Administrative+Team+-+Rough+Draft


 * __Unit 1 - Warming Up - Examining Belief Systems__ **
 * Objectives: **
 * 1) **  Assess the initial dispositions of administrators toward co-teaching  **
 * 2) **  Identify benefits of co-teaching for multiple stakeholders  **
 * 3) **  Outline a common language surrounding co-teaching  **
 * 4) **  Compare and contrast roles and responsibilities for those involved  **


 * Chapter 1 - The Sales Pitch **
 * Activities: **
 * 1. Videos of successful co-teaching experiences (administrator, general ed teacher, parent/student) **
 * 2. Reflection and vision for co-teaching **
 * 3. Pop Quiz **


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


 * __Unit 2 - Getting the Right Players on the Team (Selecting Staff for Co-teaching)__ **
 * Objectives: **
 * 1) **  Evaluate the importance of teamwork and personality in co-teaching teams  **
 * 2) **  Compare each of Marilyn Friend's 6 models of Co-Teaching  **
 * 3) **  Appraise the value of collaboration and communication in co-teaching situations  **
 * 4) **  Identify resources to use in selecting co-teachers  **


 * Chapter 1: Teamwork **
 * Activities: **
 * 1. View Teamwork PPT Quotes **
 * 2. Watch Teamwork YouTube video **
 * 3. Complete Heads Together Activity on Teamwork **


 * Chapter 2: Co-Teaching Models **
 * Activities: **
 * 1. View Co Teaching Models PowerPoint (provide co-teaching reference guide) **
 * 2. Watch YouTube video on examples of co-teaching models/approaches **
 * 3. Complete Think Pair Share Activity on Co-Teaching models **


 * Chapter 3: Collaboration and Communication **
 * Activities: **
 * 1. Read article on Collaboration **
 * 2. Think Pair Share on Collaboration article **


 * Chapter 4: Resources for Selecting Co-Teaching Partners **
 * Activities: **
 * 1. Questionnaire **
 * 2. SHARE worksheet **
 * 3. Pair and complete t-harmony checklist **
 * 4. On-line Jung Typology Inventory **
 * 5. Lost that Lovin Feelin worksheet **


 * __Unit 3 - Logistically Speaking__ **
 * Objectives: **
 * 1) **  Assess the needs of students in planning for co-teaching  **
 * 2) **  Match student needs to subject areas  **
 * 3) **  Mapping personnel resources to needs across subject areas  **
 * 4) **  Analyze obstacles as they relate to co-teaching  **
 * 5) **  Create a plan of action to overcome obstacles  **


 * Chapter 1 - The Game Plan **
 * Activities: **
 * 1. Brainstorming Struggles to Scheduling Co-Teaching **
 * 2. Student Needs Worksheet **
 * 3. Mapping Personnel Resources **


 * Chapter 2 - A Good Defense is the Best Offense **
 * 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__ **
 * Objectives: **
 * 1) **  Evaluate effectiveness of school's PLC structure for developing the skills of co-teaching teams  **
 * 2) **  Consider the role of co-teaching data teams for the ongoing evaluation of implementation and outcomes  **
 * 3) **  Discriminate between coaching and evaluation  **
 * 4) **  Propose a site-specific model for providing coaching for co-teaching teams  **


 * Chapter 1 - Professional Learning Communities **
 * Activity: **
 * 1. Online poll about PLC structure **


 * Chapter 2 - Coaching Co-Teachers **
 * Activities: **
 * 1. Sorting of roles for coaches and evaluators **
 * 2. Re-sort and action planning around needs for coaching and evaluation **


 * __Unit 5 - Evaluating Co-Teaching__ **
 * Objective: Utilize objective evaluation tools to assess co-teachers **


 * Chapter 1: The Big Game **
 * Activities: **
 * 1. Consensus Placement **
 * 2. Review of Co-Teacher Evaluation Tools **
 * __________________________________ **
 * Trainer Notes & Explanations **


 * __Unit 1 - Warming Up - Examining Belief Systems__ **


 * Chapter 1 - The Sales Pitch **


 * Trainer will introduce him or herself and welcome participants to the training. Trainer will present the overall purpose of this training and prepare participants to view three “expert” testimonies via videos. **


 * Video 1 - Administrator (Video 1.1.1) **
 * Video 2 - Co-Teaching Pair (Video 1.1.2) **
 * Video 3 - Parent (Video 1.2.3) **


 * Handout 1.1.1 - What form does co-teaching currently take in your school? What would you like it to look like? (Online participants should complete via a discussion board or other online reflective space.) **


