Please take a moment to share a little bit about yourself (who you are, what subject you teach, and what your experience with co-teaching has been so far). #ProDriven
My name is Meg, I teach social studies and am an instructional coach. I support co-teaching partnerships and have had some experience co-teaching. #ProDriven
My experience with co-teaching has been very little. I went to a full day training on it, but never really got the opportunity in the classroom. However, I co-facilitate a lot of PD’s with my colleagues. Does that count? #ProDriven
I'm surprised you had co-teachers at the kindergarten level. I haven't found very many elementary school teachers who have co-taught before. I'm glad you got that experience. #ProDriven
With my newfound insights into co-teaching, I wanted to share what I’ve done through staff presentations in my district, becoming an instructional model in co-teaching for my district, and starting a blog #ProDriven
https://t.co/ytD7FpaRlK to help others outside my district. I’m excited to also share and get ideas through this chat, but am not a huge twitter user, so I apologize in advance. #ProDriven
Well, one book I read had a whole chapter about co-teaching with paras, but all the definitions I've found would say that's team-teaching versus co-teaching #ProDriven
For me, true co-teaching started when I tore down my flawed ideas of what co-teaching was. I replaced them with a solid definition of what it really is for a strong foundation. #ProDriven
Jaime from NJ 6th grade ELA/Science. We teach in a team of three. Two regular ed and one special education teacher on the team. In my 18 years of teaching I have had some form of co- teaching every year. #ProDriven
For me, true co-teaching started when I tore down my flawed ideas of what co-teaching was. I replaced them with a solid definition of what it really is for a strong foundation. #ProDriven
Jaime from NJ 6th grade ELA/Science. We teach in a team of three. Two regular ed and one special education teacher on the team. In my 18 years of teaching I have had some form of co- teaching every year. #ProDriven
For me, true co-teaching started when I tore down my flawed ideas of what co-teaching was. I replaced them with a solid definition of what it really is for a strong foundation. #ProDriven
A1: My old definition was just two people working together in a class. This wasn’t totally wrong but it lead to mostly me not doing anything differently except having another adult in the room like an associate. #ProDriven
A1: I was wasting a valuable resource in not including the other professional in much other than letting him or her know what my plans were for the day. #ProDriven
A1: Authentic co-teaching involves co-planning, co-instructing, and co-assessing where both teachers are on an equal playing field for each item like @MegFrideres said. #ProDriven
One question/issue that I’ve often heard and am currently working through is what if one of the co-teaching partners is not familiar with the content? For example, I teach language arts whereas my current partner is a special education teacher with an art background. #ProDriven
Our son had this when he was a freshman. It was the history teacher and the ELA teacher. I love the concept and how they tied the history and stories about the time periods together! #ProDriven
A1: Teachers working together towards a common goal. It isn't my students and your students. They are all OUR students. Equal teach time equal relationship building. Sharing responsibilities and supporting one another. #ProDriven
For me, true co-teaching started when I tore down my flawed ideas of what co-teaching was. I replaced them with a solid definition of what it really is for a strong foundation. #ProDriven
Our son had this when he was a freshman. It was the history teacher and the ELA teacher. I love the concept and how they tied the history and stories about the time periods together! #ProDriven
It's amazing to see ALL students in the classroom benefit from successful co-teaching partnerships where teachers utilize various co-teaching strategies (station teaching, parallel teaching, team teaching, etc.). #prodriven
One question/issue that I’ve often heard and am currently working through is what if one of the co-teaching partners is not familiar with the content? For example, I teach language arts whereas my current partner is a special education teacher with an art background. #ProDriven
I have been fortunate enough to see some of our co-teaching partnerships use station teaching and parallel teaching. Both lead to a high level of engagement. #ProDriven
It's amazing to see ALL students in the classroom benefit from successful co-teaching partnerships where teachers utilize various co-teaching strategies (station teaching, parallel teaching, team teaching, etc.). #prodriven
GREAT question! Don’t know if I can add anything to this one. I would assume the one with less content knowledge could still add value with Instructional Practices knowledge or Technology Use knowledge. #TPaCK#ProDriven
One question/issue that I’ve often heard and am currently working through is what if one of the co-teaching partners is not familiar with the content? For example, I teach language arts whereas my current partner is a special education teacher with an art background. #ProDriven
A2: planning is key. Allowing the other teacher to lead even if you know the content better. Strong Co-teaching is a relationship built with trust. Be encouraging. If I lead in delivery my co-teacher can lead in conferencing or reading aloud. Share the workload #ProDriven
One question/issue that I’ve often heard and am currently working through is what if one of the co-teaching partners is not familiar with the content? For example, I teach language arts whereas my current partner is a special education teacher with an art background. #ProDriven
Another big issue I've seen is that sometimes partners are reluctant to work together because they've been "assigned" together or really aren't sure what the sped teacher can contribute #ProDriven
Content knowledge is important, but so is pedagogy and technology. The co-teacher could offer strategies in those areas to help learners engage with the content. #prodriven
