Co-Teaching Assignment # 4: Team Teaching Lauren Van Hook University Of New England Practicum in Inclusion Settings Summer 2011

May - 2011

Lauren Van Hook

Co-Teaching Assignment # 4: Team Teaching

Background of Classroom The classroom for the case study is an Inclusion Level Global Studies Course. The Global Studies course is a required Social Studies course for all juniors. My school runs on a modified block schedule; each block meets every other day for 88 minutes. In this class, there are 20 students, 11 of the students have Individualized Education Plans (IEPs). All of the students who have IEPs have required modifications for note taking, classroom seating, homework expectations and extended test time. Most of these students have a Study Skills or a Help and Access Period (HAP) with drop in support. The Study Skills and drop in support HAPs are used by the students to finish tests, homework and projects. Each one of these classes is taught by a Special Education Teacher who maintains constant communication between the content teacher and the student to make sure the student is receiving the necessary modifications that they need to succeed. Many of the students in the class with IEPs have been diagnosed with Attention Deficit Disorder (ADD), Attention Deficit Hyperactivity Disorder (ADHD), and other behavior disabilities. One of the students has a Behavior Intervention Plan (BIP) which stipulates he must be immediately removed from the classroom if he begins to have altercations with another student or teacher. He is allowed to have a pass to see his case manager, at any time that he feels frustrated or angry and believes he will have an outburst. They have tried to accommodate this student to help him overcome his anger management issues. In addition to this there are two seniors in the class. Both of these seniors did not pass the course last year and are taking the course again. One of the seniors is currently passing; he completes his assignments diligently and volunteers during class. The second senior is not

Lauren Van Hook

Co-Teaching Assignment # 4: Team Teaching

passing; he has missed over 30 days of school and will be returning for a 5th year of high school next year. This senior is very capable and does participate when he is present. However, at this point in time he will not be able to pass for the year. I have spoken to his counselor and we have already scheduled Global Studies as a course for him to repeat. Overall, the students in this class are polite and respectful. They benefit from the structured classroom and the two teacher system. Class grades range from As to Fs (only two students currently have an F), with most of the students earning As. Many plan on taking a Social Studies Elective next year. Research on Team Teaching Teamwork divides the task and multiplies the success. ~Author Unknown (Guillemets, 2011) Within every successful team there is a dynamic that occurs between the participants that helps to ensure their partnership will be strong enough to meet the goals they are trying to achieve. When the team becomes one cohesive unit everyone involved feels like they have fully contributed to the successful outcome that has occurred. This cohesiveness transpires on a daily basis on football fields, soccer fields, in marching bands or in classrooms. In co-teaching classrooms this dynamic takes place when two teachers work together so well that the two appear to be one. One style of co-teaching that fosters this blending of teachers is team teaching. In a team teaching lesson, both teachers are actively engaged in instruction to the entire class of students. (Zigmond & Magiera, 2001, pg. 3) It is the responsibility of both teachers to act as a team to plan a lesson where each has a part in the delivery of instruction to students. The beauty of this style of teaching is that complete collaboration is needed between the two teachers so that their

Lauren Van Hook

Co-Teaching Assignment # 4: Team Teaching

styles can fully blend together. (Barger-Anderson & Snyder, 2001, pg. 24) For students, this provides them with a chance to see both of their teachers in action at the same time. When planning a team-teaching lesson it is important that both teachers work together to plan a lesson that they each feel comfortable teaching; because both teachers may not be familiar with the content that is being taught the advantage of team-teaching is that it enhances instructional knowledge during the planning and teaching process. (Belinda, Rosario, Coles, C., Redmon, P., & Strawbridge, J., n.d, pg. 22) Additionally, two teachers working together and teaching in front of the classroom at the same time can increase the entertainment factor of teaching. (Friend, 2010, pg. 76) As a teacher, we all know how important it is to create an enjoyable atmosphere for our students to learn in, when done correctly, team teaching definitely provides this opportunity. Before jumping into a team teaching lesson the co-teachers must also realize the pitfalls that can occur when two teachers are not prepared to team teach. Because both teachers are in front of the classroom at once, the individualized instruction that occurs during other styles of coteaching lessons is less likely to take place. (Friend, 2010, pg. 76) To combat this problem coteachers should make sure they plan lessons that provide additional support to students as well. Another factor to consider is the personality types of the two teachers; if both teachers are talkers this can lead to a lesson that easily falls off track because of excessive examples. (Friend, 2010, pg. 77) This can be easily avoided if teachers develop non-verbal communication, such as eye contact or body language which signals to the other it is time to continue with the lesson. (Barger-Anderson & Snyder, 2001, pg. 6) Overall, team teaching is a great way for both co-teachers to be actively involved in the delivering of instruction to students. Like any successful team, team teaching requires practice,

