Co-teaching

a guide

Erin Lenau

Erin Lenau

Co-teaching , Page 1

What is co-teaching?

Denition of co-teaching: Co-teaching is when two or more individuals sharing responsibility for teaching all of the students assigned to a classroom. It involves the distribution of responsibility among individuals for planning, instruction, and evaluation for a classroom of diverse students. Co-teachers: 1. work = one common goal 2. Share a belief system (each person has an expertise) 3. Demonstrate parity by alternating engaging in the dual roles of teacher and learner, expert and novice, giver and recipient of knowledge or skills. 4. Distribute responsibilities to all. 5. Use a cooperative process with face-to-face interaction, positive interdependence, interpersonal skills, monitoring coteacher progress, and individual accountability.

Erin Lenau

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Collaboration Individuals planning, learning from one another, and taking small steps toward a more integrated model of teamwork in the classroom. 2 or more individuals working towards a similar goal. What is inclusion? Free and Appropriate Public Education (FAPE) to the maximum extent appropriate for each student. What is differentiation? Adaptation to all curriculum in the class. An understanding that every class is composed of a variety of learning styles and abilities.
Co-teaching Is... Both teachers: Are present in class every day Is Not... Special Education comes to class only when available. One teacher is always in the classroom but the other partner may use the time for meetings, running copies or planning. Regular education teacher teaches while the SPED teacher serves as an assistant with special education students. Regular education teacher maintains all teaching, planning and assessment responsibilities.

Both teachers: Teach ALL students Both teachers: Strategically plan lessons together while focusing on accommodations and modications necessary to meet the needs of all the learners. Both teachers: Accept responsibility for ALL students

Special educator works with only the special education students.

Erin Lenau

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Benets: School benets - Decreased referrals to intensive SPED services. - Increased overall student achievement - Fewer disruptions - Less paperwork - Increased number of students qualies for gifted and talented education. - Decreased referrals for behavioral problems Teacher benets - Teachers report greater feelings of efcacy - Teachers report feeling less isolated - Shared responsibility to help lighten the work load Students with Disability Benets: - Less absenteeism - Perform closer to grade level - Higher achievement test scores

Erin Lenau

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Different Models of Coteaching

One Teaching/One Observing
1. One teacher instructs, one observes a student or small group to record data on specic behaviors 2. Requires little joint planning 3. Could lead to SPED teacher being more of an assistant if the observer role is not traded back and forth 4. If observer role is exchanged it allows regular and general education teachers the opportunity to see what is really going on regarding classroom dynamics 5. Co-teachers can discuss information provided from observations and use it to plan instruction and behavior management

Considerations for One Teach/ One Observe

1. Teachers decide ahead of time which student(s) will be observed. For example: if Monique, Robert and Jonathan are never able to complete independent seat work, an observation may provide insight as to the work an observation may provide insight as to the cause: - unable to comprehend task - inability to focus due to being easily distracted by surrounding movement and noise. 2. This gives students opportunity to see each teacher as the teacher while the other is observing. 3. Systematic method should be used for this approach and the information collected should be shared in a timely manner in order to make adjustments in instruction and/or classroom management.

Erin Lenau

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Station Teaching
1. Much like learning centers. 2. Requires joint planning and shared responsibility for delivering instruction for delivering instruction 3. Lowers student-teacher ratio 4. Students move from one station to another 5. Could have up to 3 stations if one could be independent work station 6. Most common problems occur with transition and noise levels-must monitor and adjust! 7. Different than parallel in that it requires the two teachers to teach separate lessons.

Erin Lenau

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Parallel Teaching
1. Essentially the same lesson is taught to half the class 2. Reduces teacher-student ratio 3. Both groups have regular and special ed. students 4. Great for re-teaching, reviewing for tests, projects, cooperative learning activities, etc. 5. Should not be for initial instruction unless both teachers are procient in the concept being taught 6. Requires joint planning & shared responsibility for instruction

Erin Lenau

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Alternative Teaching
1. One co-teacher takes a small group to teach something different from what large group will be taught 2. Great for pre-teaching, re-teaching and assessing skills. 3. Be careful not to stigmatize certain students or keep them from accessing regular curriculum 4. Providehelp-station to all students to alleviate stigma 5. Both teachers take responsibility for small group at various points throughout the year 6. Requires joint planning & shared responsibility for instruction 7. Opportunity to apply formative assessment data by re-grouping/teaching to address specic skills & IEP goals

