Co-Teaching

BY: KATIE OWEN

Teachers involved in collaborative partnerships often report increased feelings of worth, renewal, partnership, and creativity.

Outline
What is Co-Teaching? Stages of Co-Teaching Components of Co-Teaching Co-Teaching Rating Scale (CtRS)

What is Co-Teaching?
In this article they define co-teaching as: the collaboration between general and special education teacher for all of the teaching responsibilities of all students assigned to a classroom. In a co-teaching classroom: There are two teachers (general and special educators) work together to develop a differentiated curriculum that meets the needs of a diverse population of students. Teachers share the planning, presentation, evaluation, and classroom management in an effort to enhance the learning environment for all students.

What is Co-Teaching? (cont.)

Problems in Co-Teaching:
Poorly defined role descriptions Lack of clear expectations from administrators Frustrations with implementation issues

Developmental Stages of the Co-Teaching Process:

Beginning Stage Compromising Stage Collaborative Stage

Knowledge of the developmental stages of co-teaching may diminish

the frustration and expedite the movement toward a collaborative partnership.

Stages of Co-Teaching
Beginning Stage

Guarded, careful communication General educators feel a sense of intrusion Special educators feel uncomfortable and excluded Unless there is a clear sense of the developmental process and the goal of collaboration is a mutual one, teachers may get stuck at this level

Compromising Stage

Give and take communication, with a sense of having to give up to get The compromise at this stage help the co-teachers to build a level of trust that is necessary for them to move to a more collaborative partnership

Collaborating Stage

Open communication and interaction, mutual admiration Teachers compliment each other At this stage, it is often hard for outsiders to discern which teacher is the special educator and which is the general educator

Components of the Co-Teaching Relationship

Interpersonal Communication Physical Arrangement Familiarity with the Curriculum Curriculum Goals and

Modifications
Instructional Planning Instructional Presentation Classroom Management Assessment

Interpersonal Communication
Entails the use of verbal, non-verbal, and social skills In the beginning stage:

Communication may be poor and teachers may be dissatisfied in their relationships with the other teacher. Humor may be the sign that shows progression into this stage. Communication is more open and interactive. Communication has more styles (ex. non-verbal communication) Teachers become models of effective communicators for students.

In the compromising stage:

In the collaborative stage:

Physical Arrangement
The placement and arrangement of materials, students, and

teachers. Beginning stage:

Classroom gives the impression of separateness. The special educators are usually given little space and the space they have is in the back of the classroom. Students with disabilities are also separated from the other students in the classroom.

Compromising stage: There is more movement and shared space. The special educator still rarely takes center stage in the classroom. Collaborative stage: There is natural movement and sharing between the teachers. The students are also interspersed throughout the classroom.

Familiarity with the Curriculum

Becoming competent and confident in the general

education curriculum. Beginning stage:

Limited confidence from both teachers. Special educators not confident in teaching the curriculum which lead to not being confident in giving advice on accommodations for students.

Compromising stage: Confidence grows over curriculum. General education teachers are more willing to modify curriculum for students. Collaborative stage: Both teachers appreciate specific curriculum competencies they bring to the content area.

Curriculum Goals and Modifications

Planning of specific goals and objectives for each student. Beginning stage: Programs are driven by textbooks and standards; goals are testdriven. Special education teachers are known as the helpers. There is little modifications to curriculum. Compromising stage: Teachers view modifications as giving up something or as watering down the curriculum. Collaborative stage: Differentiate concepts that all students must know (big ideas) from concepts that most students should know (essential knowledge).

Instructional Planning
Involves on-the-spot, day-to-day, week-to-week, and unit-

to-unit planning of coursework. Beginning stage:

General education teacher is the main teacher, special education teacher is the classroom assistant. There is more sharing of planning.

Compromising stage:

Collaborative stage:

Mutual planning and sharing of ideas Teachers do on-the-spot planning.

Instructional Presentation
Presentation of lessons and structuring of classroom

activities. Beginning stage:

Teachers present separate lessons The teachers take on the role of boss and helper.

Compromising stage:

Special education teacher offers mini-lessons or clarifies strategies students may use. Both teachers are engaged in presentation and activities.

Collaborative stage:

Classroom Management
Two major components are structure and

relationships. Beginning stage:

Special education teacher becomes the behavior manager .

Compromising stage: There is more communication and mutual development of rules and routines. Teachers may begin to discuss individualized behavior plans. Collaborative stage: Both teachers develop classroom management system that benefits all students. Teachers use multiple plans and rewards for behavior.

Assessment
Developing systems for evaluating individual students,

adjusting standards and expectations for performance to meet individual needs, while maintaining course integrity. Beginning stage:

Teachers may be using separate grading systems or there may be one grading system run by the general education teacher. Measures for evaluation tend to be objective in nature and solely examine student s knowledge of content.

Compromising stage: Teachers start to discuss how to effectively capture the student s progress. More performance measures are used. Collaborative stage: Teachers appreciate need for a variety of options in assessment. They consider ways to integrate goals and objectives.

Class Activity
Identify important beliefs about the components of the co-

teaching relationship. If you want, you can choose your own components and write about them in the Other sections. Example:
Classroom Management: Rules should be clearly defined at the beginning of the school year and should be consistent throughout the year.

The Co-Teaching Rating Scale (CtRS)

The Co-Teaching Rating Scale is an informal instrument that co-

teachers and their supervisors can use to examine the effectiveness of co-teaching classrooms. This scale can help teachers to:
Determine which of the components of their relationship are contributing to their success Develop co-teaching goals Move more quickly to the collaborative level

There are two forms (one for a special educator and

one for a general educator) that ask similar questions and should be completed independently. The forms can be the beginning of professional discussions for the co-teachers to discuss their perspectives.