Lauren Van Hook

Co-Teaching Assignment # 4: Team Teaching

patience, reflection and open communication between both teachers. When planned correctly, team teaching can provide students and teachers a highly interactive, energetic classroom. Lesson Plan
South Brunswick School district

LONG FORM of LESSON PLANNING

(for use with formal observations)

Teachers Name: Lauren Van Hook Observation Date: __/__/__

Content: Blood Diamonds Observation Time:

___ - ___

When developing a lesson, there is a sequence of skills that South Brunswick teachers use to optimize student learning. The sequence below includes the essential thinking that must go behind each lesson planned. This elongated form is to be used when planning for a formal observation! You are expected to provide this planning form to your observer at the pre-observation conference. Sequence Intent

Standard:

O Behavioral Objective:

6.2 Social Studies-Civics E. International Education: Global Challenges, Cultures and Connections Students will be able to Identify key people, terms and events related to Blood Diamonds. Recognize the causes and effects of this industry and the role consumers play in this issue. Students will be able to distinguish between the needs of the market and the actual supply of diamonds

Procedures: Anticipatory Set/ Do Now/ Opener

Set Up of Classroom:

Do Now: KWL (K)Make a list of 5 facts that you know about Blood Diamonds(if you do not know 5 come up with 5 things that come to mind when you hear the words Blood Diamonds). (W)Make a list of 5 things you would like to know about Blood Diamonds. (LExit) Make a list of 5 things you learned in class today/5 things that surprised you. Class will begin with students in their assigned seats; teachers will take turns circulating the classroom and giving notes.

Lauren Van Hook

Co-Teaching Assignment # 4: Team Teaching

Desks will be re-arranged to have students work in groups of 2-3 to create a Blood Diamonds Advertisement.

Do Now will be posted on board for students to complete as they enter the classroom. Once the Do Now is completed students will participate in a Stand Up/Sit Down Activity Stand up if You are wearing a diamond. You own a diamond but are not wearing it. You own more than 2345 or more. You have purchased a diamond or diamonds for someone else. You are born in the month of April and this is your birthstone. You know what a Blood Diamond is. You have seen the movie Blood Diamonds. You would be willing to go without a diamond because you know the scary facts that surround them. You think diamonds are overrated. You have no idea what a Blood Diamond is. Notes with billboard and powerpoint presentation (notes will be equally shared by both teachers as one teaches, the other will circulate the room.) Video Clip http://www.cbsnews.com/video/watch/?id=2249452n Make advertisements with partner(s) Exit Slipthe Learned portion of the (KWL) HomeworkArticle on Blood Diamonds Assessment: KWLs, Blood Diamonds homework will be graded. Information on Blood diamonds will be on the final. A Closure: Advertisements will be shared at the end of the class. Exit Slip: L=What I learned today. Other Considerations/Notes: This lesson is intended to be used in a block schedule. Classes are 88 minutes long; this lesson is part of a series of lessons to help students better understand the many Issues of Africa.

Lesson Structure

Reflection This lesson is one that I really enjoyed co-teaching with my co-teacher. To develop the lesson we both completed research to better understand our knowledge of Blood Diamonds. After completing our research we met to discuss what we had discovered and developed a power