Erin Lenau

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Team Teaching

1. Both teachers are teaching and planning for instruction 2. Take turns leading discussion, demonstrating concepts, etc. 3. Requires the most joint planning, commitment, compatibility, comfort level, and mutual trust 4. When planning, assign specic parts of the lesson 5. Constantly reect together and check to see if the other teacher is satised with what is happening in the classroom

Some ways to use teaming

1. Each teacher takes a side in an issue to be debated in class (simulate conict) 2. One teachers explains while other teacher demonstrates activity or lab procedure demonstrates activity or lab procedure 3. Each teacher takes the role of a character in reading a literary work 4. Model appropriate questioning and/or summarizing 5. Both circulate room while students work on projects or in cooperative learning groups

Erin Lenau

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Get to know them your co-teacher!

Getting to know your co-teacher Teachers who know each other well and get along on a personal level are much more able to work together as a team than teacher who otherwise dont. Here are some helpful tips on how to build and create that relationship! - Attend training meetings together - Take time to get to know each other - Attend a non-school related activity during the summer - Have an open and HONEST discussion about your teaching style and your beliefs - Interview yourself and compare the results with your partner (there are 2 different interview examples in this packet).

Erin Lenau

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Interview Examples
Checklist for Co-Teachers #1
1. How do we show equal value (parity) in the classroom? - Both standing up front teaching for at least part of the class time - Both calling parents and managing classroom behavior - Both names on door and notes going home - Are you comfortable with letting someone take responsibility for teaching something you went to school to do? 2. How much talking should there be among students: - during warm-up - During instruction - group work - independent seat work - any time is ne - NEVER! 3. How much movement should there be during class? - None - Sharpening pencils, throwing away items, getting tissues, using restroom,etc. - Only at beginning or end of class - Only after raising hand for permission - NEVER 4. What does paying attention look like to you? - Facing the front - Feet on oor - Bottom on the seat - Head up, sitting up - As long as they are making the grade and answering questions they can put their head down 5. Tests and Quizzes-How does a student show you they have mastered an objective? - Exact wording that you give them - Verbal v/s written assessments - Alternative ways to assess student knowledge

Erin Lenau

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6. Modied Grading and Assignments - Should this even exist? (in your opinion...we know it is the law!) - Some modifying but every child should meet the same standard to pass - No grades below 60 - If a child masters the overall objective the same measure does not have to be used for every child. - If indicated on an IEP the child automatically gets an A - For test modications should the Special Ed. Teacher always take students out for read aloud, separate setting, etc? - Do only SPED students get modications? 7. Discipline - Who does it? Regular Ed., Special Ed. Both...? - How do you nd a common ground for expectations? - How will you mediate when you disagree on how to handle a certain situation? - When do you intervene if the other teacher is handling a discipline issue...or do you?!? - Put it on the table! Are you a hard-core disciplinarian or more laid back? 8. Structure in the Classroom - Do you need structure and same routine each day? - Every day is different depending on how you feel or the objectives you need to cover. - 50/50 - some activities very structured, some are not - Transitions from one activity to the next...how should they work? 9. Planning - Fly by the seat of your pants - Plan for the year - Plan on Fridays for the next week - Plan a week at a time, but know that this could change quite a bit once you are actually teaching the lesson. - Am I ready to try new ideas and trust another teacher in a project, planning, delivering instruction, etc.? 10. Co-teaching relations... - Are interruptions okay as you are both up front instructing the class? - During one teaching one roving should the rover be talking to students one-onone while the other is teaching? How much, how long, how loudly? 11. What are your PET PEEVES?!? Be honest!!!

Erin Lenau

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Checklist for Co-Teachers #1

Date_________________________ Classroom management 1. Describe your discipline style 2. What are some of the reinforcements and consequences you provide in your classroom. 3. What is the acceptable range of noise in your classroom. 4. How well do you tolerate student movement in the classroom. Instructional Techniques 1. Explain the homework policy 2. What does the instruction look like in your classroom? 3. How are lectures structured? How often does whole-group instruction take place? 4. What types student groups are you using or have you used? How successful were they? 5. What types of assessment do you use? Specialized Training/Curriculum 1. What aspects of the curriculum are you most comfortable teaching? Least comfortable? 2. Which, if any, specic programs or specialized curriculums have you used or observed? 3. What training or expertise would you like to gain?

Erin Lenau

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Co-Teaching Roles and Responsibilities

- Homework collection and grading - Grade recording - Taking attendance - Checking/Writing in planner - Dismissing for restroom - Contacting parents - Writing discipline referrals - Provide testing accommodations - Arranging the seats - Assigning groups - Creating assignments - Making/Grading tests and assignments

Erin Lenau

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Start the year right!

