Bri Campagna
Return to: ETAP 623 Spring 2017
Welcome to my Portfolio Page!
Want to know more about me? Visit: Bri's Personal Page
Want to skip along to the mini-course? Visit: | Co-Teaching Mini-Course
My Topic/Purpose
Topic: Co-Teaching: from someone in the biz
This mini-course is designed as a four-unit resource for educators in search of deeper education about Co-Teaching Services. This course could also be beneficial for both parents and students hoping to understand their child’s or own placement in such setting. This course’s upmost goal is to educate.
The mini-course is divided by unit as follows:
1. This mini-course will begin by providing a sound foundation of Co-Teaching Services. This unit will focus on answering four essential questions:
(1) What is Co-Teaching Services?
(2) What is Co-Teaching Services not?
(3) What is the rationale behind Co-Teaching Services?
(4) What is the difference between Co-Teaching Services and other Services such as Special Class, SETSS, or Related Services?
2. Secondly, this unit will aim to define the benefits and challenges of a co-teaching model. This unit will focus on answering two essential questions:
(1) What are the benefits of Co-Teaching Services?
(2) What are the challenges of Co-Teaching Services?
3. Following the categorization of pros and cons, the third unit will provide information on how to maximize the benefits and minimize the challenges. Similar to the second unit, this unit will also aim to answer two essential questions:
(1) How can one maximize the benefits of Co-Teaching Services?
(2) How might one minimize the challenges of Co-Teaching Services?
4. As the fourth and final piece of this course, this unit will delve into the various Co-Teaching models. This unit emphasizes three essential questions:
(1) What are the most common Co-Teaching Models?
(2) When might one select to use one particular model over another
(3) What are the pros and cons of each model?
At the completion of this mini-course, you should be able to successful meet all of the learning outcomes listed below.
Needs Assessment
Intent Statement: Inclusive classrooms are nothing new, however they are on the significant rise. It is almost impossible to walk into a public school and not stumble upon one classroom with two teachers. I have landed my career in Co-Teaching and am passionate about the opportunities it holds to educators and students. But…it is not to say that co-teaching is easy. It is quite the opposite. Thus, the intent of this online mini-course is two-fold. Primarily, it is to educate teachers on what co-teaching is, what it is not, and the best practices associated with the model. Secondly, I want this information to be available as a resource for parents whom wish to better understand the “modern” teaching models they are unfamiliar with. I have always believed that knowledge equates to compassion. For that reason, my hope is that individuals may increase their tolerance by broadening their understanding of the new classroom norms.
Gathering Information:
This course is designed primarily for educators, however, is also intended to be a resource for parents who wish to understand their child’s school setting (as we know, so many educators are parents themselves). Thus, in order to fully understand the broad scope of what is needed to create this course, I decided to interview multiple participants from different perspectives. I surveyed the following individuals:
- General Education teacher in 6th grade, female, 54
- General Education in the 8th and 11th grade, female, 33
- Special Educator for the high school level, male, 33
- Teacher Candidate hoping to teach at the elementary level, female, 19
- Parent with a child who has an IEP, female
- Parent with a child who does not have an IEP, female
- Student with an IEP, male, 15
- Student without an IEP, male, 16
Although I recognize that this wide range of perspectives may result broad needs, I felt as though their responses would inform what this course for educators ultimately needs. For example, the needs put forth by the students would inform what parents and teachers must know and address. Likewise, the needs addressed by the parents would directly inform what teachers need to think about in the classroom. And so on. Therefore, I thought it was important to uncover patterns of commonality between all participants in order to find the most critical overarching needs for this course.
Find the participants' responses here:Survey_Results.doc
Summary of Information: Through analysis of the participants’ survey responses, it was found that there were 4 common needs expressed by all participants. These needs are outlined by the following:
- a common understanding of the function of a Co-Teacher
- strategies to facilitate open communication amongst Co-Teacher and Students
- strategies that aid the co-planning process prior to the delivery of instruction
- strategies that enable effective use of two teachers/suggested models
Revised Intent Statement:
After completing my research, my original and upmost goal for this course remains the same: to educate my participants on the function of Co-Teaching Services. However, my research really opened my eyes to the level of frustration teachers and parents have when it comes to the specificities of the teaching model. Teachers are in need of effective co-planning and communication strategies, while parents are in search of deeper understanding of the teachers' roles and responsibilities. These two goals will take the forefront of my mini-course.
Analysis of the Learner and Context
Learner Analysis:
Each participant in the survey has had some experience with Co-Teaching services, either through a colleague, child, or self. Additionally, each of these participants is teaching or living in the Queens, New York City Area. Each of the participants did state that they had an interest in learning more about Co-Teaching services prior to the start of the survey.
Context for Instruction: The participants will learn about ICT through an online mini-course. This course can be accessed at anytime and anywhere with a connection the internet. This course does require any technology that can maintain an Internet connection.
