Feb.+3rd+Product+-+Administrative+Team

Outline Model (feel free to modify as needed!)

** Unit 1 - Getting Ready - Examining Belief System **

 * Chapter 1 - The Sales Pitch **


 * Objectives: **
 * 1. Engage administrators in value of co-teaching **
 * 2. Develop belief that success is possible and necessary **
 * 3. Paradigm shift **


 * Activities: **
 * 1. Videos of successful co-teaching experiences (administrator, general ed teacher, parent/student) **
 * 2. Pop Quiz **


 * Chapter 2 - Need to Know **
 * Objectives: **
 * 1. Establishing a common language surrounding co-teaching **
 * 2. Establishing roles and responsibilities for those involved **


 * Activities: **
 * 1. Definitions **
 * 2. What It Is & What It’s Not **
 * 3. Roles & Responsibilities (Guess Who Game?) **


 * Unit 2 - Selecting Staff **


 * Unit 3 - Logistically Speaking **
 * Chapter 1 - The Game Plan **
 * Objectives: **
 * 1. Assessing Student Need **
 * 2. Aggregating Needs to Subject Areas **
 * 3. Mapping Personnel Resources to Need **


 * Activities: **
 * 1. Brainstorming Struggles to Co-Teaching **
 * 2. Student Needs Worksheet **
 * 3. Mapping Personnel Resources **


 * Chapter 2 - A Good Defense is the Best Offense **
 * Objectives: **
 * 1. Understand obstacles as they relate to co-teaching **
 * 2. Create a plan of action to overcome obstacles **


 * Activities: **
 * 1. Think-Pair-Share for obstacles **
 * 2. Rate the Possible Solutions **
 * 3. Orange County Video Testimonial on Technology Aids **
 * 4. Dropbox, Google Doc, etc. Training (Use Nuts and Bolts) **
 * 5. Guided Scenarios & Solutions **

**Unit 4 - Professional Development and Co-Teaching** **Chapter 1 - Professional Learning Communities** **Objectives:** **1. Evaluate effectiveness of school's PLC structure for developing the skills of co-teaching teams** **2. Using co-teaching data teams for the ongoing evaluation of implementation and outcomes**

**Activities:** **1.** **2.**

**Chapter 2 - Coaching Co-Teachers** **Objectives:** **1. Distinguishing between coaching and evaluation** **2. Models for providing coaching for co-teaching**

**Activities:** **1.** **2.**

**Unit 5 - Evaluating Co-Teaching**

Administrative Team Product from February 3rd meeting

Administrative Team Training Module (with Facilitator Notes)
// - Not yet in APA format as we are waiting for all sections to be complete // // - We will generate the quiz questions once we have all sections complete and can diagram appropriately // == I. Introduction - Explanation of how co-teaching will benefit the school (students - both special education and general education, teachers, and school culture). Videos will be used to share actual experiences (Administrator, General Education teacher, Parent). ( see 3-9-2012 notes from go to meeting... we need to be more specific with what we are going to say, what resources, articles or reference documents this has come from, timeline, etc. Example Introduction (5 minutes) show video of a co-teaching situation, Activity: (2 minutes) reflect on what co-teaching looks like in your school (insert handout to support this activity), Activity 2: complete a mission statement on what you want co-teaching to look like in your school (attach handout # 2) ==
 * // Please note // : **

** II. Pop Quiz (5 minutes )- Participants will answer the following questions to determine how much of the training they need to participate in. **
Pop Quiz > a. 2 Special Education teachers b. 2 General Education teachers > c. 1 Special Education and 1 General Education teacher > Correct Answer: C > a. To provide specific content knowledge to exceptional children > b. To provide strategies to help all students learn in one classroom > c. To ensure that students are behaving in a class > Correct Answer: B > a. Team Teaching b. Parallel Teaching c. Station Teaching > Correct Answer: B > a. Team Teaching b. Parallel Teaching c. Station Teaching > Correct Answer: C > a. True b. False > Correct Answer: A
 * 1) Who is involved in a co-teaching relationship?
 * 1) What is the primary role of the Special Education teacher in a co-teaching relationship?
 * 1) Define the following form of co-teaching: Each teacher takes half of the class in order to reduce student:teacher ratio. Instruction can occur in the same or a different setting. Groups may be doing the same content in the same way, same content in a different way, or different content.
 * 1) Define the following form of co-teaching: Students are divided into three or more small, heterogeneous groups to go to stations or centers. Students rotate through multiple centers. Teachers can facilitate individual stations or circulate among all stations.
 * 1) Relationships are a key component to a successful co-taught classroom.