 * Handout 1.1.2 - Pop Quiz - Participants will complete a pre-assessment that targets their knowledge and belief system about co-teaching practices. (Online participants should go through an online assessment system. If online participants answer all 5 questions correctly, please create a link that allows them to skip Unit 1, Chapter 2 and takes them directly to Unit 2, Chapter 1.) **


 * Chapter 2 - Learning the Basics **


 * Definitions - Key Terms to Know **
 * The trainer should explain that the objective of this lesson is to create a common language surrounding co-teaching. As we begin this module there are a few keywords that you need know. To start off let’s simply define co-teaching (10 mins for definitions). Please present each key word and definition on a slide that allows participants to view the word and brainstorm about it before they read the definition. **


 * Handout 1.2.1 - Definitions and What IS Co-Teaching? Trainer should be sure to review the definitions, being sure to differentiate inclusion from co-teaching. **


 * Think-Pair-Share (5 mins) **


 * 1. Trainees will view a video of a poor co-teaching example (insert video here). **
 * 2. Trainees should complete a post on the discussion board that answers these questions: “Was this a model example of co-teaching? Why or why not? Give specific details from the video.” **
 * 3. Then, they will view a co-teaching example you have seen that demonstrates good co-teaching and answers the same question in a different discussion thread. **


 * If this training is given in person, discuss responses as a group. If the training is online, have participants respond to other discussion threads. **


 * Roles and Responsibilities (10 mins) **


 * Handout 1.2.2 - Trainer should explain that the objective for this section is to understand the roles and responsibilities for those involved in co-teaching - including both the special and general educator and the principal. Allow participants time to read each section on their own, and then highlight key points as a group. **


 * Assessment: Guess Who Activity (5) **


 * Participants should identify who should be completing the various responsibilities, given the information they just read. Use these statements as a “guess who” game with participants as a guided activity. More than 1 answer may apply at times. An online quiz section should be created. **


 * 1. This person is responsible for being specific content knowledge to the classroom. _____________ **
 * Ans: General Education Instructor **
 * 2. This person is responsible for the education of all students in the classroom. ______________ **
 * Ans: General Education Instructor & Special Education Instructor **
 * 3. This person is the “match maker” for the co-teaching relationship. ________________ **
 * Ans: Administrator **
 * 4. This person is responsible for adapting the instruction in order to provide access for students with disabilities to curriculum. ____________ **
 * Ans: Special Education Instructor **
 * 5. This person is responsible for assessing students and differentiating lesson plans. _____________ **
 * Ans: General Education Instructor & Special Education Instructor **


 * __Unit 2 - Getting the Right Players on the Team (Selecting Staff for Co-teaching)__ **
 * Chapter 1: Teamwork **


 * As participants walk into the training room, have this YouTube video running, remember to click on full screen so that the video can be seen (4:45 minutes). **
 * [] **
 * If you need more time for people to arrive and get seated, have the video loop again. Make sure you alert your participants to the video to ensure they watch it. **


 * After everyone has arrived and is seated, introduce yourself and others who might be assisting you with the training. If conducting a face to face training, ask participants which one of the teamwork quotes that were shown on the YouTube video most impacted them and how that message is important to be an effective teacher. For a group that is larger than 10, limit responses to 10 people. Make sure to get a good representational sample of the group. This activity should take approximately 3-5 minutes. If conducting an on-line training have the participants answer the discussion page question “What quote made and impact with you and how that is quote an important message to build effective teachers?” **


 * After the responses, present the four objectives of the training. Participants will be able to; articulate the importance of teamwork for co-teachers, name and explain each of Marilyn Friend's 6 models of co-teaching, articulate the importance of collaboration and communication for teachers working in co-teaching situations and identify resources to use in selecting co-teachers. **


 * Let participants know that you will be showing a very brief but funny video on teamwork that you would like them to watch and then do an activity. Show the teamwork video, remember to click on full screen so that the video can be seen, and stop it at: 24 seconds. **
 * [] **


 * After viewing the video, ask participants to think about the importance of teamwork, especially as it relates to co-teaching. If conducting a face to face training, have the participants use the strategy “Heads Together” and in their groups discuss what messages they got about teamwork from the video and how they could share the importance of teamwork with teachers (2-3 minute reflection). Plan approximately 10 minutes for the reflections and sharing out to the group (select a few). If conducting an on-line training have the participants answer the discussion page question “What message(s) did you get from the teamwork video and how will you share the importance of teamwork with your teachers?” **