1. General information Planning - a discussion of roles and responsibilities, instructional and non-instructional issues within the classroom, and issues related to the day-to-day workings of the classroom. - Compare prior to the rst day of school - Include all individuals who will work in the classroom. - Decide on the actions for which each will individually prefer to have input, primary responsibility, secondary responsibility or equal responsibility. 2. Long range planning - a process or getting an overall view of the curriculum and instruction for the nine weeks. - Use pacing strategies and curriculum maps - Brainstorm and discuss instructional strategies and grouping strategies for upcoming lessons. - Brainstorm and discuss models of co-teaching to be used. 3. Weekly Lesson Planning - planning of instruction, methods, and strategies to be used in the classroom. - Its often not possible to write the plans as a team. Th general education teacher generally makes the plans. The SPED teacher will take the plans and determine whether they are able to make accommodations and modications. This should be done with adequate time for the SPED teacher to complete this step. - Meet at least once a week. - Lesson plans should be more detailed. Include all the necessary materials, any technology being used. - Plans should include what co-teaching model which needs to be used.

Erin Lenau

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4. Daily communication - to review and revise the instructional plan on a daily basis. - Teachers share information on student response to instruction, adjustments to lesson plan =s, upcoming events etc. - Communications can be quick 5. Communication notebooks within the classroom can be highly effective. 6. Co-teachers are equally responsible for ALL students. 7. Our 5 points of Parity - Bothe names on the door or other visible locations/indicators of room ownership - Both names on documents going home with students. - Both teachers plan lessons and grade papers. - Both teachers deliver instructions or lead class routine/activities on a daily basis. - Both teachers share in classroom management including discipline.

Erin Lenau

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If one of you is doing this... Lecturing

The other can be doing this... Modeling note taking on the board. Ensuring brain breaks to process info Collecting and reviewing last nights homework; introducing a social or study skill Reviewing directions; Modeling rst on the Modeling rst problem on the board. Writing down instructions on the board; repeating or clarifying any difcult subject Checking for understanding with a small heterogenous group of students. Providing direct instruction to all students.

Taking Roll

Passing out papers

Giving instructions only

Checking for understanding with large heterogeneous group of students Circulating, providing one-on-one support as needed Prepping half of the class for one side of a debate Facilitating a silent activity Providing large group instructions

Prepping the other side of the class for the opposing side of the debate. Circulating, checking for comprehension. Circulating, using proximity control for behavior management Reviewing homework; Providing a study or test-taking strategy Monitoring a large group as they work on practice materials. Reading aloud quietly with a small group; previewing upcoming information Proctoring a test silently with a group of students Providing suggestions for mods, activities, and accommodations for diverse learners. Also facilitating stations for groups Conducing role play or modeling concept; Asking clarifying questions Considering enrichment opportunities

Running last minute copies and errands

re-teaching or pre-teaching with a small group Facilitating sustained silent reading

Reading a test aloud to a group of students

Creating basic lesson plans for standards, objectives, and content curriculum Facilitating stations or groups. Explaining new concepts

considering modication needs

Erin Lenau

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General educators and Special educators should: - Be knowledgeable about co-teaching - Be exible - Identify and work with your strengths - Take responsibility for all students - Be familiar with I.E.Ps - Focus on students - Admit your weaknesses - Look for successes not only in academic gains - Make time to plan (at least 10 mins a day) - Work with co-teacher to adapt lesson plans using individualized techniques and strategies - Be responsible for an familiar with interventions and strategies - Attend all staff development and training sessions necessary to become familiar with these interventions and strategies - Participate in ongoing staff development - Support your co-teacher - Discuss problems with only each other - Set a time to evaluate the process

Erin Lenau

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Test Adaptation Guide

Alternatives Oral/Written Class Discussions Projects Methods Accept a report as a partial or total grade Accept a classroom discussion as a part of the grade Allow the students to build a model of make a collage to demonstrate knowledge of the topic

Open-book or take Permit students to use the book while taking home Test the test. Oral Tests - Allow teacher, PP, peer to read the test and have the student respond orally or in writing. - Allow student to read the question and respond orally to the teacher, PP or peer - Record the test on tape and have the student respond in writing or on tape Give the study guide as the test Allow the students to use pocket charts or study cards for the test

Study guides Manipulatives

Erin Lenau

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Conventional True/False question Anti-prohibitions believed that alcohol was not a problem to society Modied True/False question Prohibitionists believed that alcohol was a problem to society

Conventional Multiple Choice Questions Boycotts were used in Colonial America to: A. Damage American Trade B. Challenge Parliament's power to tax colonies C. Increase power of British merchants D. B and C E. None of the above Modied Multiple Choice A. Damage American Trade B. Increase the power of British merchants

Matching Questions In order to reduce stress in this area, dont allow matching questions to have any leftover options.