If participants answer 5 out of the 5 questions correctly, they may skip Unit 1 and jump to Unit 2.

** III. Definitions (10-minutes in ppt slides) - Key Terms to Know ** As we begin this module there are a few key words that you need know. To start off lets simply define Co-Teaching

**//Co-Teaching//** -  “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.” (Friend & Cook, 2010)

Louisiana Department of Education, (2011). Louisiana's Co-Teaching Resource Guide.
 * Co-Teaching - What it IS and what it is NOT **
 * Element of co-teaching || Co-teaching DOES || Co-teaching does NOT ||
 * “two or more professionals” || involve at least 2 credentialed professionals—indicating that co-teachers are peers having equivalent credentials and thus can truly be partners in the instructional effort. The general education curriculum provides the instructional framework, with the flexibility of it being modifiable for students who require it (Fennick, 2001). || involve a teacher and a classroom volunteer or paraprofessional, many of whom have not had the professional preparation to co-teach nor is co-teaching an appropriate role expectation for them. This is not to say that paraprofessionals do not have important classroom roles—they just should not be asked to fulfill responsibilities of certificated staff (Friend, 2003). ||
 * “joint delivery of instruction” || mean both professionals coordinating and delivering substantive instruction, ensuring that both teachers have active roles. Co-teachers should work to ensure that their instructional strategies engage all students in ways that are not possible when only one teacher is present (Austin, 2001, Gately & Gately, 2001). || mean two adults merely being present in a classroom at the same time. It also does not mean that the general education teacher plans and delivers all of the lessons while the special education teacher circulates. Co-teaching does not involve taking turns lecturing to the whole group (Murawski, 2002 ||
 * “diverse group of students” || allow teachers to respond effectively to diverse needs of students, lower the teacher-student ratio, and expand the professional expertise that can be applied to student needs (Hourcade & Bauwens, 2001). || include separating or grouping students with special needs in one part of the classroom or along the fringes, even if these practices are well-intentioned (Friend, 2003 ||
 * “shared classroom space” || feature co-teachers instructing in the same physical space. Although small groups of students may occasionally be taken to a separate location for a specific purpose and limited time, co-teaching should generally take place in a single environment—separating it from the practice of regrouping for pullout programs (Friend, 2003). || include teaching teams that plan together but then group and instruct students in separate classrooms (Trump, 1966, Geen, 1985). ||

Many people use these words interchangeably, but there is a big difference between the two we must understand before we move on. While, we already know co-teaching is simply having 2 or more professional teachers in the same classroom, inclusion does not mean this. Inclusion on the other hand is simply a philosophy in which all students, regardless of disability are in the same classroom. Therefore, as we move towards more inclusive classrooms, one approach to meet the needs of all students within that classroom is to provide the co-teaching model of instruction.
 * Inclusion vs. Co-teaching philosphy or culture, service delivery model **

//General Education Teacher// - The general education teacher has joint responsibility with the special educator in the education of all students in the classroom. It is the general educator's responsibility to provide specialized content knowledge and skill within the curricula area for all students. The general education teacher should also combine his or her content knowledge with the specialized knowledge of the special education teacher. It is the joint responsibility of both parties to collaboratively assess the students, prepare differentiated lessons, and evaluate students. (Ripley, 1997)
 * Roles and Responsibilities **

//Special Education Teacher// - The special education teacher brings expertise in identifying students' unique learning needs and adapting the curriculum and instruction (Cook, et al., 2010; McDuffie et al., 2008). The role of the special education teacher is to adapt the instruction in order to provide access for students with disabilities to curriculum that has been mapped out by the general education teacher.The special education teacher should see that evidence-based practices are infused into the general education curriculum and ensure that these practices are effective and are matched to the needs of students with disabilities (McDuffie et al., 2009)

