A Guide to Co-Teaching
Corwin Press Inc (Verlag)
978-1-4129-6059-5 (ISBN)
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Concludes several chapters with Frequently Asked Questions
Offers readers suggestions and answers for improving their own co-teaching knowledge and techniques
This second edition of the bestseller highlights the benefits and challenges of co-teaching in ensuring that all students have access to highly qualified teachers, as well as that students with disabilities have access to the general education curriculum. Written by experts in the field, this new edition features new descriptive content of the four approaches to co-teaching, updated references throughout the text, expanded the coverage of Response to Intervention, and an added discussion on the role of support staff in co-teaching.
Learn more about Richard Villa′s PD offerings Richard A. Villa is president of Bayridge Consortium, Inc. His primary field of expertise is the development of administrative and instructional support systems for educating all students within general education settings. Villa is recognized as an educational leader who inspires and works collaboratively with others to implement current and emerging exemplary educational practices. His work has resulted in the inclusion of children with intensive cognitive, physical, and emotional challenges as full members of the general education community in the school districts where he has worked and consulted. Villa has been a classroom teacher, special education administrator, pupil personnel services director, and director of instructional services and has authored 4 books and over 70 articles and chapters. Known for his enthusiastic, humorous style, Villa has presented at international, national, and state educational conferences and has provided technical assistance to departments of education in the United States, Canada, Vietnam, and Honduras and to university personnel, public school systems, and parent and advocacy organizations. Jacqueline S. Thousand, Ph.D., is Professor Emerita at California State University San Marcos, where she designed and coordinated special education professional preparation and Master’s degree programs in the College of Education, Health, and Human Services. She previously taught at the University of Vermont, where she directed Inclusion Facilitator and Early Childhood Special Education graduate and postgraduate programs and coordinated federal grants, which, in the early 1980s, pioneered the inclusion of students with moderate and severe disabilities in general education classrooms of their local schools. Prior to university teacher, Dr. Thousand served as a special educator in Chicago area and Atlanta public schools and as the coordinator of early childhood special education services for children ages 3 through 6 in the Burlington, Vermont area. Dr. Thousand is a nationally known teacher, author, systems change consultant, and disability rights and inclusive education advocate. She is the author of 21 books and numerous research articles and chapters on issues related to inclusive education, organizational change strategies, differentiated instruction and universal design, co-teaching and collaborative teaming, cooperative group learning, creative problem solving, positive behavioral supports, and, now, culturally proficiency special education. Dr. Thousand is actively involved in international teacher education and inclusive education endeavors and serves on the editorial boards of several national and international journals. Ann I. Nevin is professor emerita at Arizona State University and visiting professor at Florida International University. The author of books, research articles, and numerous chapters, Nevin is recognized for her scholarship and dedication to providing meaningful, practice-oriented, research-based strategies for teachers to integrate students with special learning needs. Since the 1970s, she has co-developed various innovative teacher education programs that affect an array of personnel, including the Vermont Consulting Teacher Program, Collaborative Consultation Project Re-Tool sponsored by the Council for Exceptional Children, the Arizona State University program for special educators to infuse self-determination skills throughout the curriculum, and the Urban SEALS (Special Education Academic Leaders) doctoral program at Florida International University. Her advocacy, research, and teaching spans more than 38 years of working with a diverse array of people to help students with disabilities succeed in normalized school environments. Nevin is known for action-oriented presentations, workshops, and classes that are designed to meet the individual needs of participants by encouraging introspection and personal discovery for optimal learning.
Letter to the Reader
New to This Edition
Acknowledgments
About the Authors
Part I. Introduction to Co-Teaching
1. What Is Co-Teaching?
What Co-Teaching Is Not
What Is Co-Teaching?
The Elements of Co-Teaching
Common, Publicly Agreed-on Goal
Shared Belief System
Parity
Distributed Functions Theory of Leadership
Cooperative Process
Face-to-Face Interactions
Positive Interdependence
Interpersonal Skills
Monitoring Co-Teacher Progress
Individual Accountability
Importance of Systemic Supports
2. Why Co-Teach? What History, Law, and Research Say!
What Are the Origins of Co-Teaching?
How Does Federal Law Support Co-Teaching?
What Are the Benefits of Co-Teaching?
What Accounts for the Benefits of Co-Teaching?
Summary
3. The Day-to-Day Workings of Co-Teaching Teams
What Does Co-Teaching Look Like? Four Approaches
Supportive Co-Teaching
Parallel Co-Teaching
Complementary Co-Teaching
Team Teaching
Who Co-Teaches?
Meet Three Co-Teaching Teams
An Elementary Co-Teaching Team
A Middle School Co-Teaching Team
A High School Co-Teaching Team
Roles and Responsibilities of Co-Teaching Partners
Issues to Resolve in Planning Co-Teaching Lessons
How Do We Know That We Truly Are Co-Teaching?