Erin Lenau

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Completion Questions Give the students the rst letter of missing words The states that entered the Union between 1828 and 1837 were: 1. A__________________ 2. M__________________ 3. W__________________ 4. T___________________ OR... Provide a word bank as shown below: WORD BANK Kennedy Johnson Krushschev Castro

1. The president who won the election of 1960________________________ 2. The leader of the Soviet Union during the 1960s___________________

Erin Lenau

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Assessments Authentic assessments Curriculum based assessments/ measurements Measurable observations of academic and social behaviors Antecedent behavior consequence log Clinical interviews Portfolio assessment

Examples Oral reports, Experiments, Essays, Reports Spelling, Reading, Math, Written, Content area subjects Time sampling, Frequency, duration, Latency Social skills, Behavioral observations Think-Aloud Taped samples of academic work, Performance-based assessment measures, Written samples of academic work, Error analysis, Teacher anecdotal notes, Logs, Behavioral observation notes Miscue analysis, Job site analysis, Spelling products, Math products, Written samples Social skills, Behavioral observations

Work samples analysis

Anecdotal notes

Erin Lenau

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Assisting students with Special needs Prior to the test Remind them of the date of the test Materials to be covered (chapters, topics, lms, etc.) types of questions (T/F, mult. choice, etc.) Number of questions and point values any special instructions or tips Help identify appropriate study times and locations establish vocabulary list and denitions develop a study guide including all important info to be included arrange to have 2 students work together as study buddies During the exam read all directions aloud to the student monitor students during the exam provide blank sheets of paper for use to mask distracting info on page allow students to take in alternative setting to reduce distractions eliminate distractions adjust length of test (by cutting in half or into sections) provide questions on a handout rather than requiring copying from the board allow for extra time for completing the test if reading is slower consider alternative tests provide lines on which the student can record answers word bank for ll-in-the-blank limit multiple choice questions highlight or otherwise draw attention to important words Take test orally permit the use of manipulatives allow partial credit for work completed indicate correct score rather than missed Erin Lenau Co-teaching , Page 23

General guidelines use 1-inch margins, 1.5 margins on top and bottom leave lots of white, uncluttered

Multiple choice list items vertically

True/False Directions should be provided

Fill-in and Completion Provide a word bank

Matching Longer premise on the left; shorter on the right List only 5-10 items in a group with an equal number of responses. List responses in alphabetical order.

Essay Eliminate for some students

choices limited to one word or short phrase

do not ask to rephrase false questions

Questions and word bank should be on one page Fill-in and completion should ask a specic question Example: The capital of Minnesota is ____________. Spaces should be large enough accommodate answers

Provide the option of taping or telling orally

all Qs one type together

No all of the above or none of the above

provide only one fact in each question

Let students list, draw, write phrases, or map responses. provide a topic sentence or outline Allow more time

do not hand write exams

answer qs on the test paper Eliminate one or two choice if possible Questions and all the choice should be on the same page Alternative answers in mult. choice should be brief

Sections should be completed on one page.

eliminate unnecessary qs Capitalize, underline words needing special attention Provide an example of how to answer keep vocabulary simple or in the level of the student

Allow students to create their own bonus at the end of a test - Is there anything I forgot to test you on?

Erin Lenau

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School Accommodations and Modications:

Books: Simpler reading level Audiotapes Summaries of Chapters High interest books which are slightly above their grade level. Peer readers Highlight important text sections Word for word sentence llins 2 sets of textbooks. Index cards to write down major themes. Give page numbers to help nd answers Provide braille and large print books. Curriculum: Specify and review only exactly what the students should know. Specify and review exactly what they need to learn to pass. Give alternatives to long written reports (several short reports, preview new audiovisual materials and write a short review, give an oral report.

Time/transitions Alert students several mins before transitioning Provide additional time to complete work. Allow extra time to turn in work without penalty Provide assistance when moving about the building.