My current co-teacher partner is amazing at creating graphic organizers to help students grasp the concepts we're working on as well as having many other talents. #ProDriven
Communication is key. Both members need to share their expectations of working together and expectations of the students in the classroom they share. Each partner brings specific talents to the partnership. #ProDriven
Another big issue I've seen is that sometimes partners are reluctant to work together because they've been "assigned" together or really aren't sure what the sped teacher can contribute #ProDriven
Another big issue I've seen is that sometimes partners are reluctant to work together because they've been "assigned" together or really aren't sure what the sped teacher can contribute #ProDriven
A1: for me, co-teaching means collaborating with other teachers and then allowing each member of the collaborating team to teach a particular lesson/concept to the students. (I know what I want to say, but not able to properly say it at the moment) #ProDriven
Another big issue I've seen is that sometimes partners are reluctant to work together because they've been "assigned" together or really aren't sure what the sped teacher can contribute #ProDriven
A3: It's a long year if you don't plan to move forward in a positive manner. We meet daily, plan together and talk out any issues that could or will arise. Communication is extremely important #ProDriven
Another big issue I've seen is that sometimes partners are reluctant to work together because they've been "assigned" together or really aren't sure what the sped teacher can contribute #ProDriven
A2: might be a good idea to let that individual enter in where they feel comfortable and have some interest. I think that would be a great start to building capacity. #ProDriven
Content knowledge is important, but so is pedagogy and technology. The co-teacher could offer strategies in those areas to help learners engage with the content. #prodriven
That's what my new partner and I have been doing this year, and it's working out pretty well. It's definitely not my place to push her into anything. #ProDriven
Absolutely! In our workshops, we facilitate adult learning through co-teaching strategies. I always appreciate the various perspectives at the table and bouncing ideas off one another in the planning phase. #prodriven
A3: the person you are co-teaching with may not be your same grade teaching partner. I have rarely co-taught with the person next door. I think the best co-teaching relationships are built with people you trust and have common interests with. #ProDriven
Absolutely! In our workshops, we facilitate adult learning through co-teaching strategies. I always appreciate the various perspectives at the table and bouncing ideas off one another in the planning phase. #prodriven
A2. For me it can be as unique as using each persons skills and knowledge to fully surround the content. If an Art teacher can use that to explain English, awesome! #ProDriven
A2:My best experiences co-teaching were with a Special Ed teacher because the strategies she brought into the classroom were different than the way I would teach a concept providing strategies that would benefit all learners. #prodriven
A2. For me it can be as unique as using each persons skills and knowledge to fully surround the content. If an Art teacher can use that to explain English, awesome! #ProDriven
A4: Like I said, I never co-planned with the SpEd teacher. However, I ALWAYS co-plan with my colleagues when planning for a workshop/PD for adult learners. The plans always feel more solid with multiple minds at work. #ProDriven
A4: this where the use of technology can be quite beneficial. The use of social media (eg Twitter, Voxer) and Video conferencing can allow you to communicate at your leisure. #ProDriven
After teaching a co-teaching class for educators, I quickly learned common planning time is rare. To overcome this barrier, technology has been instrumental! Planning on a collaborative document allows both teachers to have input and planning time is more focused. #prodriven
A3: When co-teaching, to keep the relationship strong, you must work on it constantly. It becomes like a marriage. My old co-teaching partner and I could finish each other's sentences. #prodriven
A4: this where the use of technology can be quite beneficial. The use of social media (eg Twitter, Voxer) and Video conferencing can allow you to communicate at your leisure. #ProDriven
This can be built in if you are “assigned” to work with someone but there is nothing better than co-teaching with someone that you are already cool with and can have honest conversations/feedback. #ProDriven
After teaching a co-teaching class for educators, I quickly learned common planning time is rare. To overcome this barrier, technology has been instrumental! Planning on a collaborative document allows both teachers to have input and planning time is more focused. #prodriven
A4. Co-planning is allowing each teacher to be able to lead and support. This is where the communication really comes into play. Finding the balance that works for the kids as well as the adults. #ProDriven
A5: One thing our building has challenged us co-teachers to do this year is try out a co-teaching model we've never done before in order to push us. What models have you tried out? #ProDriven
A5: What co-teaching looks like in the classroom could change from day to day to based on the learning goals. This would also be discussed during planning time on what the structure would look like. #prodriven
A5. If I were to have it, I would like to see alternating between lead and support roles. If only one leads varying viewpoints are missing. In a grander context, at the upper grades isn't there the possibility of co-teaching with the students? #ProDriven
Just a general and probably dumb question…is co-teaching more common in smaller schools or bigger schools? Just curious, because from and admin perspective (which I’m not one) it sounds expensive to have to paid educators teaching in the same space. Help. #ProDriven
A5: it would be seamless. It would be awesome if it were face to face and blended (via hangouts or podcast) #ProDriven - Reminds me of my numeracy coach @tawnya_dosman - she could walk in at any moment and the kids and I would roll with it. The trust and respect is there.
