session79

Christopher Gunter, Teacher, and Sandy Stein, Learning Specialist, Pittsford Sutherland High School, Pittsford, New York July 2, 2007 Model Schools Conference 2007 – Washington D.C.

Co-Teaching at the Secondary Level: Partnering for Success – Session 79

This presentation will define co-teaching and identify the necessary ingredients for successful collaboration, both inside and outside the classroom. The presenters will highlight usable models of co-teaching for instruction. They will also discuss the history of co-teaching in their district and outline requirements for a successful co-teaching program at the district level.

Page 446 in the Conference Case Studies Book

chris_gunter@pittsford.monroe.edu sandy_stein@pittsford.monroe.edu

Awkward first dance

Challenges:
 * Homogenous grouping
 * Little/no joint planning time
 * Few professional development opportunities
 * Frequently changing co-teaching teams
 * Learning specialists (special education teacher) responsible for multiple content areas
 * Little compensated summer prep time

This seems to be a formula for failure. . . Semantic change can be powerful – change special education teacher to learning specialist Two models of co-teaching were created following the implementation of required changes from the NY Department of Education audit: 24:2 inclusive classes (general education) – students w/IEPs not to exceed 33% of class 15:2 special education classes exclusively for students w/IEPs Students scheduled for their LRE Co-teaching in all four core content areas Students w/504 plans could get scheduled for these courses by chance

__10 Steps to Co-Teaching That Work__

1. “I can do it” attitude
 * Believing that co-teaching benefits //all// students is an essential first step
 * High expectations (R/R) for all students

2. Pairing Off
 * Defining clear workable roles is necessary before you walk into the classroom
 * This has to occur //before// the first day of school – all contingencies should be brainstormed, all roles should be discussed and delineated
 * General education teacher – responsible for content, pacing, curricular implementation
 * Learning specialists – responsible for modifying content and delivery to meet the individual needs of students, making connections behind the scenes for the students, making themselves available for extra work
 * Shared planning and grading helps to build professional rapport
 * Ann Benninghof – great resource for co-teaching models


 * IDEA – approach the pairing like a marriage

3. Learn/Know the Steps
 * Knowledge of the curriculum is critical to plan instruction that meets the needs of the students
 * Both teachers need to totally grasp the curricular goals and the steps that will be taken to reach those goals


 * IDEA – include special education teachers in curricular meetings and scope and sequence realignment

4. Choreograph a Routine
 * There is a wide variety of instructional models from which co-teachers can choose
 * Teaching team can decide collaboratively which models work best based on the curricular goals
 * //e.g. Station Teacher Model, Team Teacher (conversation, seamless flow), Teach and Observe, Parallel Teaching (divide class, teach same content – possibly with differentiation – to smaller groups with more individual attention)//


 * IDEA – model all the various modes during teacher training
 * IDEA – refer to co-taught classes as Collaboration Classes

5. Practice
 * Co-teachers need consistent joint planning time (preferably daily) for preparing instruction and building the relationship (could be lunch time)
 * Needs to be a district priority when creating teaching schedule

6. Synchronization
 * Co-teachers can best be in sync when both have a commitment to a lasting partnership
 * The longer the co-teachers stay together, the more synchronized the instruction and the more the students benefit
 * In order to have synchronization, both partners have to have a comfort level with the content and with each other


 * IDEA – liken this to //Dancing With the Stars// when the partners are just getting to know each other
 * IDEA – each team is allowed paid planning time over the summer (they get 6 hours per district policy)

7. Learn from the Experts
 * Co-teachers need opportunities for professional development to learn new strategies and reflect on current practice


 * IDEA – bins binders, online resources to support teachers after they leave the summer training sessions
 * IDEA – tap into experts like Ann Benninghof, offer follow-up observations w/feedback

8. The Audience’s Response
 * Students will respond in varied ways to both the content and the process
 * When students only see one teacher’s name on their schedule/report card, they may not understand the purpose of the other teacher
 * Poll students, teachers, and parents regularly and ACT on the feedback

9. Communicate, Communicate!
 * Solid working relationships demand ongoing honest communication to foster trust between partners and effectiveness in the classroom


 * IDEA – Have both teachers create assessments with equal input

10. The Judges
 * The co-teaching model should be continually evaluated by all parties involved (district, teachers, parents, students)
 * Be reflective practitioners – daily, monthly, yearly, etc.
 * Put those reflections into practice