//Administrators// - Administrators play a crucial role in the implementation of co-teaching. There are “five keys any administrator should know to create and maintain effective co-teaching” ( Murawski, W., W., (2008). Five Keys to Co-Teaching in Inclusive Classrooms. The School Administrator. pp.27) Murawski defines these five keys as: 1. “Know what co-teaching is and when it is needed” 2. Understand that co-teaching is a “professional marriage” and you are the “match maker” 3. “Scheduling is a priority” - co-teaching schedules cannot simply be plugged into the computer, but must be looked at first. 4. Common planning time is a most. Don’t worry we will offer some creative solutions for this. 5.”Monitor success, give feedback and ensure evidence based practices”

** IV. Getting Started: Selecting Staff to Participate - Tracy **

** Administrators Unit: Selecting Co-teaching Partners : ** ** Objective: At the end of this unit the learner will be able to: **
 * ** Name Marilyn Friend's 6 models of Co-Teaching **
 * ** Articulate the importance of collaboration in working togehter as co-teachers **
 * ** Articulate **** the importance of providing training prior to implementing co-teaching **
 * ** Articulate the importance of providing planning opportunities for co-teachers **
 * ** Strategies to use in selecting co-teacher **

** Resources **

** Teamwork Chunk **

** Trainer Notes **



** Funny intro on the importance of teamwork ** [] (30 seconds)

[] (4 minutes)

** Coteaching Models Chunk ** ** Trainer Notes **

** Co-teaching methods: 15 minutes PPt the 6 coteaching methods **
 * Coteaching handout to be printed as a reference guide **

** Co-teaching methods: 5 You-tube video on what the 6 coteaching methods look like in a classroom **

[]

** Collaboration chunk **

** Trainer Notes **

** Benefits of Collaboration article **

[]


 * Good Collaboration ** []

** Coteaching and collaboration YouTube video from Maryland learning link ( part 1 and 2) 6 minutes ** [] [] **Activity: Discussion the imporatance of good collaboration and communication** for effective co-teaching
 * Activity:Discussion at are 5 things that each of the participants could do to ensure good collaboration in their schools to ensure effective co-teaching opportunities **

**Selecting Co-Teachers chunk** ** Trainer Notes **

** Selecting teachers **** Activity: 1 minute ( handout SS #1) How do you select where teachers will be placed in your school. ** ** Explain method used ** ** Activity: (5minutes) Have potential co-teachers complete T-Harmony worksheet ** ** Activity: (10 minutes ) Have potential Coteachers complete the inventory to check compatability **

[] (Myers Briggs)

** V. Scheduling & Guidance ** - scheduling classes at any level, can be one of the toughest things a school has to do. Matching every student with what they need to take while also maintaining a balanced teacher schedules can be a nightmare. While, scheduling co-teaching isn’t as easy as a snap of the finger, this section will help you determine how to approach scheduling in your school.

**Activity (5 mins**) - Brainstorm what you think may be some scheduling struggles and considerations that must be taken into account when scheduling co-taught classes. Following this, list some possible approaches you could take to help the scheduling process.

Through this excersise, you should see that there are a few main considerations we must make. A few of these that we will address in this section consist of identifying the needs of the students, aggregating the needs of the students to the specific subjects and finally mapping out the personnel resources to these needs.

Every student must be looked at individually in your school. But before we can determine if they need co-teaching, we must first define what expectations are needed for that subject or class. To do so you can use the “General Education Class Expectation” worksheet to identify the behavioral and academic requirements for each class. Once this is complete, we can begin to analyze each students discrepancies in each of these areas to determine what type of assistance they may need. To classify each students need you can use the “Student Need” worksheet. This will quantify a students need in each subject area allow a determination on co-teaching to be made. Also, on this worksheet you will notice that we have 3 different levels for students to help us determine assistance. These levels break down as follows: __ Level 1 Students __ Students needing Level 1 supports are students who… • are able to function fairly successfully in the general education classroom and need minimal support. • are easily included, functioning close to grade level, and behavior is more or less in line with class expectations. • may need some accommodations in specific subjects (or at specific times), but accommodations can be provided by the general education teacher. The special education teacher may need to consult with the general education teacher regarding accommodations for specific lessons. • are included in general education for all (or most) of the school day. • historically, used to be referred to as ‘mainstreamed’ students. • probably will be successful in general education settings without the benefit of a co-teacher.
 * Accessing Each Students Need (8 mins) ( ** Majority cited from Louisiana's Co-Teaching Guide)

