Nuts+&+Bolts+Training+Team

Final Outline for Nuts and Bolts
=Unit 1 Getting Ready -- Examining Belief Systems= OBJECTIVES: OUTCOMES:
 * //Chapter 1: Know Thyself / Know Thy Neighbor (Carrie)//**
 * 1) Self-Assessment
 * 2) Reflection
 * 3) Team building activities at school level involving gen. ed. and EC.
 * 4) Scenario more general philosophy of two people in classroom -- more individual responses
 * 5) Paradigm shift
 * Writing an Advertisement for a co-teaching partner**

OBJECTIVES: OUTCOMES:
 * //Chapter 2: Love Thy Neighbor As Thyself (Kristi)//**
 * 1) Rapport, Respect, Trust
 * 2) Communication
 * 3) Problem Solving

=Unit 2: Working Together= OBJECTIVES: OUTCOMES:
 * //Chapter 1: Home Sweet Home (Gay)//**
 * 1) Physical Learning Environment
 * 2) Classroom management
 * 3) Classroom routines
 * 4) Behavior management
 * 5) Instructional Delivery
 * 6) Substitutes

OBJECTIVES: OUTCOMES:
 * //Chapter 2: In the Kitchen (Kristi)//**
 * 1) Parity -- include roles and responsibilities -- mention that these will be addressed throughout this unit
 * 2) Lesson Planning
 * Ways to Make it Work
 * 1) Fast Food
 * 2) Pot Luck
 * 3) Gourmet

OBJECTIVES:
 * //Chapter 3: Let's Eat (Robin)//**

(What are they, when should they be used and what drives the choice) OUTCOMES:
 * 1) Team Teaching
 * 2) Station Teaching
 * 3) Alternative Teaching
 * 4) Parallel Teaching
 * 5) One Teach, One Assist
 * 6) One Teach, One Observe

OBJECTIVES: OUTCOMES:
 * //Chapter 4: Clean-Up (Sherrie)//**
 * 1) Grading
 * 2) Progress Monitoring / Assessment
 * 3) IEP
 * 4) Determining student support needs--appropriate gen. ed. support (para., co., consult, none)
 * 5) Roles
 * 6) Implementing Accommodations
 * 7) Modifying work/tests
 * 8) Direct Instruction

OBJECTIVES: OUTCOMES:
 * //Chapter 5: Time for Desserts (Carrie)//**
 * 1) Effectiveness of teaming
 * 2) Effectiveness of planning
 * 3) Effectiveness of implementation
 * 4) Student outcomes
 * 5) Reflection

=END OF THIS PLANNING!!!!!=

Objectives:

Teachers will:
 * Reflect on their teaching practices, philosophy of teaching (management styles, physical learning environment, etc) and how they relate to a co-teaching model.
 * Identify and define the 4 co-teaching models as outlined by Cook and Friend
 * Describe three options for teacher planning in a co-taught setting.
 * Identify appropriate type and level of support for individual students with special needs
 * Determine the effectiveness of the co-teaching practices on positive outcomes for students and teachers.


 * EXAMPLE for Content Development **
 * (90 mins. face to face; audience of experienced and novice teachers) **
 * (5) Welcome and introductions… **

Ask group to pretend for a few moments…Introduce self to group as their school Principal. Tell them that from this point on in the school year, they will be partnering with the person sitting closest to them in a co-teaching situation (whether they know them or not). Pause to let this new arrangement be absorbed. Ask participants to take 2 mins. and free write/list on a sheet of paper the very first thoughts that came to their mind (positive and negative). At the end of 2 mins. ask for volunteers to introduce themselves as they share their reactions.
 * (10 mins.) **

This scenario is an example of how co-teaching often begins in a school.

A good way to get started is for the school site administrator to **identify pairs of teachers who are willing to work together in a co-taught classroom**. One way to do this is to **ask for volunteers**. Also, it may be beneficial to **conduct a survey to determine** (a) teacher strengths and (b) what currently is occurring at the school relative to inclusive practices. This information will help determine future topics for professional development. While it may be necessary to begin with only those teachers who volunteer, **at some point every teacher must be able and willing to co- teach**. In the beginning, administrators may want to schedule unwilling or less confident teachers to non-co-taught classes and then gradually assign them to co-taught classes. Eventually, **every school needs special education teachers who are willing and competent to teach either in a special education class or in a co-taught general education class**. Certification must be considered when hiring and assigning teachers and para-educators. Administrators need to be mindful of the certification requirements and teacher qualifications of their staff.
 * //(5) Teacher Selection //**


 * // (2) Objectives for the session //** …We will discuss
 * Reasons for co-teaching,
 * a definition for co-teaching and what it is and is not,
 * co-teaching benefits for students and teachers,
 * elements of successful co-teaching,
 * considerations for preparation to co-teach


 * (5) Ask what the participants would like to know about co-teaching and list on chart paper. ** As you cover the topics, check them off the list.