Performance Objectives
Course-level objectives:
- By the completion of this mini-course, participants will develop the skills to lead and facilitate a discussion about co-planning when working one-on-one with a Co-teacher for 30 minutes.
- By the completion of this mini-course, participants will recognize the challenges of co-teaching and utilize strategies that reduce such challenges, given a database of resources
- By the completion of this mini-course, participants will demonstrate understanding of various Co-teaching models by selecting the most effective model for a given lesson from a given list of co-teaching models.
- By the completion of this mini-course, participants will interact with a team member to design one’s role and responsibilities in the classroom, within 30 minutes given a graphic organizer.
- By the completion of this mini-course, participants will contribute personal feedback on self and colleague’s co-teaching, given a graphic organizer.
Task Analysis
Curriculum Map Outline:
Terminal Goal: Participants of this mini-course “Co-Teaching: from someone in the biz” will increase their ability to effectively Co-Teach by identifying their roles and responsibilities, facilitating co-planning sessions, selecting appropriate co-teaching models based upon their needs, and reflect upon their co-teaching experiences.
Unit 1: By the completion of this mini-course, participants will recognize the challenges of co-teaching and utilize strategies that reduce such challenges, given a database of resources
Skills/Activities: Reflection upon personal experiences, reading comprehension, identify effective strategies, problem-solve various challenging scenarios
Unit 2: By the completion of this mini-course, participants will demonstrate understanding of various Co-teaching models by selecting the most effective model for a given lesson from a given list of co-teaching models.
Skills/Activities: Reading comprehension, distinguish between the various co-teaching models, apply new knowledge to given situations
Unit 3: By the completion of this mini-course, participants will interact with a team member to design one’s role and responsibilities in the classroom, within 30 minutes given a graphic organizer.
Skills/Activities: Reflection upon personal experiences, reading comprehension, use a graphic organizer, facilitate a conversation about roles responsibilities
Unit 4: By the completion of this mini-course, participants will develop the skills to lead and facilitate a discussion about co-planning when working one-on-one with a Co-teacher for 30 minutes.
Skills/Activities: Reflection upon personal experiences, reading comprehension, use a graphic organizer or lesson plan template
Unit 5: By the completion of this mini-course, participants will contribute personal feedback on self and colleague’s co-teaching, given a graphic organizer.
Skills/Activities: Reflection upon personal experiences, reading comprehension, write positive and constructive feedback on a lesson, self-assess after the completion of a lesson, use a graphic organizer
Essential Prerequisites Needed:
- Interpersonal Skills
- Understanding of their contractual responsibility and roles for their school district
- Understanding of grade level content and student needs
- Auditory and Visual processing skills
- Experience in the classroom as a student, teacher, or both
- Reading Comprehension
Supporting Prerequisites Needed:
- Computer Proficiency
- Ability to use Google Docs
- Positive attitudes and beliefs about inclusive classrooms
- Self-motivation to carry out the tasks in each unit
- Previous use of a graphic organizer
Curriculum Map
References and Resources
http://www.p12.nysed.gov/specialed/publications/policy/continuum-schoolage-revNov13.pdf
http://www.uft.org/teaching/integrated-co-teaching-ict
https://www.weteachnyc.org/resources/?q=ICT
http://www.cfn107.org/uploads/6/1/9/2/6192492/co-teaching_at_the_secondary_level.pdf
https://files.eric.ed.gov/fulltext/EJ967747.pdf
https://education.wm.edu/centers/ttac/documents/newsletters/coplanningforms.pdf
http://www.teacherplanet.com/lesson-plan-templates
https://wvde.state.wv.us/federal-programs/resources/documents/Co-TeachingChecklist.pdf
http://sde.ok.gov/sde/sites/ok.gov.sde/files/Coteaching%20Reflection%20Tools.pdf
http://laspdg.org/files/teacherselfeval.pdf
https://tooloftheweek.org/wp-content/uploads/2016/01/Survival-Guide.pdf http://inclusiveclassrooms.org/inquiries/6-co-teaching-structures
https://www.mbaea.org/documents/resources/u_tips_strategies.pdf
https://www.youtube.com/watch?v=JJK7PAFtKfs
http://www.cfn107.org/uploads/6/1/9/2/6192492/co-teaching_at_the_secondary_level.pdf
http://www.masterteacher.com/Books-Guides-and-DVDs/Book-Inclusion-Facilitator)
https://www.youtube.com/watch?v=_pnxst7dkLk
http://www.rm.com/blog/2014/october/8-steps-to-really-successful-ict
https://techpoint.ng/2017/10/02/career-in-tech-tips/
https://www.edweek.org/tm/articles/2014/10/15/ctq_sacks_coteaching.html
http://www.nea.org/tools/6-steps-to-successful-co-teaching.html