__ Level 2 Support Needs __ Students needing Level 2 supports are students who… • need accommodations (and possibly modifications) in general education for the greater part of class periods. • need support from a paraeducator (or possibly a co-teacher) in order to function successfully in the general education classroom. • may benefit from some ‘pull out’ specialized instruction delivered by a special education teacher in a special education classroom for specific subjects. (However, with appropriate supports, these students should be able to remain in general education settings and not have to be ‘pulled out’ to a special education setting.) • with appropriate supports in place, can be successful in general education; without supports, they may experience success haphazardly, if at all.

__ Level 3 Support Needs __ Students needing Level 3 supports are students who… • need maximum support and accommodations to be successful in general education classes. • need significant accommodations and modifications in general education for the majority of, if not all, subjects. • need the support of a special education teacher co-teaching with the general education teacher for specific subjects. • may need specialized instruction provided by a special education teacher in a special education classroom for some subjects.

*It is also important to note that some students need level will be different from subject to subject and these needs may also change from semester to semester.

To classify each student a thourough analysis must be made on that student. First we must analyze educational data such as report cards, IEPs, test scores, behavioral records and any input from instructional teachers. In addition to this, what academic skills the student is expected to grasp and also classroom norms in every classroom must also me applied to the student. Using the worksheets provided are great tools to achieve this.

Once the needs of each student have been identified, we can begin to apply these to the specific subject areas or courses.

Once the needs of the students have been determined, they should now be plotted out by course and grade level. This will give the school a general idea of how many students need services at for each subject or course. A useful tool for this is the “Support Needs by Subject or Grade Level Worksheet” By using this the specific type of need can be broken down at each level, showing the number of students requiring no service and the number students requiring specialized services. Finally, we can begin mapping out the personnel resouces to fit these needs. As most schools, lack enough teachers to place a co-teacher in every class, we must simply identify which teachers will be providing co-taught instruction and which classes these will be. A useful tool for this is the “Summary of Support” worksheet. This worksheet outlines the number of students that need services and will help in the process of selecting teachers to provide these services. Matching student needs to services provided within the classroom is crucial. Due to its importance and also the scheduling issues, it is advised to begin the master schedule with the co-taught classes first and then schedule the rest of the classes. This will allow you to plan for students who require specific types of services, while also eliminating scheduling conflicts with teachers who will be in co-taught situations.
 * Aggregating Needs According to Subject Area (2 mins) **
 * Mapping Personnel Resources on to Needs (5 mins) **

There are also a few considerations to keep in mind when scheduling these classes. 1. Co-taught classes should be about the same size as a class taught by 1 teacher 2. The class make up should have no more than 10-33% of students that have IEPs and the percent should simply be based on the level of need from each student in that class. One class should not have all level 3’s while another has only 1’s and 2’s. 3. Students needing co-teaching should not be “grouped into one single co-taught classroom with in the school”

While scheduling co-taught classrooms into the master schedule can be difficult, if these steps are followed scheduling conflicts can be greatly reduced and the best instructional practices can be offered to the students.

** VI. Planning Challenges & Support Unit ** **Intro: (1 min)** Once you have selected your staff to participate and created a plan for the master schedule, the inevitable question still remains. How do I find time to allow for pairs of teachers to have common planning time?