 * Note to the trainer, with both discussion activities, there are no wrong answers. **
 * At the conclusion of this chapter participants should feel competent to convey to staff the importance of teamwork for co-teachers **


 * Materials needed: Paper, Pens/pencils and Chart Paper (optional). **


 * Chapter 2: Co-Teaching Models **


 * As you begin this training, let participants know that the objective of Chapter 2 is to be able to name and explain each of Marilyn Friend's 6 models of co-teaching. **


 * Handout 2.2.1 - Prior to beginning this chapter, if conducting a face to face training, print out the Fill in the Blank 6 Co-teaching Models handout (4 pages) and provide to each participant to use while viewing the co-teaching PowerPoint (13 slides). If conducting an on-line training, make sure that the Fill in the Blank 6 Co-teaching Models handout is available in the course management platform. **


 * Handout 2.2.2 - While the 6 models of co-teaching PowerPoint is being shown (Handout 2.2.2), participants should be filling in the blanks on the handout 2.2.1 and save to use later as a reference guide. (30 minutes) **


 * After the PowerPoint is shown, inform participants that you are going to show a YouTube video that shows examples of each of the co-teaching models that were just presented. Tell participants that while they are watching the video, they might want to make additional notes on the fill in the blank co-teaching handout that they completed while watching the PowerPoint. Show the co-teaching video, remember to click on full screen so that the video can be seen. (5 minutes) **
 * [] **


 * After the YouTube video, have the participants get into small groups and use the “Heads Together” strategy to discuss and report out on when, what grade level and what subject could be co-taught using each of the 6 co-teaching models (Note to trainer: there are no wrong answers). If conducting a face to face training, have each group put their answers on chart paper (one per co-teaching model). This activity should take approximately 45 minutes (approximately 5-6 minutes per co teaching model to record discussion on the chart paper and 10-15 minutes to report on each co-teaching model). Not all groups will report on every model, unless time allows. For most trainings you will have each group report on one model (i.e. group one reports out on “one teach one observe” model, group two reports out on, “station teaching model” etc.). If conducting an on-line training, set up a discussion page with each of the co-teaching models and each participant must go into each co-teaching model discussion link to discuss when, what grade level and what subject could be co-taught using each of the 6 co-teaching models. Note to trainer, there are no wrong answers. **


 * At the conclusion of this chapter participants should feel competent to be able to name and explain each of Marilyn Friend's 6 models of co-teaching and when and where each model could be used. **


 * Materials needed; one handout per participant, Pens/pencils, Chart paper and Markers **


 * Chapter 3: Collaboration and Communication **


 * As you begin this training, let participants know that the objective of Chapter 3 is to be able to articulate the importance of collaboration and communication for teachers working in co-teaching situations. **

=** Handout 2.3.1 - Prior to beginning this chapter, if conducting a face to face training, print out the Benefits of Teacher Collaboration article from the districtadministration.com website and provide to each participant to read. **= =** If conducting an on-line training, make sure that Handout 2.3.1 is available in the course management platform. Allow 10 minutes to read the article and discuss a few of the benefits of collaboration as a large group. The trainer should write the participants’ responses on chart paper. If conducting an on-line training, have the participants answer the discussion page question “What were 3 benefits of collaboration that you discovered in the Benefits of Teacher Collaboration article?” **=
 * Tell participants that you are going to show a YouTube video on what good collaboration looks like at a small group teacher meeting at a school. Show the collaboration video; remember to click on full screen so that the video can be seen. (3 minutes) [] **


 * After viewing the video, If conducting a face to face training, have the participants get into groups of two and discuss with each other whether good collaboration, as seen in the video is occurring during teacher meetings in their schools and Why or Why Not.. Allow 2-3 minutes for discussion and another 2-3 minutes to report out. Trainer should record on chart paper separated by 2 columns why and Why Not, the responses from the group. If conducting on-line training have participants answer the discussion page question “Is good collaboration and communication (as seen in the video) occurring during teacher meetings, why or Why Not?” **


 * Tell participants that you will be showing two YouTube video that demonstrate good collaboration and communication in different co-teaching situations. . Show the collaboration and co-teaching videos and remember to click on full screen so that the videos can be seen. (approximately 3 minutes per video (6 minutes total). [] **
 * [] **


