Co-Teaching: More Than Sharing Space
Transforming Learning Today: A Blended Approach to Professional Development for an Effective Co-Teaching Program
Rose Merry Kirkpatrick
Coordinator, AR Co-Teaching Project [email protected]
Debbie Fleming
Education Specialist, AR SPDG [email protected]
Plickers www.plickers.com
What is your current position? • • • •
A – Administrator B – Curriculum Coordinator/Instructional Facilitator C – Teacher D – Other
Plickers www.plickers.com
How would you rate your knowledge of the co-teaching model? • • • •
A – I am confident in explaining the model B – I am knowledgeable about the model C – I have limited knowledge of the model D – I know nothing about the model
Objectives • Describe the co-teaching model and the rationale for implementation • Share the critical components of the co-teaching model • Communicate information on the Boundless Learning Co-Teaching Professional Development and other services provided by the AR Co-Teaching Project
What is Co-Teaching? When two or more educators co-plan, co-instruct, and co-assess a group of students with diverse needs in the same general education classroom. (Murawski, 2003)
Defining Characteristics of Co-Teaching Co-Teaching is…
Co-Teaching is not…
Shared responsibility for planning, delivering, & assessing instruction
Aides with Wings
Joint evaluation of students’ progress
Parallel or Secret Systems
Active engagement
Job Sharing
Flexible grouping of students
Bluebirds & Turkeys
Ours
Yours/Mine
2001 Meta-Analysis of Co-Teaching Research • Gains in reading & positive teacher reports (Self, 1991)
• More peer acceptance/friendship (Vaughn, 1998)
• Grades increased
• Higher math achievement scores (Rosman, 1994)
• Improved minimum competency test scores
• Gains in reading for students with learning disabilities (Klinger, 1998)
(Lundeen, 1993)
(Walsh, 1993)
W. Murawski & H. L. Swanson, 2001
AR Grade Research • Five Year Study (2004-2009) • Approximately 70% of students with disabilities received “C” or higher • Narrowing of the GPA gap of students with & without disabilities
• 2013-14 Cohort (75 co-taught classrooms; 1,828 students) • 96% of students with disabilities received passing grades • 87% of students with disabilities received “C” or higher (89% students without disabilities)
• 2014-15 Cohort (43 co-taught classrooms; 1,004 students) • 93% of students with disabilities received passing grades • 67% of students with disabilities received “C” or higher (78% of students without disabilities)
Critical Components of Classroom Application
Co-Plan Co-Assess Co-Instruct
Co-Planning “Without strong co-planning, there will be no successful co-teaching. Teachers need time to plan together and administrators and instructional leaders need to use a variety of options to ensure they can do so.”
W. Murawski (2008, The School Administrator)
Strategies for Finding Co-Planning Time • Common Weekly Planning Time in Master Schedule • Scheduled Macro Planning • Creative School Based Strategies
• Access to the “Cloud” for Planning
Co-Instructing “Two or more professionals delivering substantive instruction to a diverse or blended group of students in a single physical space” Cook & Friend, 1995
Co-Teaching Formats • One Teach, One Assist • Parallel Teaching • Station Teaching • Alternative • Team • One Teach, One Observe Handouts: Co-Teaching Instructional Formats
ONE TEACH, ONE ASSIST
Introduce Math Concept
Teacher A
Teacher B Assist Students
Handouts: Co-Teaching Instructional Formats
(Friend & Cook)
PARALLEL TEACHING Read Aloud with Mini Lesson Teacher A
Read Aloud with Mini Lesson
Teacher B
Handouts: Co-Teaching Instructional Formats
(Friend & Cook)
STATION TEACHING Editing Drafts for Valid Reasoning & Sufficient Evidence
Peer Review of Drafts
Teacher A
Editing Drafts for Objective Tone Handouts: Co-Teaching Instructional Formats
Teacher B
(Friend & Cook)
ALTERNATIVE TEACHING Use of Commas in a Sequence
Teacher A
Teacher B Enrichment: Adjective Coordinate Exception Handouts: Co-Teaching Instructional Formats
(Friend & Cook)
TEAM TEACHING
Teacher A:
Teacher B:
Introduce Missing Variable
Demonstrate with Algebra Tiles
Handouts: Co-Teaching Instructional Formats
Teacher A
Teacher B
(Friend & Cook)
ONE TEACH, ONE OBSERVE Comparing Two Texts Teacher A
Teacher B Observing and Collecting Data
(Friend & Cook)
Handouts: Co-Teaching Instructional Formats
Co-Assessment Co-Teachers:
• gather data on student performance to inform instructional decision making • focus on students strengths and needs • design and use formative, summative, formal and informal assessment tools
• reflect on co-teaching experiences Conderman & Hedin, 2013
Example/Non-Example • The special education co-teacher is responsible for the progress of the students with disabilities. The general education teacher is responsible for students without IEPs. • Each co-teacher works with skill-based small groups for part of the class. They flip-flop the groups regularly so that they both have the opportunity to work with all students. • Every day the special education co-teacher takes the students with IEPs to the back of the room for independent work.