In an ideal world, we could provide shared planning time for all co-teachers. In the real world, we all know that’s easier said than done. According to The Access Center, Co-teaching teams should have a minimum of one scheduling/planning period (45–60 minutes) per week. Experienced teams should spend 10 minutes to plan each lesson. How can you fit this time into your school day? (The Access Center (2006). Supervising Co-Teaching Teams: Whose Line Is It Anyway? Washington, D.C.: American Institutes for Research. Retrieved (2/3/12), from the World Wide Web: http://www.k8accesscenter.org/training_resources/Co-TeachingModule.asp. )

**Activity: (5 min)** Think-Pair-Share - Brainstorm as many issues as you can about finding time for individual teachers to find time to co-plan. Remember that all teachers involved in co-teaching should be willing volunteers. After 30 seconds, please share your thoughts with another administrator close to you. (Online training- have space to fill in online) Group should then share out issues that they foresee or are challenged by, and discuss them as a group. Facilitator should keep moving forward, and not let anyone dwell on an issue.

**Activity: (3 min)** Rank the following solutions to those common issues from 1 (most helpful in my school) to 10 (least helpful in my school). Hire a substitute to cover classes and allow co-planning time (1 sub can cover all Special Educator’s classes, so he or she can co- plan on general ed teachers’ planning) Using times when students are engaged elsewhere (electives, etc) Administrative or teacher coverage Providing stipends for additional planning time (weekends, after or before school) Excuse teachers from duty to co-plan Excuse teachers from school-wide events, assemblies, etc. to co-plan Provide training on alternatives to face-face planning (Google Docs, Evernote, etc)

**Discuss: (3 min)** Have participants discuss as a group or in small groups how they feel these solutions might or might not be plausible. Explain that the entire school has to be ready to embrace co-teaching in order for it to be successful. Administrators must lead by example and provide support to their co-teaching pairs.

Video testimonials from Orange County (?) teachers who led the training on technology in the classroom. They will explain how they use these services and how they benefit them and allow for flexibility in their cooperative planning.
 * Alternatives to Face to Face Training - (8 min) **

Online module will lead participants through a demonstration of Evernote, SugarSync, Google Docs, Dropbox.

>> Evernote Tour: http://www.evernote.com/about/video/#OlOLXWvaIy0|1|1
 * Please put these in as optional pieces for administrators to explore:
 * Dropbox Tour: []
 * SugarSync Tour: []
 * GoogleDocs Tour: []

We can and do make the best possible plans for our students and our staff, but there are often factors that arise in which you, as the administrator, have to make an important decision. Let’s look a few common scenarios:
 * Even the Best Laid Plans... - (4 min) **

1. Special Education teachers are co-teaching with multiple teachers, even across multiple subjects or grades. → Provide as much common planning time as possible for all involved parties → Schedule duty together for pairs <span style="background-color: #ffffff; font-family: Arial; text-decoration: none; vertical-align: baseline;">→ Offer a sub once per month so that teachers can meet and plan during each general ed teacher's planning periods <span style="background-color: #ffffff; font-family: Arial; text-decoration: none; vertical-align: baseline;">→ Provide support and/or resources from experienced teachers in each content area or grade level to allow special educator easier access to the curriculum
 * Solutions: **

<span style="background-color: #ffffff; font-family: Arial; text-decoration: none; vertical-align: baseline;">2. Special Education teachers do not always have sufficient time in classes to be an actual co-teacher. <span style="background-color: #ffffff; font-family: Arial; text-decoration: none; vertical-align: baseline;">Solutions: <span style="background-color: #ffffff; font-family: Arial; text-decoration: none; vertical-align: baseline;">→ Work with Director of Special Education and Special Education Department Chair early to get an idea early of your students' needs and teacher schedules. <span style="background-color: #ffffff; font-family: Arial; text-decoration: none; vertical-align: baseline;">→ Be flexible with all aspects of the schedule. Tradition does not always make for the most improvement in our schools.

<span style="background-color: #ffffff; font-family: Arial; text-decoration: none; vertical-align: baseline;">3. Special Education teachers are often viewed as an “extra teacher” and are pulled for duties other than providing instruction (testing, meetings, behavior situations, etc). <span style="background-color: #ffffff; font-family: Arial; text-decoration: none; vertical-align: baseline;">Solutions: <span style="background-color: #ffffff; font-family: Arial; text-decoration: none; vertical-align: baseline;">→ Ensure that both teachers in a co-teaching situation are prepared and flexible enough to handle any situation. Prepare them for this possibility. <span style="background-color: #ffffff; font-family: Arial; text-decoration: none; vertical-align: baseline;">→ But do not make a habit of this practice. The IEP is a legal document, and it should be regarded as highly important. If a student does not receive his or her inclusive services the law is being broken. The special education teacher is not a teacher’s assistant or an “extra teacher.” As an administrator, ensure that the school culture values their role as an educator.