Lauren Van Hook

Co-Teaching Assignment # 4: Team Teaching

point and poster board to help provide our students with background information on blood diamonds. Due to the nature of block scheduling we tried to break the block down into a series of activities for the students to participate in. This type of organization helps students who need to move around and also is designed to reach the multiple intelligences of our students. I would definitely say this was a successful lesson because of the various components that the lesson has. Both teachers and the students are all active participants in the lesson. With both teachers providing instruction and circulating the room teachers are able to make more of a connection with the students. My favorite part of the lesson is the Stand Up/Sit Down Activity and the advertisements. The students really seem to enjoy the visual representation of how many students are affected by blood diamonds despite the fact that many did not know what blood diamonds are. One of the hardest parts of the Blood Diamonds lesson is time management. With the various components of the lesson it is very easy to fall off task or spend more time talking about one topic in depth; thus limiting the amount of time that students have to complete this lesson. While trying to find the balance between teachable moments and maintaining the flow of the lesson it is important to follow your instincts. Additionally, another area that I struggled with in team-teaching was how much time my co-teacher drifted off topic. As a professional, I did not want to interrupt my co-teacher, but there were moments where it was hard to re-focus the class due to an excessive amount of explanation and stories from my co-teacher. If I had to improve the lesson I would like to find a way to find a balance between time, teachable moments and the response time of each teacher. When co-teaching it is possible to provide more detail and assistance to students that need it in an alternative teaching lesson at a later time. This would help keep the time structure that this lesson dictates because of the numerous activities involved.

Lauren Van Hook

Co-Teaching Assignment # 4: Team Teaching

In the future I would enjoy creating more team teaching lessons. I think this style of coteaching gives both teachers the opportunity to teach the students, and avoids the notion that one teacher is not a real teacher because they do not conduct lessons. When planning teaming lessons it is important to make sure that both teachers are comfortable with the content. This is something that might take time to develop.

Analysis of Co-Teaching Plans As someone who works in a district that has a successful co-teaching program I feel honored to be part of such a wonderful school community. My school contains many teachers that believe in the co-teaching process and work diligently to maintain and improve the program that we currently have. In order for schools to achieve this type of established program there are many factors that must be considered when developing a co-teaching program. The first and probably most crucial element of a successful co-teaching program is to establish the program and its goals. (Friend, 2010, pg. 155) In the text this step is described as the true north of the program; the phase where the initial intent of establishing the program is developed and the identification of team members takes place. (Friend, 2010, pg. 155) When working on this step schools must carefully examine why they are developing the program and include both supporters and those who are weary of co-teaching in planning discussions. Based on these discussions team members can develop a plan to implement the co-teaching program. This plan should include the specific goals for the program; these goals should be specific enough that participants and others will know when they are met or if difficulties are being encountered in achieving them. (Friend, 2010, pg. 156)

Lauren Van Hook

Co-Teaching Assignment # 4: Team Teaching

The next focus of developing a plan includes: outlining the parts of the program, determining if there are enough resources for meeting the goals, creating the steps needed to implement the program and setting a timeline for these steps to occur. (Friend, 2010, pg. 157) Each one of these steps builds upon the other; as much as it is nice to have high hopes and expectations for developing a co-teaching program, team members must realize they need to work within their means. When developing the content and plan for the program team members should also be sure to ask questions and hold discussions every step of the way. These questions and discussion sessions should focus on who will receive instruction, how much planning time co-teachers will have, what grade levels will implement a co-teaching program first, whether or not training can be provided for participants and how much time can be given to implement the program. (Friend, 2010, pg. 156-157) The next two steps in creating a co-teaching program are to Prepare for Implementation and to Implement the Co-Teaching Program. (Friend, 2010, pg. 158-159) When preparing to implement the co-teaching program team members must try their best to educate the staff by holding workshops or presentations at faculty meetings. Team members also need to select teachers who will begin the initial implementation stage. These teachers must be ones that are knowledgeable of the co-teaching program and demonstrate a desire to acquire the skills needed to co-teach. Administrators must be included in the implementation phase as well because teacher schedules must be created based on co-teaching needs and teachers preferences for coteaching partners. As the program is implemented team members will finally have the chance to see all of their hard work in planning the co-teaching program executed. During this phase it is important to continuously watch the program to solve any problems that might arise. Teachers who are

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Co-Teaching Assignment # 4: Team Teaching

