught classroom, teachers share the planning, presentation, evaluation, and classroom management in an effort to enhance the learning environment for all students.” Gately & Gately, 2001.

27. Mixture of ALL types… Speak & Add Duet Skills Group Station Teaching Learning Style Parallel Teaching Complementary Instruction Adapting Model Lead & Support

28. Freshman Program The object of teaching a child is to enable him to get along without his teacher. ~Elbert Hubbard Co-Teach all core curriculum areas Pre-Algebra, Health, Applied Biology, Communications 1-2 Directed Studies support

29. Directed Studies Credit earning course Support for core curriculum areas Health Applied Biology Communications Pre-Algebra Special Education Work towards goals and objectives

30. Getting Started Identify an area of need Target population Administrative support Teachers with open minds Take time to plan Involved in planning of master schedule The way a team decides to decide is one of the most important decisions it makes. Robbins & Finley, 1995

31. Building Relationships Identify teaching styles 3 Stages Beginning Stage: Guarded, careful communication Compromising Stage: Give and Take; sense of having to give up to get Collaborating Stage : Open communication and interaction; mutual admiration Entry level may be different for each situation--depending on the prior work relationship

32. Who Should Co-Teach? Opposites are not contradictory but complementary. --Niels Bohr Complementary Teaching Styles Tolerance levels Organizational skills Interpersonal communication skills Trustworthy

33. Applied Biology Thoughts on Co-teaching Awaken people's curiosity. It is enough to open minds, do not overload them. Put there just a spark. --Anatole France Effect on… Teaching Style Grading Activities Student Learning Overall Feelings

34. Applied Biology Role of SE Teacher Support instruction in class and in D.S. Modify curriculum Students with high need Planning/pace Adaptations Notes, PPT, Use of technology Accommodations Clean copy, tests read, etc. Behavior Management Seating charts, proximity

35. Communication Skills Thoughts on Co-teaching Effect on…. Teaching Style Grading Activities Student Learning Overall Feelings The secret of teaching is to appear to have known all your life what you just learned this morning. ~Author Unknown

36. Communication Skills Role of SE Teacher Support instruction in D.S. Pull out small groups for individual instruction for some material Accommodations Use of word processors Reading devices Assessment Design/Plan activities

37. Health Thoughts on Co-teaching Effect on… Teaching Style Activities Student Learning Grading Support Overall Feelings One out of 4 people in this country is mentally imbalanced. Think of your 3 closest friends--if they seem okay, then you’re the one.--Ann Landers

38. Health Role of SE Teacher Support Instruction in D.S. Modify curriculum Planning/pace Activities Learning Styles Adaptations Notes, PPT, use of technology Accommodations Clean copy, tests read, extended time CR/NC

39. Pre-Algebra Thoughts on Co-teaching Effect on… Teaching Style Activities Student Learning Grading Support for Special Needs Teaching is the only major occupation of man for which we have not yet developed tools that make an average person capable of competence and performance. In teaching we rely on the “naturals,” the ones who somehow know how to teach.--Peter Drucker

40. Pre-Algebra Role of SE Teacher Support instruction in D.S. Adaptations Re-teaching Review activities Accommodations Use of calculator, tests read, extended time You don't understand anything until you learn it more than one way. ~Marvin Minsky

41. Planning Time: How? Where? When? Obstacles are those frightful things you see when you take your eyes off your goal. ~Henry Ford

42. Making Time Prep time is difficult Hallways, before/after school, lunch, before/after class or down time during class Important to have good communication

43. Finding Time Roam Sub Strategy Cost of 1 substitute per month Pick the same day every month ie. 2nd Tuesday Sign-up Sheet Cover for Teacher A opposite Teacher B’s prep and vice versa Sub Planning Period Email staff when sub is in building to use during planning period of absent teacher

44. Special Educators-- Finding time to Co-teach AND Manage caseload Balancing your schedule Special Education Paperwork Testing, meetings, etc. Co-Teaching Own class load Reading Math Directed Studies

45. Tips & Tricks: Activities for all Classrooms A positive attitude may not solve all your problems, but it will annoy enough people to make it worth the effort.--Herm Albright, quoted in Reader’s Digest , June 1995

46. Activities Vocabulary Cards Magnets Velcro Elements Fortune Teller Jeopardy PPT Interactive CD-Rom Rainforest Researcher Online activities www.mypyramid.gov Webquests The Outsiders The Odyssey Board Relays Races to complete work at the board Jigsaw activities Cooperative learning strategy in which each student learns a component and teachers others www.unitedstreaming.com

47. Thank you! The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called “truth.” --Dan Rather

48. Questions? Contact us @ NHS 475-7861 or www.negaunee.k12.mi.us/ Sara Van Abel, Resource Room