Discussion
Why would it be important for teachers to use

the Co-Teaching Rating Scale?

More importantly, why would it be important

for the teachers to discuss what they put down?

Example:
Suppose that two teachers take the CtRS and find that they disagreed about the familiarity with the curriculum. They might realize that the special educator needs to spend more time with the curriculum so they propose doing minilessons as a non-threatening way to get the special educator more involved and learning the curriculum. This will also help the general educator become more confident in the special educator s ability to teach the curriculum.

References and Readings

Gately, S.E., & Gately, F.J. (2001). Understanding co-teaching components. Teaching Exceptional Children, 33(4), 40-47. Murawski, W.W., & Dieker, L.A. (2004). Tips and strategies for co-teaching at the secondary level. Teaching Exceptional Children, 36(5), 52-58.

Co-Teaching Rating Scale for Supervisors

RATING: 1=rarely; 2=sometimes; 3=usually
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. Nonverbal communication is observed Both teachers move freely throughout the space Teachers appear competent with the curriculum and standards Teachers agree on the goals of the co-taught classroom Spontaneous planning occurs throughout the lesson Both teachers take stage and present during the lesson Classroom rules and routines have been jointly developed Many measures are used for grading students Humor is often used in the classroom Materials are shared in the classroom Both teachers appear familiar with the methods and materials with respect to the content area Modifications of goals for students with special needs are incorporated into the class Planning for classes appears to be the shared responsibility of both teachers The chalk passes freely A variety of classroom management techniques is used to enhance learning Test modifications are commonplace Communication is open and honest There is fluid positioning of teachers in the classroom Both teachers appear to feel confident in the content Student-centered objectives are incorporated into the classroom curriculum Time is allocated (or found) for common planning Students appear to accept and seek out both teachers help in the learning process Behavior management is the shared responsibility of both teachers Goals and objectives in IEPs are considered as part of the grading for students with special needs

Comments: 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 1 1 1 2 2 2 2 3 3 3 3

1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3

S3a
From: Two are Better than One by Susan E. Gately. Developing Exemplary Teachers, May 2005, 36-41. Copyright 2005, Developing Exemplary Teachers. Used with permission of the copyright owner. Further reproduction prohibited without permission.

The Coteaching Rating Scale

Special Education Teacher Format
Respond to each question below by circling the number that best describes your viewpoint: 1: Rarely
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.

2: Sometimes

3: Usually 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

I can easily read the nonverbal cues of my coteaching partner. I feel comfortable moving freely about the space in the cotaught classroom. I understand the curriculum standards with respect to the content area in the cotaught classroom. Both teachers in the cotaught classroom agree on the goals of the classroom. Planning can be spontaneous, with changes occurring during the instructional lesson. I often present lessons in the cotaught class. Classroom rules and routines have been jointly developed. Many measures are used for grading students. Humor is often used in the classroom. All materials are shared in the classroom. I am familiar with the methods and materials with respect to this content area. Modifications of goals for students with special needs are incorporated into this class. Planning for classes is the shared responsibility of both teachers. The chalk passes freely between the two teachers. A variety of classroom management techniques is used to enhance learning of all students. Test modifications are commonplace. Communication is open and honest. There is fluid positioning of teachers in the classroom. I feel confident in my knowledge of the curriculum content. Student-centered objectives are incorporated into the curriculum. Time is allotted (or found) for common planning. Students accept both teachers as equal partners in the learning process. Behavior management is the shared responsibility of both teachers. Goals and objectives in IEPs are considered as part of the grading for students with special needs.

S3b
From: Understanding Coteaching Components by Susan E. Gately and Frank J. Gately, Jr. Teaching Exceptional Children, Mar/April 2001, 40-47. Copyright 2001 by The Council for Exceptional Children Reprinted with permission of the copyright owner. Further reproduction prohibited without permission.

The Coteaching Rating Scale

General Education Teacher Format
Respond to each question below by circling the number that best describes your viewpoint: 1: Rarely
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.

2: Sometimes

3: Usually 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

I can easily read the nonverbal cues of my coteaching partner. Both teachers move freely about the space in the cotaught classroom. My coteacher understands the curriculum standards with respect to the content area in the cotaught classroom. Both teachers in the cotaught classroom agree on the goals of the classroomm. Planning can be spontaneous, with changes occurring during the instructional lesson. My coteaching partner often presents lessons in the cotaught class. Classroom rules and routines have been jointly developed. Many measures are used for grading students. Humor is often used in the classroom. All materials are shared in the classroom. The special education teacher is familiar with the methods and materials with respect to this content area. Modifications of goals for students with special needs are incorporated into this class. Planning for classes is the shared responsibility of both teachers. The chalk passes freely between the two teachers. A variety of classroom management techniques is used to enhance learning of all students. Test modifications are commonplace. Communication is open and honest. There is fluid positioning of teachers in the classroom. I am confident of the special education teachers knowledge of the curriculum content. Student-centered objectives are incorporated into the curriculum. Time is allotted (or found) for common planning. Students accept both teachers as equal partners in the learning process. Behavior management is the shared responsibility of both teachers. Goals and objectives in IEPs are considered as part of the grading for students with special needs.

S3c
From: Understanding Coteaching Components by Susan E. Gately and Frank J. Gately, Jr. Teaching Exceptional Children, Mar/April 2001, 40-47. Copyright 2001 by The Council for Exceptional Children Reprinted with permission of the copyright owner. Further reproduction prohibited without permission.