 * After both videos, if conducting a face to face class, ask the participants to get into two to three small groups and discuss what the stumbling blocks are to good collaboration and communication at their schools, especially in co-teaching situations and that are 3 things that they could do to improve collaboration and communication. Have the groups document on chart paper, in one column why collaboration and communication may not be happening as much as they would like in their schools and in the other column what are some thing things they could do at their schools to ensure good collaboration is occurring to ensure effective co-teaching opportunities. (10 minutes) **


 * If conducting on-line training, have the participants complete the discussion page questions “Why collaboration and communication may not be happening as much as they would like in your schools?” and “What are some thing things you could do at your schools to ensure good collaboration is occurring to ensure effective co-teaching opportunities. **


 * For the face to face or on- line training, if time allows, have the participants pair up and role play a co-teaching situation with good collaboration and communication occurring. (5 minutes). **


 * At the conclusion of this chapter participants should feel competent articulating the importance of collaboration and communication for teachers working in co-teaching situations and some ways to ensure teachers are collaborating and communicating well with each other. **


 * Materials needed; one article per participant, Pens/pencils, Chart paper and Markers **


 * Chapter 4: Selecting Co-Teachers **


 * As you begin this portion of the training, let participants know that the objective of Chapter 4 is to identify resources to use in selecting co-teaching partners. **


 * Let participants know that they will be presented with resources that they will sample to assist them in embracing the idea of co-teaching to provide students with disabilities specially designed instruction in the least restrictive environment (LRE) and in selecting good co-teaching partners. The resources provided should assist them in making good co-teaching partner selections. **


 * The trainer should let the participants know that if they choose to embrace co-teaching and inclusive practices in their schools/school districts, prior to implementing co-teaching, it is recommended that they allow at least a year to provide co-teaching professional development to their staff to ensure that all involved are knowledgeable. (Friend, 2008)Co-teaching is a service delivery model, and the decision to use it is a site based decision. **


 * Handout 2.4.1 - Have participants complete the Finding Common Ground First Questionnaire (2.4.1) (10 minutes), and explain that by addressing common ground issues prior to starting co-teaching helps to ensure good communication and shared understanding of goals and work styles throughout the collaboration. **


 * After completing the questionnaire, if doing face to face training, have the participants get into small groups (size of groups would be dependent on the total group size with no more than 4 in a group) and determine if, based on the knowledge of their staff, if there would be questions that they would add or take way, and document that chart paper, and report out (10 minutes). **


 * If doing on line training, ensure handout 2.4.1 is available in the course management system, and have them answer the discussion questions; “ “Based on your knowledge of your staff, which questions, if any, would you remove from the questionnaire and which questions, if any would you add to figure assist you in making good co-teacher selections”. Have the on-line participants comment on at least one other participant’s post in on the discussion page. **


 * Handout 2.4.2 - Another resource to use for potential co-teaching partners is the Sharing, Hopes, Attitudes, Responsibilities, and Expectations SHARE Handout (2.4.2) (10 minutes) to assist potential co-teaching partners in determining what they want to get out of the co-teaching experience and if the can work collaboratively together. **


 * If doing a face to face training, after each participant completes the handout, have the participants get in pairs, have them read each other’s handout and determine how many points they agree or could compromise on and whether or not they would make effective co-teaching partners. (10 minutes) **


 * If doing on-line training, have each of the participants complete the SHARE handout and then share their worksheet with an on-line partner to answer the question “Do we agree or can we compromise on enough points to be effective co-teaching partners?” **


 * Handout 2.4.3 - Another activity that can be done prior to selecting co-teaching partners, to ensure good compatibility, communication and collaboration with each other so that the co-teaching partners can provide effective educational services to students with disabilities in the general education classroom is the T-Harmony; How do I know you’re right for me worksheet (2.4.3). (10 minutes) **


 * Have the participants get into groups of three and after completing the worksheet have each other, have the group report out on what they learned about the type of match they would be with each other and how this tool could be helpful in selecting co-teaching partners. Trainer should document on chart paper the participants’ responses to the benefits of using the T-Harmony worksheet. **


 * If doing on-line training, create 3 person on-line groups and have each group complete the worksheet and answer the question in the group’s discussion page “Would any of the three people in the group, based on the T-Harmony worksheet, make good co-teaching partners? Why or Why not?” **


 * Sometimes, when trying to select co-teaching partners it is helpful to look at personalities and personalities that may work well together. Participants will be completing a free on-line personality inventory that they can also use with their school staff to help select effective co-teaching partners. If all participants have a computer with internet access, or they are involved in the on-line training, they can each complete the Jung Typology Test on line at Humanmetrics [] . (15 minutes). **