A5: from a district lens finding examples for teachers to see of course-teaching done well can be a challenge. Which is why @oedgotfacts is such a great example her and her co-teacher have sought out their own learning and are constantly adapting as they learn #ProDriven
Don't think it's a big/small school thing, more about the ratio of IEP's in a class. Most schools that I've been in use CoT as a way to satisfy IEP requirements. #ProDriven
That is a great question! Having worked in small and large schools I have to say that it has depended on relationships and admin expectations. #ProDriven
This is true, our principal has supported building a program to support co-teaching partnerships including educational pieces and the ability to visit other districts to see it in action. #ProDriven
A6. I would be a different person if I expected to always get my way. I have paraprofessionals in my room, and their ideas are often better than mine. It is a give and take classroom. What is best for kids it what matters. #ProDriven
@breabaxter@B_Berns and myself have had to be FLEXIBLE in our planning, because we know it will rarely go according to plan when we go to facilitate. We have altered plans on the fly when facilitating. Brea has gotten much more tolerable of me when it comes to this :) #ProDriven
@jbormann3 I made the mistake of just throwing our special education teachers into classrooms during periods they weren’t already providing direct instruction, which was frustrating to staff. They had to figure it out as they went, should have done better #ProDriven
A6: if there is a good relationship there then I think it is addressed in a debrief via what went well and what needs to be worked on. Not a good relationship - the classroom teacher may go back and redo and it may cause a rift in the co-teaching relationship 😞 #ProDriven
Reflection is key! Taking time to reflect and determine the barrier(s) helps make sure the situation doesn't happen again. When I'm facilitating with colleagues, I gain so much from our reflective conversations at the end of the day and feedback from participants. #ProDriven
It was a good place to start, though, because without it, some of those relationships wouldn't have formed like the one I have now with one of my favorite co-teaching partners. #ProDriven
A6: Talk it out. How can we do better. What would work better next time if a lesson and be open and honest it is so important to communicate. #ProDriven
Reflection is key! Taking time to reflect and determine the barrier(s) helps make sure the situation doesn't happen again. When I'm facilitating with colleagues, I gain so much from our reflective conversations at the end of the day and feedback from participants. #ProDriven
A6: I love to reflect with my partner, but I've also enjoyed utilizing our instructional coaches in these conversations because sometimes we miss things being in the middle of it all. #ProDriven
My host teacher and I parallel teach our math block and it’s been going really well so far. Smaller groups has made it possible to increase differentiation and engagement. Plus I get to practice planning and leading full blocks and analyzing student data to plan next steps.
A7: The biggest struggle is when one of the co-teachers is absent. After co-teaching for awhile, you become dependent on each other and know that a lesson or activity would have been stronger with the other perspective #prodriven
A7: The biggest struggle for my partner and I is how to assess students. Our building is SBG, but since she's a sped, she doesn't grade the same way. We were able to have some great discussions about grading and assessments though that I never would have had otherwise #ProDriven
Yes! I can imagine this would be the hardest part. I wouldn’t;t even know where to begin. Is this something you cover in your course, @breabaxter ? #ProDriven
A7: biggest struggle for me has been the relationship. If I don’t get along with the other teacher(s) it’s tense and not enjoyable. I try to find common ground - how can I get to know this person better? What can I disclose that may cause reciprocation to build trust? #ProDriven
A8: increased knowledge, capacity, and experience working with others. Great professional relationships and connections that end up going beyond the 4 walls of your school. #ProDriven
A8: For me it really has been the planning process. I truly feel the plans are so much more solid. Also, I love it when my colleagues give a perspective or idea in the middle of a workshop on how we could quickly modify based on our learners. #ProDriven
It might be useful to have a conversation with an instructional guide around your core beliefs to work through them with questions like the attached. Or, sometimes relationships just take time to develop. #ProDriven
A8: I absolutely love planning with a partner because I know I don't have all the answers or know the best way to do everything for our kids. #ProDriven
A8: There are so many benefits to co-teaching: The impact on students by giving them multiple perspectives and smaller groups to gaining a close friendship with your co-teacher. #prodriven
We briefly discuss assessing when sharing philosophies to build the co-teaching relationship. The course includes coaching conversations and the topic could be explored further during that time, especially if it is a struggle. #ProDriven
A8: My co-teaching partner and I surveyed our students at the end of each unit, and their feedback was usually positive about having two teachers in the room helping them. #ProDriven
