THE PRACTITIONER’S PERSPECTIVE:
Collaborative Instructional Planning
MS 226, District 27, Queens
At MS 226 for grades 6–8, where Ira Faber is the UFT Teacher
Center staff member, teachers Vanessa Reed (special education)
and Ivy Penn (general education) are in their first year of coteaching
a seventh-grade class. Both are committed to ongoing
professional development and offering their students the best
possible instructional support.
So far, this year has provided new, positive experiences. They
have incorporated four of six co-teaching models. Using these
and differentiating instruction to match students’ levels has been
positively affecting students’ learning.
The teaching models they use are:
Team-Teaching (Both teach the same lesson.) This works
especially well for their students during mathematics and for
work on reading skills. During a practice read-aloud, each takes
a turn, which allows students to benefit from hearing both
teachers model fluency.
Alternative Teaching (One teacher works with a larger
group; one teacher works with a smaller group on specific
skills.) This allows the teachers to focus their instruction on
the specific needs of each group. Ivy and Vanessa find that
this approach works well because each teacher focuses on the
lesson she has designed for a particular group.
One Teach/One Assist (One teacher teaches the lesson and
the other assists by moving throughout the room.) Each can
support the other’s teaching and make additional explanations
to individual students as needed. They alternate teaching and
assisting, providing information in varied ways and giving
related examples.
Parallel Teaching (Teaching the same lesson to two groups
of students.) This allows teachers to customize lessons so
they meet students’ learning modalities and styles, including
visual, auditory and kinesthetic learning styles.
Two additional models they will now consider incorporating, as
needed, are:
Station Teaching (Students are placed in two groups and the
lesson content, which is potentially difficult or needing
particular sequencing, is also divided.) Sometimes, a third
station is set up, for students to work independently.
One Teach/One Observe (One teacher teaches and the
other teacher, using a rubric both have created, observes.) This
allows teachers to gain deeper understanding of individual
students.
Note: Models adapted from: Friend, Marilyn. (2008). Co–Teach! A
Handbook for Creating and Sustaining Effective Classroom
Partnerships in Inclusive Schools. Greensboro, NC: Marilyn Friend,
Inc.
IS 125, District 24, Queens
At IS 125 for grades 5–8, where Angela Miuta is the UFT
Teacher Center staff member, teachers believe each co-teaching
pair is as unique as the students they teach. Students reap the
benefit, they say, when co-teachers clearly define their individual
and shared instructional focus. Students have the opportunity to
learn more, and to have their individual needs met more quickly.
Co-teachers also believe they are making what might seem like
minor changes and these are resulting in major changes for
students.
How are they accomplishing this? First, faculty professional
development has provided opportunities for teachers to share
their specific needs. Second, the school culture emphasizes the
importance of the equality of team members—both make
instructional decisions. It is important for students to see the
partners as equals who make shared decisions about all aspects of
the classroom, including discipline, lesson structure and anything
that occurs in the classroom.
At IS 125 the special education partners in collaborative teams
follow “their” classes, each partnering with several subject-area
teachers (science, social studies, math and English language arts).
This can be challenging, especially identifying time for shared
planning. The administration has designated common planning
time for meetings in which reflective questions guide collaborative
discussion. Co-teachers decide on co-teaching strategies that they
adapt to the instructional needs of students, for example,
selecting skill-embedded content-area lessons. Here one teacher
presents content and the other focuses students on a skill they
need to use immediately in meeting that lesson’s task demands,
perhaps note-taking or capturing the lesson’s organizing ideas.
CTT partners coordinate the planning and delivery of
instruction, bringing to bear knowledge and skills across the wide
span of general and special education. This includes:
Page 3
Effective Collaborative Team Teaching (CTT) is a strong focus at UFT Teacher Center school-based sites and citywide
events where coaching and other professional development activities are structured around collaborative planning and
co-teaching models. MS 226 and IS 125, in Queens, have CTT classes and are UFT Teacher Center sites.