 * If participants do not have access to a computer in the face to face training, provide them with the website to complete the inventory on their own. For the face to face and on-line training in which participants have their inventory results, as a whole group discuss what personality types might work well together as co-teaching partners and why. For the on-line training, create a discussion page for the participants to answer the question “What personality types might work well together as co-teaching partners and why?” **


 * Handout 2.4.4 - One more tool will be shared, to use if co-teaching partners are no longer working well together. Have participants complete the So You’ve Lost that Lovin Feelin Handout (2.4.4) (10 minutes) with a partner, simulating a conflict situation. **


 * After participants complete the worksheet, have each pair discuss how this handout could be an effective tool assist the co-teaching partners to improve communication and begin to problem solve the issues at hand (5 minutes). For on-line training, set up on-line pairs, have the participants complete the worksheet together, simulating a conflict situation and on the discussion page have each participant list two ways they see this handout being an effective tool for conflict resolution and improved communication with co-teaching partners. **


 * At the conclusion of this chapter participants should be able to identify and be familiar with resources to use in selecting co-teacher partners. **


 * Materials needed; computers with internet access, handouts for each participant, notebook paper, computers (optional), pens/pencils, chart paper and markers **


 * __A Resource Tool for Unit 2__ **
 * Teaching Strategies Reference Handout (Handout 2.4.5) **


 * __Unit 3 - Logistically Speaking__ **


 * Chapter 1 - The Game Plan **


 * Trainer should explain that this unit will focus on scheduling issues within a school in order to successfully implement co-teaching. 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 schedule 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. Online participants should complete this on the discussion board. Face - face participants should brainstorm on post-its within their group. **


 * Following this, the group should list some possible approaches you could take to help the scheduling process. Administrators participating online should respond with suggestions to two other posts on the discussion board, giving suggestions to overcome the obstacles listed. **


 * Trainer Note - Through this exercise, 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. **


 * Assessing Each Student’s Needs: **
 * Handout 3.1.1 - Trainer should transition to this section by focusing on areas of student need. How can we meet the needs of each of our students? Every student must be looked at individually in your school. But before we can determine if they need the support of the co-teaching model, we must first define what expectations are needed for that subject or class. To do so you can use the “General Education Class Expectation” (handout 3.1.1) worksheet to identify the behavioral and academic requirements for each class. Once this is complete, we can begin to analyze each student's discrepancies in each of these areas to determine what type of assistance they may need. **


 * Create example (3.1.2) **


 * Handout 3.1.3 - To classify each student's 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: **


 * Create example (3.1.4) **


 * Handout 3.1.5 - 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. See handout 3.1.5 for additional information on levels of student need. **


 * To classify each student a thorough 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. **


 * Activity - Let’s Classify! (10 min) **
 * Using the Needs Assessment form (3.1.3) and the example above, classify the three following examples on the Needs Assessment form. **


 * Student A - Jarvis is academically deficient in all areas. His overall IQ is a 65. WIthin the classroom, he constantly gets up and has a tendency to simply run out of the classroom because he is angry or frustrated. **


 * Student B - Jeremy is classified as having a severe emotional disorder. He is an honor student and consistently makes good grades. From time to time he experiences symptoms of depression and brings up talk of suicide. **


 * Student C - Gage is intellectually disabled mild and struggles in the classroom. However, he is a very diligent worker and always completes his assignments and homework. He takes all of his notes, but may be confused at times during this period. He has no behavior issues, and teachers thoroughly enjoy having him in their classes. **


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


 * Aggregating Needs According to Subject Area: **
 * Handout 3.1.6 - 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. (Handout 3.1.6) 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. **


 * Summary of Support Needed (3.1.6) should be accessible for review at this point. **


 * Create example (3.1.7) **


 * Mapping Personnel Resources onto Needs **
 * Handout 3.1.8 - Finally, we can begin mapping out the personnel resources 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. **


 * Support Assignments (3.1.8) should be accessible for review at this point. **


 * Create example (3.1.9) **


 * Trainer should explain that 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. **


 * There are also a few considerations to keep in mind when scheduling these classes: (Please make each of these a separate point in the online training module) **
 * 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 within the school” **


 * NEED CITATION!!! **


 * 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. **


 * Assessment (10 mins) **
 * Online participants should go to the discussion board and make initial response and then respond to 2 other posts to the following question: How could these resources be useful in your school? Look at these resources and state how this could shape your scheduling and student assignment. Give three specific steps as to how you will work with your staff to accomplish this task. Face - face participants should answer and discuss as a group. **