A growing body of research indicates the most positive student outcomes are evidenced by the inclusion of students with disabilities in general education settings. **Data demonstrate that students in inclusive classrooms** **show academic and behavioral gains far greater than students in segregated special education classrooms**. While the decision of IEPs teams for some students may continue to include instruction in special education settings, for many students **inclusion in general education settings, //with supports and accommodations//, is the optimal setting for better outcomes**. In addition, research indicates the most effective way to support students with disabilities in general education settings is by using a //co-teaching support model//. This is not to say that the consultant or para-educator support models are not effective, just that the co-teaching model yields better and more positive outcomes.
 * //(2) Research //**

For the purpose of consistency, a single definition of co-teaching will be used. Co-teaching, as defined by Friend & Cook (2010), is **“A service delivery option for providing special education or related services to students with disabilities or other special needs students while they remain in their general education classes. Co-teaching occurs when two or more professionals jointly deliver substantive instruction to a diverse, blended group of students in a single physical space.”**
 * //(3) Co-teaching Definition //**

Both teachers (one special education and one general education) should have **knowledge in content and strategies**. Both teachers are **responsible for ALL students**; they are co-teachers. It is important not to categorize or compartmentalize roles, as **both teachers are professionals providing instruction** to a diverse group of students. It is important for both teachers to make **efforts to increase knowledge in both content and instructional strategies**, since **they will work with all of the students** in the class. In other words, the special education teacher will not work just with students with disabilities, nor will the general education teacher work only with students without disabilities.


 * (3) Handout - Co-Teaching: What it IS and what it is NOT – take a few minutes to review **

Ask for participants to share their reasons and pros for co-teaching. **Write the reasons on chart paper.** Here is a short list of benefits expected when two professionals share their knowledge and skills in a single classroom. • Placement in the Least Restrictive Environment (LRE) • Higher expectations established and met due to access to the general curriculum and exposure to a range of instructional alternatives • Enhanced positive social outcomes and improved self esteem • Increased engagement and involvement in ‘the learning process’ • Access to models of adults working cooperatively and even models of adults dealing with disagreements • More realistic classroom communities for all students • Increased teacher satisfaction <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">• Enhanced opportunities for professional growth <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">• Reduced feelings of isolation <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">• Mutual appreciation of general education and special education roles <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">• More opportunities for creativity <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">• More time for explicit teaching <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">• Shared responsibilities for classroom workload <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">• Reduced behavior problems
 * //<span style="font-family: 'Calibri','sans-serif'; font-size: 19px;">(5) So, why co-teach? //**
 * //<span style="font-family: 'Calibri','sans-serif'; font-size: 19px;">Student Benefits: //**
 * //<span style="font-family: 'Calibri','sans-serif'; font-size: 19px;">Teacher Benefits: //**


 * (15) Handout //– Am I Ready to Co-teach?// – take 5 mins. to answer the questions, then ask the participants to share with one other person. After 5 mins. of sharing (max.), ask the group to volunteer some of the concerns they shared. Post concerns on chart paper. **


 * (15) Count off the participants into 4 groups with the following 4 categories listed on sheet of chart paper: Communication, Relationship, Classroom Application, Knowledge of Co-teaching. Ask that they brainstorm for 5 mins. the actions under each topic that would support success, identify a speaker, and be ready to report out to the whole group. **

<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- Communicating honestly with my co-teaching partner even when it is difficult <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- Actively listening to suggestions, feedback and instructions from my co-teaching partner <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- Bouncing ideas off each other for genuine feedback and input prior to implementation <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- Having a lot of give and take in conversations between co-teaching partners <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- Intentionally addressing communication strategies <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- Attending to each other’s body language and non-verbal cues <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- Respecting and trusting each other <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- Working well as partners – being in sync <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- Knowing when to jump in <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- Adjusting in the moment – making changes as we go along <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- Accepting different personality and teaching styles <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- Working together to develop rapport with all students <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- Allowing my co-teaching partner to take a lesson or unit that I would really love to teach <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- Students in the class view both teachers as a real teacher <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- Sharing leadership in the classroom <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- Sharing control of the classroom <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- Using co-teaching strategies and approaches to differentiate instruction <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- Both teachers are attentive and present even during times when he/she is not directly providing instruction <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- Handling interruptions without stopping the class <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- Support and training provided by teacher preparation programs and ongoing professional learning <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- Understanding each of the co-teaching strategies/approaches <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- Being able to explain the benefits of co-teaching to parents <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">- Being able to explain the benefits of co-teaching to students
 * (5) Review the following: **
 * // Elements of Successful Co-teaching //**
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Communication **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Relationship **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Classroom Applications **
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Knowledge base of co-teaching **


 * (15) Handout - //Preparing to Co-Teach (15)// **
 * Partner with your initial partner and discuss each of the questions in the 5 areas of the handout. Be prepared, after 10 mins., to share any specific challenges you would expect to encounter in your respective situations. **


 * **Handouts:**
 * Finding time to co-plan**
 * Finding time for collaboration**
 * Determining roles & responsibilities**
 * Co-teaching partnership checklist**
 * **Quick References:**
 * Cook and Friend (2004)**
 * //Louisiana’s Co-Teaching Resource Guide// (2011)**
 * //The Co-teaching Guide for Special Education Directors: From Guesswork to What Really Works//. McDuffie (2011)**
 * What makes co-teaching work? Identifying the essential elements. Bacharach, Heck, & Dahlberg (2008)**