Implementation Fidelity When programs implemented with fidelity are compared to programs not implemented with fidelity, the difference in effectiveness is profound. Those implemented with fidelity yield average effect sizes that are
two to three times higher. (Durlak & DuPre, 2008)
Professional Development of the Past
Every Student Succeeds Act, 2015 Professional Development defined as activities that: • (A) are an integral part of school and local educational agency strategies for providing educators with the knowledge and skills necessary to enable students to succeed in a well-rounded education and to meet the challenging State academic standards • (B) are sustained (not stand-alone, 1-day, or short term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused.
Every Student Succeeds Act, the reauthorization of the Elementary and Secondary Education Act, on December 10, 2015.
The Evolution of Co-Teaching Professional Development in Arkansas
AR Co-Teaching Comprehensive Package Traditional Format
Boundless Learning Co-Teaching Packages
Johns Hopkins University’s Boundless Learning Co-Teaching Professional Development
Co-Teacher OLEs Protocols for Collaboration
• United Protocol • Logistic Plan
Protocols for Co-Planning & Instruction
Tools
• Team Based Cycle of Instruction (TBCI) • TBCI Role Protocol
• Student Compass/Classview Matrix • Snapshot Data Tool • TEAMs Meeting
School-Based Facilitator OLEs Coaching Co-Teachers
Supporting Fidelity Implementation of the Boundless Learning Co-Teaching Professional Development
Collaborating with Administrators
Boundless Learning Co-Teaching Basic PD Package For Co-Teachers and Administrators
• One face-to-face introductory kick-off professional development session • Facilitated interactive online modules for co-teachers • Electronic learning communities • Two onsite coaching visits • Virtual administrators’ support meetings
• Pre/post evaluation of implementation planning
Boundless Learning Co-Teaching Combined PD Package For Co-Teachers, Administrators, and Instructional Facilitators
• One face-to-face introductory kick-off professional development session • Facilitated interactive online modules for co-teachers and instructional facilitators • Electronic learning communities • Two onsite coaching visits • Virtual administrators’ and instructional facilitators’ support meetings • Pre/post evaluation of implementation planning
Arkansas Co-Teaching Project’s Services • Year-Long Comprehensive Professional Development Packages • Overviews of the Co-Teaching Model by Webinars and Onsite Professional Development • School and District Implementation Planning Meetings • Email and Telephone Technical Assistance
• Informational Website and DVD Lending Library
Johns Hopkins University’s Boundless Learning Co-Teaching Professional Development and the Arkansas Co-Teaching Project
Rose Merry Kirkpatrick
Coordinator, AR Co-Teaching Project [email protected]
Debbie Fleming
Education Specialist, AR SPDG [email protected]
Plickers www.plickers.com
What is your current position? • • • •
A – Administrator B – Curriculum Coordinator/Instructional Facilitator C – Teacher D – Other
Plickers www.plickers.com
How would you rate your knowledge of the co-teaching model? • • • •
A – I am confident in explaining the model B – I am knowledgeable about the model C – I have limited knowledge of the model D – I know nothing about the model
Objectives • Describe the co-teaching model and the rationale for implementation • Share the critical components of the co-teaching model • Communicate information on the Boundless Learning Co-Teaching Professional Development and other services provided by the AR Co-Teaching Project
What is Co-Teaching? When two or more educators co-plan, co-instruct, and co-assess a group of students with diverse needs in the same general education classroom. (Murawski, 2003)
Defining Characteristics of Co-Teaching Co-Teaching is…
Co-Teaching is not…
Shared responsibility for planning, delivering, & assessing instruction
Aides with Wings
Joint evaluation of students’ progress
Parallel or Secret Systems
Active engagement
Job Sharing
Flexible grouping of students
Bluebirds & Turkeys
Ours
Yours/Mine
2001 Meta-Analysis of Co-Teaching Research • Gains in reading & positive teacher reports (Self, 1991)
• More peer acceptance/friendship (Vaughn, 1998)
• Grades increased
• Higher math achievement scores (Rosman, 1994)
• Improved minimum competency test scores
• Gains in reading for students with learning disabilities (Klinger, 1998)
(Lundeen, 1993)
(Walsh, 1993)
W. Murawski & H. L. Swanson, 2001
AR Grade Research • Five Year Study (2004-2009) • Approximately 70% of students with disabilities received “C” or higher • Narrowing of the GPA gap of students with & without disabilities
• 2013-14 Cohort (75 co-taught classrooms; 1,828 students) • 96% of students with disabilities received passing grades • 87% of students with disabilities received “C” or higher (89% students without disabilities)
• 2014-15 Cohort (43 co-taught classrooms; 1,004 students) • 93% of students with disabilities received passing grades • 67% of students with disabilities received “C” or higher (78% of students without disabilities)
Critical Components of Classroom Application
Co-Plan Co-Assess Co-Instruct
Co-Planning “Without strong co-planning, there will be no successful co-teaching. Teachers need time to plan together and administrators and instructional leaders need to use a variety of options to ensure they can do so.”