Erin Lenau

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Environment: review rules frequently Evaluate classroom structure against the students needs Keep workspace clear of unrelated materials Keep classroom quiet during intense learning times Reduce visual distractions in the classroom Computer for written work Seat the student close to the teacher or a positive role model Permit the use of a study carrel Extra supplies in the classroom Maintain adequate space between desks. Grading: Use daily or frequent grading averaged into a grade for the quarter. Weight daily work higher than tests for a student who performs poorly on tests. Mark the correct answers rather than the incorrect Permit the students to rework the problems they missed. Average grades when the assignments are reworked.

Instructions and assignments (Directions): Both oral and written directions Small step directions in as few words as possible Number and sequence steps Have students repeat directions Visual aids Show a model of the end project Stand near a student when giving directions

Handwriting: Use worksheets that require minimal writing. Fill-in questions with space for a brief response rather than a short essay. Provide a designated notetaker or photocopy of other student or teacher notes. Provide a print copy of assignments or directions written on the blackboard Omit assignment that require copying, or let the student used a tape recorder to dictate answers.

Erin Lenau

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Tests: Go over the directions orally Teach the students how to take a test Vocabulary list Give as much time as needed Allow tests to be taken in a different room Read test materials to student, and allow oral responses Divide test into smaller sections of similar questions or problems Use recognition tests instead of essay (mult. choice, matching...) Allow for an independent project instead Give progress reports instead of grades Grade spelling separate form test Allow a take home test Provide possible answers for ll-in-the-blank Provide the rst letter of the missing word.

Math: Allow the students to use a calculator Group similar problems together Provide fewer problems on a worksheet Require fewer problems completed to attain a passing grade. Use enlarged graph paper to write problems. Provide a table of math facts for reference Read ad explain story problems, or break problems into smaller steps Use pictures or graphs

Erin Lenau

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Other: Check progress and provide feedback often in the rst few minutes of each assignment. Provide an overview of assignments so the student knows what to do, and the due dates Break long-term assignments into smaller steps, with daily monitoring and frequent grading Have the students present in a small group before presenting with the whole class. Hand out worksheets one at a time Sequence work with the easiest rst. Provide study guides and questions that directly relate to the tests. Praise students for recording assignments and due dates in a notebook. Draw arrows on worksheets, chalkboard, or overheads to show how ideas are related, or use other graphic organizers.

Behavior: Arrange a check in time to organize for the day. Pair the student with another student who is a good model Modify the classroom policies to discriminate against the students (e.g. provide frequent breaks for the students who cannot pay attention for long periods of time) Use non-verbal cues to remind the students of rule violations. Amend consequences for rule violations (e.g., reward a forgetful student for remembering to bring pencils to class, rather than punishing the failure to remember) Reinforce positive behavior Increase the frequency and immediacy of a reinforcement Have a safe place for students who become stressed Ignore some behaviors develop a code word for when a student is misbehaving. Be aware of behavior changes due to medication Develop interventions for annoying behavior (piece of rubber on the desk of a students who taps their pencil).
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Erin Lenau

IEP AT A GLANCE
Student Name: _________________________________Grade: ________________ Parent/Guardian Name: __________________________ Eligibility Areas:_________________________________ Hours/Wk in SPED classes: ____________ Hours/Wk in Gen. Ed: ______________ Required Classroom Accommodations: Service Location Frequency Duration

Goals/Objectives:

Erin Lenau

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STUDENT WITH ... Above average intelligence

CURRICULUM CONCERNS... Finishes work ahead of others in science lab. Needs reminders to refocus in Spanish Less prior knowledge about abstract ideas in American history Cant attend for a full period during algebra class. Idioms in the novel confusing

Asperger Syndrome

Autism

Behavioral Concerns.

Communication/language needs

Hearing impairments

Difculty hearing the teacher

Cognitive Impairment

Less prior knowledge and skills with fractions Different processing speed of directions given during art and music class Print in math text is too small

Learning disabilities

Visual Impairment

Erin Lenau

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Reection
Reection requires honest, reective conversations about their practices, it ensures greater respect, common expectations, and equality. Reection Guide for Collaborative Teaching:
Rarely 1. Do I feel we are jointly planning, both long term and short term? 2. Do I believe that Im an equal partner in the decisions being made? 3. Do I feel we have a sense of interdependence? 4. Do I feel we are continually learning from each other? 5. Do I feel we have clearly dened roles and responsibility? 6. Am I satised with these roles and responsibilities? 7. Am I learning as a result of our roles and responsibilities? 8. Do I feel that the information an materials are freely shared? Do I feel we communicate effectively? Do we regularly reect on and evaluate our practice? Have we discussed various sound, research-based co-teaching models? 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4 Always 5 5 5 5 5 5 5 5 5 5 5