==**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">UNIT IV. Professional Development and Co-teaching **==

//Chapter One: Professional Learning Communities//

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">ACTIVITY: Participants should respond to a poll about the organizational structure for PLCs in their buildings. Then, participants should reflect on the results from other participants and the relative strengths and weaknesses with our typical approaches. Then participants should reflect on the ways in which EC teachers and co-teaching teams, in particular, fit into the organization of PLCs in the school.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">PLCs are a large part of the professional development plan for many schools. (For a primer on PLCs, click <span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 13px; vertical-align: baseline;">[|__here__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">.) The organization of these learning communities varies widely from school to school. Because of the unique challenges facing co-teaching teams in the initial years of implementation, these teams may benefit more from being grouped together in a PLC as opposed to other groups within which they might be included (e.g., according to grade levels or curricular focus). The three basic functions of a PLC focused on co-teaching are: (1) inquiry to best practices in teaching and learning with co-teaching, (2) collaboratively assessing both the fidelity of implementation of instructional practices and the responsiveness of students to the learning experiences, and (3) providing an action-oriented peer network for continuous improvement.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">(1) Inquiry into co-teaching’s best practices: co-teaching is probably best described as a promising practice. The evidence for effective practices continues to emerge and co-teaching PLCs can help practitioners stay abreast of innovations that might impact the effectiveness of co-teaching within the school. Additionally, co-teaching teams will be confronted with new and more sophisticated questions about practices as the teams become more comfortable and experienced with co-teaching. The PLCs would provide opportunities to reflect not just on the day-to-day issues that must be addressed in shared planning, but also the deeper reflection that is necessary for sustaining a paradigmatic shift.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">(2) Collaborative assessment of implementation and outcomes: Central to the function of PLCs must be the work done as data teams. PLCs should work together to ask the most salient questions, devise strategic approaches to gathering information to answer those questions, and collaboratively analyze the data. Co-teaching PLCs can consider important questions about the efficacy of co-teaching in the school by gathering data on the experiences of teachers and students, the performance of students as a whole and considering relevant subgroups, and the progress of students in meeting the goals in their IEPs.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">(3) Action-oriented network for continuous improvement: PLCs maintain a focus on translating the research into practice. As quickly as possible, the goal of any PLC should be to render professional literature into observable application. Then, the PLC engages in the cycles of providing feedback to one another and refining practices. A PLC focused on co-teaching would provide teachers with opportunities to work move beyond the question of whether or not co-teaching “works” to consider the more critical implementation questions regarding how, when, where, and why co-teaching works.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 13px; text-decoration: none; vertical-align: baseline;">//Chapter Two: Coaching Co-Teachers//