THE PRACTITIONER’S PERSPECTIVE:
Collaborative Instructional Planning
MS 226, District 27, Queens
At MS 226 for grades 6–8, where Ira Faber is the UFT Teacher
Center staff member, teachers Vanessa Reed (special education)
and Ivy Penn (general education) are in their first year of coteaching
a seventh-grade class. Both are committed to ongoing
professional development and offering their students the best
possible instructional support.
So far, this year has provided new, positive experiences. They
have incorporated four of six co-teaching models. Using these
and differentiating instruction to match students’ levels has been
positively affecting students’ learning.
The teaching models they use are:
Team-Teaching (Both teach the same lesson.) This works
especially well for their students during mathematics and for
work on reading skills. During a practice read-aloud, each takes
a turn, which allows students to benefit from hearing both
teachers model fluency.
Alternative Teaching (One teacher works with a larger
group; one teacher works with a smaller group on specific
skills.) This allows the teachers to focus their instruction on
the specific needs of each group. Ivy and Vanessa find that
this approach works well because each teacher focuses on the
lesson she has designed for a particular group.
One Teach/One Assist (One teacher teaches the lesson and
the other assists by moving throughout the room.) Each can
support the other’s teaching and make additional explanations
to individual students as needed. They alternate teaching and
assisting, providing information in varied ways and giving
related examples.
Parallel Teaching (Teaching the same lesson to two groups
of students.) This allows teachers to customize lessons so
they meet students’ learning modalities and styles, including
visual, auditory and kinesthetic learning styles.
Two additional models they will now consider incorporating, as
needed, are:
Station Teaching (Students are placed in two groups and the
lesson content, which is potentially difficult or needing
particular sequencing, is also divided.) Sometimes, a third
station is set up, for students to work independently.
One Teach/One Observe (One teacher teaches and the
other teacher, using a rubric both have created, observes.) This
allows teachers to gain deeper understanding of individual
students.
Note: Models adapted from: Friend, Marilyn. (2008). Co–Teach! A
Handbook for Creating and Sustaining Effective Classroom
Partnerships in Inclusive Schools. Greensboro, NC: Marilyn Friend,
Inc.
IS 125, District 24, Queens
At IS 125 for grades 5–8, where Angela Miuta is the UFT
Teacher Center staff member, teachers believe each co-teaching
pair is as unique as the students they teach. Students reap the
benefit, they say, when co-teachers clearly define their individual
and shared instructional focus. Students have the opportunity to
learn more, and to have their individual needs met more quickly.
Co-teachers also believe they are making what might seem like
minor changes and these are resulting in major changes for
students.
How are they accomplishing this? First, faculty professional
development has provided opportunities for teachers to share
their specific needs. Second, the school culture emphasizes the
importance of the equality of team members—both make
instructional decisions. It is important for students to see the
partners as equals who make shared decisions about all aspects of
the classroom, including discipline, lesson structure and anything
that occurs in the classroom.
At IS 125 the special education partners in collaborative teams
follow “their” classes, each partnering with several subject-area
teachers (science, social studies, math and English language arts).
This can be challenging, especially identifying time for shared
planning. The administration has designated common planning
time for meetings in which reflective questions guide collaborative
discussion. Co-teachers decide on co-teaching strategies that they
adapt to the instructional needs of students, for example,
selecting skill-embedded content-area lessons. Here one teacher
presents content and the other focuses students on a skill they
need to use immediately in meeting that lesson’s task demands,
perhaps note-taking or capturing the lesson’s organizing ideas.
CTT partners coordinate the planning and delivery of
instruction, bringing to bear knowledge and skills across the wide
span of general and special education. This includes:
Page 3
Effective Collaborative Team Teaching (CTT) is a strong focus at UFT Teacher Center school-based sites and citywide
events where coaching and other professional development activities are structured around collaborative planning and
co-teaching models. MS 226 and IS 125, in Queens, have CTT classes and are UFT Teacher Center sites.
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