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part of the initial co-teaching program should try to participate in professional development opportunities that would provide them with more understanding and resources on co-teaching. These professional development opportunities can be book studies, university courses, information sessions or conference attendance. (Friend, 2010, pg. 160) The ideas gained from these opportunities should be used in the classroom to help co-teachers build more confidence in their co-teaching ability. Throughout the entire duration of the first year of implementation it is important that data be collected to determine the success of the co-teaching program and what changes are necessary to make as the program is underway. The final step of implementing a co-teaching program is focused on maintenance. This maintenance should be centered on data that was collected during the initial implementation phase as well as the primary goals for the program. When examining the data, revisions to the co-teaching program can be initiated; revisions might include what classes co-teaching will be offered in, what parts of the program should be kept or omitted and what changes need to be made due to problems that were encountered. (Friend, 2010, pg. 161) After focusing on these concerns and revisions are made it is important that team members continue to work on the long term goals of the program; in most cases these goals will focus on what is needed to sustain the co-teaching program. The major goal of sustaining a co-teaching program is that the program will become such a part of the services in a school that it is not likely to deteriorate because of other normal changes that occur in schools (Friend, 2010, pg. 161) The co-teaching program that my school currently offers is one that is rooted in the same principals that Friend outlines in the text. By teaching in the inclusion level and co-teaching classroom I have had the experience of developing co-teaching lessons that reflect the 5 different co-teaching methods. When using these different methods it is easy to see why students benefit

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Co-Teaching Assignment # 4: Team Teaching

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from the experience of having two teachers in one class. The smaller teacher to student ratio provides students and teachers the opportunity to work together more frequently and develop a greater understanding of students needs and strengths. I found having the chance to put our heads together when trying to combat problems in the classroom or create lessons that would help our struggling learners to be very rewarding. Although I am currently not co-teaching, I am still working with a para-professional who also helps with classroom management and assisting students. The value of the co-teaching program at South Brunswick also comes from the number of people involved in the program. The co-teaching program has many employees and community members that are vested in making sure the program is successful. The co-teaching program begins in the elementary level and continues through high school, while still offering planning opportunities for students who wish to access Special Education services in college. Team members include teachers, case mangers, social workers, counselors, administration, board of education staff, para-professionals, students and parents. Together these team members work as one to maintain the success of the program. In addition to this, school staff is offered professional development opportunities to acquire more knowledge and tools needed to build confidence and awareness of co-teaching and Special Education Laws. Throughout the year my school offers a Best Practice series where teachers can participate in Train the Trainer classes. These classes are run by teachers who are knowledgeable and dedicated to co-teaching and Special Education. The classes are designed by the teachers who wish to provide their colleagues with more tips on creating a positive co-teaching classroom. The district is continuously collecting data on the co-teaching program by reviewing test scores, grades, discipline referrals, special service referrals, classroom size, student views, parent

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feedback and teacher concerns. By collecting this data the district can compare and contrast the information to determine if the program is working and what areas our students need co-teaching classes in. Currently, the majority of our co-teaching classes are offered in English and Math because of the need for students to pass the HSPA. Science and Social Studies classes also offer co-teaching classes, but not for all four years of high school. To fully uphold the level of co-teaching that is being offered I believe it is important for schools to be open minded in exploring different options of co-teaching programs, as well as providing teachers with the tools necessary to maintain a quality program. In the future I would love to see more funding to help offer opportunities for all of the teachers who support the coteaching program to be able to participate. As well as provide more awareness to those teachers who are not on board yet. All in all, I believe the district and school has done a great job at implementing a co-teaching program that is based on research, clear goals, and continuous reflection of the program.

Lauren Van Hook

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References Barger-Anderson, Dr. R., & Snyder, Dr. R. (2001) Beyond Co-Teaching: A Collaborative Approach for All Learners. [PowerPoint Slides]. Retrieved from: www.lda-ia.org/Beyond%20Coteaching.ppt Belinda, Rosario, Coles, C., Redmon, P., & Strawbridge, J., (n.d.) Co-teaching in the Classroom. [PowerPoint Slides]. Retrieved from: http://www.magonline.org/CoTeachingInTheClassroomREVMAGPresentation.pdf Friend, Marilyn. (2010). Co-Teach! A Handbook for Creating and Sustaining Effective Classroom Partnerships in Inclusive Schools. Greensboro, NC: Marilyn Friend, Inc. Guillemets, T. (2011.) Team Work . Quote Garden. Retrieved from: http://www.quotegarden.com/site-info.html Zigmond, Dr. N & Magiera, K. (2001). A Focus on Co-Teaching: Use Caution. Division for Learning Disabilities (DLD) and Division for Research (DR) of the Council for

Exceptional Children, 6. Retrieved from: htttp://www.dldcec.org/pdf/Alert6.pdf