Co-Teaching: How to Form a Successful Team Andrew Murphy, Erin - - PowerPoint PPT Presentation

Co-Teaching: How to Form a Successful Team

Andrew Murphy, Erin Strack Carver Dual Language Elementary School Kansas City Public Schools Go to a-murphy.com for all hand0uts and slides.

Objectives

• Participants will become familiar with 6 different types of

co-teaching and identify which type might work best for their instructional setting.

• Participants will explore the necessary habits of an

effective co-teaching team, as well as identify the destructive ones.

• Participants will take part in the co-teaching process in
• rder to experience the benefits it can offer.

What is Co-teaching and Why do it?

Co-teaching is…..

• Two teachers with specific training and

experience

• Delivering instruction together in the

same space

• Coordinated Instruction
• More than just two teachers in the same

room

Because…..

• All students can receive differentiated

instruction

• It removes the stigma of student separation or

identification

• No instruction is missed, less fragmentation of

curriculum

• It reduces the teacher-student ratio
• Teachers learn from each other
• Less time is wasted, fewer interruptions

Thomas and Collier- source

Thomas and Collier, 2002

Collaborative Practices

Modified from Honigsfeld and Dove (2010)

Lorem 3

• Collaborative

Assessment of Student Work

• Joint Planning for

Next Steps (reteach

• bjectives or move
• n)

Lorem 1

• Joint Planning
• Curriculum

Mapping and Alignment

• Co-development of

Instructional Materials

Lorem 2

• Co-teaching
• Formative

Comprehension Checks for Content and Language Objectives

After Instruction Before Instruction During Instruction

Lesson Planning

9-12

I can figure out the main idea in informational texts. I can understand and explain citizens’ rights and responsibilities. I can explain how taxes provide goods and services to people living in the taxed area.

• Ch. 5

Section 3 RT: A More Perfect Union

Local County Commission er City Council Candidate Conflict Compromise The Backpack Tax (A-Z, Level O) Track Agree Disagree

Capable Developed Disclose Extraordinary Invisible Manufacture Master Mature Practice Variety

Why are taxes important to our economy?

Date Objectives

Reading Language Social Studies

Whole- Group Text

SS & Reading Vocab Words

Small-gro up Text

Accountable Talk Principles Spelling Skill/Flocabulary Words Assessment (Quest of the Wk)

Before Instruction

Six Models of Co-Teaching

• One Teach, One Observe: One teacher is in charge of delivering

instruction while the other collects data on one or a group of students

• Station Teaching: Teachers divide content and both deliver instruction

to small groups, or provide same content for longer, students cycle through

Friend & Cook, 2013

During Instruction

Six Models of Co-Teaching

• Parallel Teaching: Teachers jointly plan and deliver the same instruction

at the same time to half the class

• Alternative Teaching: One teacher works with a small group with

specific needs to pre-teach, re-teach, or enrich, other teacher instructs large group

Friend & Cook, 2013

During Instruction

Six Models of Co-Teaching

• Teaming: Both teachers share instruction
• One Teach, One Assist: One teacher provides instruction while the
• ther assists students with questions

Friend & Cook, 2013

During Instruction

After Instruction

After Instruction

“Be a good human!” -Andrew

Conflict Resolution Styles

What is your conflict resolution style? What is that of your partner teacher’s? Know yourself, know your teammate.

Friend & Cook, 2013

Competitive Style Avoidance Style Accommodative Style Compromising Style Consensus through Collaboration Style

Viewpoints and Questions (Stations)

Viewpoints:

• Classroom teacher
• ESL teacher
• Read article and discuss

Go to a-murphy.com for all hand0uts and slides.

Forming a Successful Team

• Consider your co-teaching team
• What method of co-teaching do you want to try?
• Consider your student population, curriculum, time for planning, and

instructional comfort level

• How will you group your students?
• What will each teacher’s primary responsibility be?
• When will you meet to plan?
• What problems might you face?
• Teacher readiness checklist

Go to a-murphy.com for all hand0uts and slides.

References

• Friend, M., & Cook, L. (2013). Interactions: Collaboration skills for school

professionals (7th ed). Boston: Pearson.

• Honigsfeld, A. & Dove, M. (2010). Collaboration and Co-Teaching: Strategies for English

Language Learners. California: Corwin.

• Honigsfeld, A. & Dove, M. (2015). Collaboration and Co-Teaching for English Learners: A

Leader’s Guide. California: Corwin.

• Honigsfeld, A. & Dove, M. (2018). Co-Teaching for English Learners: A Guide to Collaborative

Planning, Instruction, Assessment, and Reflection. California: Corwin.

• Thomas, W. & Collier, V. (1997). School Effectiveness for Language Minority
• Students. NCBE Resource Collection Series, No. 9. National Clearinghouse for Bilingual
• Education. Washington, D.C.: Center for the Study of Language and Education.

Go to a-murphy.com for all hand0uts and slides.