Coaching Co-Teachers i. Concern for Consciousness – Co-teachers need to develop (individually and as a team) heightened self-awareness, self-knowledge, and self-monitoring. Coaching these teams should increase their ability to work together to assess themselves and improve practices. ii. Concern for Connection – Coaching co-teaching teams should strengthen “high-trust connections” within the team and with the administrator. iii. Concern for Competence – Co-teachers benefit from being coached in ways that help them individually and collectively scale their strengths in the classroom. iv. Concern for Contribution – Administrators can play an important role in helping co-teaching teams recognize the social and personal significance of their perseverance with an innovative instructional model. v. Concern for Creativity – As opposed to addressing only minimum professional standards, administrators should try to cultivate a coaching role that empowers creative problem-solving and innovative instructional practices. i. Teacher-Centered: The choices and the interests of teachers must guide the goal-setting, rather than imposing external agendas. ii. No-Fault: The feedback from coaching can be probing and challenging, but not be punitive or judgmental. Unlike evaluation, empathy trumps accountability in coaching. iii. Strengths-Based: Coaching must avoid slipping into the “red pen” mentality so common in education. In these contexts, coaching must avoid the deficit perspective, and instead seek ways to build upon the strengths of the teachers.
 * 1) Understanding the difference between coaching and evaluation
 * 2) Evaluation of teachers is centrally concerned with accountability and professional standards…essentially mutually agreed upon minimums. Whereas coaching is concerned not with minimums, but rather with possibilities
 * 3) Five Crucial Coaching Concerns (Tschannen-Moran & Tschannen-Moran, 2011)
 * 1) Crucial Components of Coaching (Tschannen-Moran & Tschannen-Moran, 2011)
 * 1) Models for Providing Coaching
 * 2) Administrators as Coaches – If handled carefully, administrators may be able to provide both coaching and evaluation of teachers. The challenge is to avoid blurring the distinctions between the two functions.
 * 3) Professional Coaches – A simpler way for administrators to ensure that co-teaching teams benefit from coaching may be to make instructional coaching someone else’s primary job responsibility. (Fullan & Knight, 2011)
 * 4) Peer Coaching/Instructional Rounds – If given appropriate structure, teachers can become effective coaches for one another. The key is to build a culture of professional collaboration that maintains the primacy of the Five Concerns and remains teacher-centered, no-fault, and strengths-based. (City, 2011)
 * 5) Virtual Coaching – An emerging option for administrators is to involve teachers in online communities of practice that can provide some coaching feedback as well. In order to benefit, the school may have to invest in additional technology. The benefit for co-teaching teams is that there may only be one or two teams at a particular school. Virtual coaching opportunities would overcome geography to allow teachers to learn from one another across schools, school districts, even states.(Rock, Zigmond, Gregg, & Gable, 2011)

** VIII. Evaluating Co-Teachers - **


 * Clarifying expectations **


 * Approaches to Co-Teaching(6 models) (Review models if needed using the following video or other videos) **


 * Consider the value of this video, [].

<span style="background-color: rgba(255,255,255,0.917969); color: #222222; display: block; font-family: Tahoma; font-size: medium;"> Activity - Brainstorm what makes a good lesson? As an administrator what do you look for? Using your Consenses Placemat: Instructions for Consensus Placemat • Prepare a placement(long sheet of paper) for each group: Divide your paper into sections (depending on the number within your group) with a circle in the middle to write group ideas. Label the sections with the names of each of your group- circle remains blank • You have 2 minutes in silence to write down your ideas on your section of the paper. Don’t discuss any ideas as a group at this stage! • Then as a group discuss your responses, vote as to which 2 ideas your group agrees on, write these two ideas in the center of your circle. * Share group ideas aloud.

Common Answers: • Lessons are student-centered

• Recognition of diverse learning styles of students

• Questions tap high-order thinking

• Engagement of students and evidence that students

are on task

• Use of materials that are useful and available

• Attention to motivation

• Awareness of transitions

• Aims that are open-ended

• Summation at the middle and end of the lesson

• Activities that apply the information

• Connections made to students’ experiences

• Positive student–teacher relationships and interactions

• Appropriate use of technology

• Adherence to state standards

• Reinforcement of previously learned and new

material

(Wilson, 2005)

After brainstorming, remind them that these are the same things you look for in a co-taughts, with one major addition, teacher-teacher relationships. Through this three key areas were identified as; teacher roles, instruction strategies, and the assessment process in the classroom.

Evaluation Tools

Resources:

NEED PERMISSION FOR ALL THAT FOLLOW!!!!!!!

Figure 1. The co-teaching observation guide

To add these additional evaluative procedures into observations the following tool is an excellent resource. Figure 1 from This Doesn’t Look Familiar! A Supervisor’s Guide for Observing Co-Teachers by Gloria Lodata Wilson. Intervention in School and Clinic, Vol. 40, No. 5. May 2005, 271-275. Copyright. 2005 by Intervention in School and Clinic. NEED PERMISSION!!!

Co-teaching Rating Scale for Supervisors

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.

Co-teaching Rating Scale: Special Educator

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

Co-teaching Rating Scale: General Educator

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 **


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