 * Chapter 2 - A Good Defense is the Best Offense **


 * Intro: (1 min) Trainer should explain that 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 in the discussion board.) 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 7 (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 do you feel these solutions might or might not be implemented in your school? 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. (Online training - answer this question via a discussion thread) **


 * Alternatives to Face to Face Training - (8 min) **
 * 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. **


 * Online module will lead participants through a demonstration of Evernote, Google Docs, Dropbox, following the links below: **
 * ** Dropbox Tour: []  **
 * ** SugarSync Tour: []  **
 * ** GoogleDocs Tour: []  **
 * ** Evernote Tour: [|http://www.evernote.com/about/video/#OlOLXWvaIy0] |  **


 * Even the Best Laid Plans... - (4 min) **
 * 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: **


 * 1. Special Education teachers are co-teaching with multiple teachers, even across multiple subjects or grades. **
 * Solutions: **


 * → Provide as much common planning time as possible for all involved parties **
 * → Schedule duty together for pairs **
 * → Offer a sub once per month so that teachers can meet and plan during each general ed teacher's planning periods **
 * → Provide support and/or resources from experienced teachers in each content area or grade level to allow special educator easier access to the curriculum **


 * 2. Special Education teachers do not always have sufficient time in classes to be an actual co-teacher. **
 * Solutions: **
 * → Work with Director of Special Education and Special Education Department Chair early to get an idea early of your students' needs and teacher schedules. **
 * → Be flexible with all aspects of the schedule. Tradition does not always make for the most improvement in our schools. **


 * 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). **
 * Solutions: **
 * → Ensure that both teachers in a co-teaching situation are prepared and flexible enough to handle any situation. Prepare them for this possibility. **
 * → 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. **


 * UNIT IV. Professional Development and Co-teaching **
 * Chapter One: Professional Learning Communities **


 * ACTIVITY [10 minutes]: 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. [Details: Poll items = 1. PLCs arranged by grade level., 2. PLCs arranged by curricular area., 3. PLCs arranged by teacher interests., 4. PLCs arranged by committee involvement., 5. PLCs are not active at my school., 6. Other (please describe); Guiding questions...Why have you chosen to arrange PLCs in this way? What are the benefits of the structure? Weakness? Do you have the flexibility to alter the PLC structure? Do co-teaching teams have an opportunity to participate in PLCs together?] **


 * THE ROLE OF PLCs FOR CO-TEACHING TEAMS [15 minutes] - The trainer should present the following content to participants using a simple graphic organizer to outline the three co-teaching related functions of PLCs. [[image:https://lh3.googleusercontent.com/FUEa57omuWrotpHjp0Flp88u4q9E-1cQlCprE7Fs0O-gOFG_3fZp52npMcsCUQ1dC1fkESOnS97_v_fWEhoEI7LE4kwCVrVCXIm1ClblZ2SWIehkAok width="800px;" height="1000px;"]] **


 * PLCs are a large part of the professional development plan for many schools. (For a primer on PLCs, click __here__ .) 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. **


 * (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. **


 * (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. **


 * (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. **
 * Chapter Two: Coaching Co-Teachers **
 * PRESENTATION [30 minutes]– The trainer should present the information below using a brief slide presentation. **


 * 1. Understanding the difference between coaching and evaluation **
 * ACTIVITY [10 minutes]: Generate a list of functions of a coach and/or evaluator. Sort the generated list into a Venn diagram to map out initial thinking about the shared space and distinctiveness of the two roles. **
 * a. 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 **
 * b. Five Crucial Coaching Concerns (Tschannen-Moran & Tschannen-Moran, 2011) **
 * 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. **
 * c. Crucial Components of Coaching (Tschannen-Moran & Tschannen-Moran, 2011) **
 * 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. **
 * 2. Models for Providing Coaching **


 * a. 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. (Nidus & Maya, 2011) **
 * b. 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) **
 * c. 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) **
 * d. 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) **
 * FOLLOW-UP ACTIVITY [15 minutes]: Re-sort the items on the Venn diagram to map out the refined thinking about the shared space and distinctiveness of the two roles. Then, identify specific mechanism within their schools to ensure that each of these responsibilities can be fulfilled appropriately and realistically. **


 * Evaluating Co-Teachers - (LAST SECTION - UNEDITED) short section just for resourses. **
 * 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, [] . **


 * Activity - Brainstorm with the group what makes a good lesson? As an administrator what do you look for? Some main answers are as follows: **
 * • 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 **