Part II. The Four Approaches to Co-Teaching
4. The Supportive Co-Teaching Approach
Vignettes: Supportive Teaching
An Elementary Co-Teaching Team
A Middle School Co-Teaching Team
A High School Co-Teaching Team
Analyzing the Cooperative Process in the Supportive Co-Teaching Vignettes
Frequently Asked Questions
5. The Parallel Co-Teaching Approach
Vignettes: Parallel Teaching
An Elementary Co-Teaching Team
A Middle School Co-Teaching Team
A High School Co-Teaching Team
Analyzing the Cooperative Process in the Parallel Co-Teaching Vignettes
Frequently Asked Questions
6. The Complementary Co-Teaching Approach
Vignettes: Complementary Teaching Teams in Action
An Elementary Co-Teaching Team
A Middle School Co-Teaching Team
A High School Co-Teaching Team
Analyzing the Cooperative Process in the Complementary Co-Teaching Vignettes
Frequently Asked Questions
7. The Team Teaching Co-Teaching Approach
Vignettes: Team Teaching in Action
An Elementary Co-Teaching Team
A Middle School Co-Teaching Team
A High School Co-Teaching Team
Analyzing the Cooperative Process in the Team-Teaching Co-Teaching Vignettes
Frequently Asked Questions
Part II Summary
Part III. Changing Roles and Responsibilities
8. The Role of Paraprofessionals in Co-Teaching
History of Paraprofessionals in Education
Meet A Paraprofessional and Her Elementary Co-Teachers
Paraprofessional in Role of Supportive, Parallel, and Complementary Co-Teacher
The Big Picture
A Sample Lesson -- Supportive, Parallel and Complementary Co-Teachin in Action
Analyzing the Cooperative Process for a Paraprofessional as a Co-Teacher
Benefits of Paraprofessionals as Co-Teachers
Challenges for Paraprofessionals as Co-Teachers
Ambiguity in Supervision Responsibilities
Inconsistent Initial and Ongoing Professional Development
Cautions to Paraprofessionals as Co-Teachers
Assessing Paraprofessionals as Co-Teachers
9. The Role of Students as Co-Teachers
Vignettes: Students in Co-Teaching Roles
Meet Bill and Sharon
Meet Christine and Cat
Meet Dave and Juan: Reciprocal Student Co-Teachers
Meet Denny, Cathy, and Shamonique
Meet Student Co-Teachers for Computer Use
Analyzing the Cooperative Process for Students as Co-Teachers
Preparing Students to Be Co-Teachers
The Research Base for Students as Co-Teachers
Assessing Students as Co-Teachers
Frequently Asked Questions
Part IV. Professional Development and Logistical Administrative Support
10. Training and Logistical Administrative Support for Co-Teaching
Building a Vision
Consensus Building Through an Examination of Rationales for Co-Teaching
Consensus Building Through Respecting What We Expect
Consensus Building by Clarifying How and When to Use Co-Teaching as a Strategy to Support Diverse Learners
Building the Skills and Capacity for Co-Teaching
Who Gets Training?
Common Core of Training
Incentives to Engage People in Co-Teaching
Time: The Universal Incentive
Scheduling as an Incentive
Intrinsic Incentives
Resources for Co-Teaching
Redefining Roles
Allocating Resources for Co-Teaching
Resource Allocation at the Elementary Level
Resource Allocation at the Middle and Secondary Levels
Forming Outside Partnerships to Access Resources to Support Co-Teaching
Getting Started: Planning and Taking Action
Benefits of Involvement and Communication in Planning
Working With the Unwilling
Put It in Writing
Summary
Frequently Asked Questions
11. Meshing Planning With Co-Teaching
Planning for Starting Out as Co-Teachers
Finding and Creating Time for Ongoing Planning and Reflection
Lesson Planning as Co-Teachers
Effective and Efficient Use of Planning Time
Planning for Professional Growth and Future Partnerships
Frequently Asked Questions
12. From Surviving to Thriving: Tips for Getting Along With Your Co-Teachers
Advice From Co-Teachers
Keeping Communication Alive
Understanding the Developmental Nature of Co-Teaching Relationships
Managing Conflict
Tips for Dealing With Challenging and Unproductive Behavior
Tips for Avoiding Potential Problems
Know With Whom You Need to Co-Teach
Establish and Clarify Co-Teaching Goals to Avoid Hidden Agendas
Agree to Use a Common Conceptual Framework, Language, and Set of Interpersonal Skills
Practice Communication Skills for Successful Co-Teacher Interactions
Know How to Facilitate a Collaborative Culture
Recognize and Respect Differences and Multiple Sources of Motivation
Expect to Be Responsible and to Be Held Accountable
Agree to Reflect and Celebrate Often
Epilogue: Developing a Shared Voice Through Co-Teaching by Nancy Keller & Lia Cravedi-Cheng
Nancy’s Voice
Lia’s Voice
Our Voice
Our First Year—Developing Trust
Face-to-Face Planning Time
Positive Interdependence
Setting Mutual Goals
Defining Roles
Individual Accountability
Monitoring and Processing of Accomplishments
Year 2—Sustaining Trust
Face-to-Face Planning Time
Positive Interdependence
Revisiting Goals
Redefining Roles
Individual Accountability
Monitoring and Processing
Final Reflections
Resource A: A Checklist of Sample Supplemental Supports, Aids, and Services
Resource B: Co-Teaching Daily Lesson Plan Format
Resource C: Supportive Lesson Plans
Resource D: Parallel Lesson Plans
Resource E: Complementary Lesson Plans
Resource F: Team Teaching Lesson Plans
Resource G: Examples of Co-Teaching Lessons Featuring the Paraprofessional Role
Resource H: Examples of Co-Teaching Lessons Featuring the Student Role
Resource I: Levels of Student Support
Resource J: Administrator Actions to Promote Co-Teaching
Resource K: Action Plan Template
Resource L: Co-Teaching Planning Meeting Agenda Format
Resource M: Self-Assessment Are We Really Co-Teachers?
Resource N: Stages of Team Development
Glossary
References
Index
| Erscheint lt. Verlag | 6.5.2008 |
|---|---|
| Verlagsort | Thousand Oaks |
| Sprache | englisch |
| Maße | 215 x 279 mm |
| Gewicht | 620 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik |
| ISBN-10 | 1-4129-6059-2 / 1412960592 |
| ISBN-13 | 978-1-4129-6059-5 / 9781412960595 |
| Zustand | Neuware |
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