W. Murawski (2008, The School Administrator)
Strategies for Finding Co-Planning Time • Common Weekly Planning Time in Master Schedule • Scheduled Macro Planning • Creative School Based Strategies
• Access to the “Cloud” for Planning
Co-Instructing “Two or more professionals delivering substantive instruction to a diverse or blended group of students in a single physical space” Cook & Friend, 1995
Co-Teaching Formats • One Teach, One Assist • Parallel Teaching • Station Teaching • Alternative • Team • One Teach, One Observe Handouts: Co-Teaching Instructional Formats
ONE TEACH, ONE ASSIST
Introduce Math Concept
Teacher A
Teacher B Assist Students
Handouts: Co-Teaching Instructional Formats
(Friend & Cook)
PARALLEL TEACHING Read Aloud with Mini Lesson Teacher A
Read Aloud with Mini Lesson
Teacher B
Handouts: Co-Teaching Instructional Formats
(Friend & Cook)
STATION TEACHING Editing Drafts for Valid Reasoning & Sufficient Evidence
Peer Review of Drafts
Teacher A
Editing Drafts for Objective Tone Handouts: Co-Teaching Instructional Formats
Teacher B
(Friend & Cook)
ALTERNATIVE TEACHING Use of Commas in a Sequence
Teacher A
Teacher B Enrichment: Adjective Coordinate Exception Handouts: Co-Teaching Instructional Formats
(Friend & Cook)
TEAM TEACHING
Teacher A:
Teacher B:
Introduce Missing Variable
Demonstrate with Algebra Tiles
Handouts: Co-Teaching Instructional Formats
Teacher A
Teacher B
(Friend & Cook)
ONE TEACH, ONE OBSERVE Comparing Two Texts Teacher A
Teacher B Observing and Collecting Data
(Friend & Cook)
Handouts: Co-Teaching Instructional Formats
Co-Assessment Co-Teachers:
• gather data on student performance to inform instructional decision making • focus on students strengths and needs • design and use formative, summative, formal and informal assessment tools
• reflect on co-teaching experiences Conderman & Hedin, 2013
Example/Non-Example • The special education co-teacher is responsible for the progress of the students with disabilities. The general education teacher is responsible for students without IEPs. • Each co-teacher works with skill-based small groups for part of the class. They flip-flop the groups regularly so that they both have the opportunity to work with all students. • Every day the special education co-teacher takes the students with IEPs to the back of the room for independent work.
Implementation Fidelity When programs implemented with fidelity are compared to programs not implemented with fidelity, the difference in effectiveness is profound. Those implemented with fidelity yield average effect sizes that are
two to three times higher. (Durlak & DuPre, 2008)
Professional Development of the Past
Every Student Succeeds Act, 2015 Professional Development defined as activities that: • (A) are an integral part of school and local educational agency strategies for providing educators with the knowledge and skills necessary to enable students to succeed in a well-rounded education and to meet the challenging State academic standards • (B) are sustained (not stand-alone, 1-day, or short term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused.
Every Student Succeeds Act, the reauthorization of the Elementary and Secondary Education Act, on December 10, 2015.
The Evolution of Co-Teaching Professional Development in Arkansas
AR Co-Teaching Comprehensive Package Traditional Format
Boundless Learning Co-Teaching Packages
Johns Hopkins University’s Boundless Learning Co-Teaching Professional Development
Co-Teacher OLEs Protocols for Collaboration
• United Protocol • Logistic Plan
Protocols for Co-Planning & Instruction
Tools
• Team Based Cycle of Instruction (TBCI) • TBCI Role Protocol
• Student Compass/Classview Matrix • Snapshot Data Tool • TEAMs Meeting
School-Based Facilitator OLEs Coaching Co-Teachers
Supporting Fidelity Implementation of the Boundless Learning Co-Teaching Professional Development
Collaborating with Administrators
Boundless Learning Co-Teaching Basic PD Package For Co-Teachers and Administrators
• One face-to-face introductory kick-off professional development session • Facilitated interactive online modules for co-teachers • Electronic learning communities • Two onsite coaching visits • Virtual administrators’ support meetings
• Pre/post evaluation of implementation planning
Boundless Learning Co-Teaching Combined PD Package For Co-Teachers, Administrators, and Instructional Facilitators
• One face-to-face introductory kick-off professional development session • Facilitated interactive online modules for co-teachers and instructional facilitators • Electronic learning communities • Two onsite coaching visits • Virtual administrators’ and instructional facilitators’ support meetings • Pre/post evaluation of implementation planning
Arkansas Co-Teaching Project’s Services • Year-Long Comprehensive Professional Development Packages • Overviews of the Co-Teaching Model by Webinars and Onsite Professional Development • School and District Implementation Planning Meetings • Email and Telephone Technical Assistance
• Informational Website and DVD Lending Library
Johns Hopkins University’s Boundless Learning Co-Teaching Professional Development and the Arkansas Co-Teaching Project