Erin Lenau

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Rarely Are we using mutually designed planning tools? Do I feel that my knowledge and skills are valued? Do I feel I am frequently acknowledged and reinforced by my partner? Do I feel my time is used productively when I am in the classroom? Can I easily read the nonverbal cues of my partner? Do both teachers move freely about the space in the co-taught classroom? Do we both often present lessons in the class? Are many measures used for grading students? Is humor often used in the classroom? Are modications of goals for students with special needs fully incorporated into this classroom? Do we use a variety of classroom management techniques to enhance the learning of all students? Am I condent in my partners knowledge of the curriculum content? Is time allotted or found for common planning? Do students accept both teachers as equal partners in the learning process? Is behavior management the shared responsibility of both teachers? Are grading and other responsibilities equally shared? International Schools Journal Vol. XXIX No. 2 April 2010 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4

Always 5 5 5 5 5 5 5 5 5 5

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

Erin Lenau

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Lesson Plan 1
Unit: Topic: Lesson length: Task Objective:

Lesson Title:
Date: Technology/Equipment/Supplies needed:

Process (Strategies and Activities):

Teacher roles:

Classroom accommodations and Curriculum Modications: ...Copy of class notes ...Check for understanding ...Preferred seating ...Buddy system ...Graphic organizer ...Partial outline ...Audio Version ...Alternative reading level ...Adjusted content expectations ...Curriculum adaptations

Co-teaching Model(s) used:

...One teach/One assist ...Station Teaching ...Parallel Teaching ...Team Teaching ...Alternate Teaching

Assessment: Homework: Teacher Reection:

International Schools Journal Vol. XXIX No. 2 April 2010

Erin Lenau

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Lesson Plan 2
Co-teachers:........................................and................................................
Class: Teaching Session: Date:

Next planning session:

Goal(s): 1.________________________________________________________________________________ 2.________________________________________________________________________________ 3.________________________________________________________________________________ Co-teaching Model(s) used: ...One teach/One assist ...Parallel Teaching ...Station Teaching ...Team Teaching Time Location Activity Format Student Activity Teacher Role

...Alternate Teaching Accommodation strategies Evaluation Strategies

Comments:

International Schools Journal Vol. XXIX No. 2 April 2010

Erin Lenau

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Essential Aspects of Effective Co-teaching

Professionalism and credibility Be consistent (show up on time everyday) Be courteous (Let partners know if you wont be there) Be informative (Provide them with you knowledge) Be proactive (see a need? meet it!) Be specic (explain the impact of some instructional strategies and suggest alternatives) Be analytical (Conduct a skill task analysis) Be exemplary (Model reinforcement of behavior)

Articulate and model instruction to meet students needs Accurately assess student progress

Be helpful (volunteer to help with grading so you are aware of where your students are academically) Be resourceful (connect student IEP goals to course expectations. develop 2 methods of assessment that assess goals with course content...present to IEP team) Be observant (point out classroom nuances to assist students in organizing) Show your partner how they can make routines and expectations more explicit for students. educate the instructor and the students about different learning styles. Be creative. Adapt lesson plans based on the learning styles. Be innovative. Use assistive technology. Be honest about your background. No one expects you to have a degree in math and science. Be curious. Try and learn as much as you are able to in the area you are studying. Be prepared. Have a clear expectation on the main goals of the lesson plan. Focus on these with a small group. Be a co-learner. Use your own process or learning to identify where students might get stuck.

Analyze teaching/ teaching styles

Work with a wide range of students Knowledge of course content

Teaching Exceptional Children July/Aug 2007

Erin Lenau

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References
Hepner, S., Newman, S. (2010). Teaching is teamwork: preparing for, planning, and implementing effective co-teaching practice. International Schools Journal. Vol 24(2), 67-81. Murawski, W. W., Dieker, L. A. (2004). Tips and Strategies for Co-Teaching at the Secondary Level. TEACHING Exceptional Children. Vol. 36(5), 52-58. PACER Center (2006). School accommodations and modications. Alliance Action Sheet: ALL-15. Parrott, P., Co-teaching Arrangement. EDUC 345U. University of Richmond. Rice, N., Drame, E., Owens, L., Frattura, E. M. (2007). Co-instructing at the secondary level. TEACHING Exceptional Children. Vol. 39(6) 12-18. Sobehart, H. Alternative methods of testing. Western Pennsylvania Regional Resource Center.

Erin Lenau

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