2. The Class Review Process
Learning in Safe Schools – Brownlie & King, 2nd ed.
Pembroke Press
3. Meet as a school-based team, with the
administrator
Each classroom teacher (CT) joins the team for
45 minutes to speak of her class
TOC’s provide coverage for CTs
Follow the order of strengths, needs, goals,
individuals
The CT does not do the recording or the chairing
4. Implementing
Class
Reviews
What
are
the
strengths
of
the
class?
What
are
the
needs
of
the
class
as
a
whole?
What
are
your
main
goals
for
the
class
this
year?
What
are
the
individual
needs
in
your
class?
6. Learning Intentions
I have a better understanding of collaboration and
co-teaching.
I have a plan of how to increase the effectiveness
of my collaboration and my co-teaching.
I can create a class review and use it to plan for
instruction.
7. What Is Professional
Collaboration?
Interactive and on-going process
Mutually agreed upon challenges
Capitalizes on different expertise, knowledge and
experience
Roles are blurred
Mutual trust and respect
Create and deliver targeted instruction
GOAL: better meet the needs of diverse learners
8. Why Collaboration/Co-teaching?
Based on the belief that collaborative planning,
teaching and assessing better addresses the diverse
needs of students by creating ongoing effective
programming in the classroom
It allows more students to be reached
Learning in Safe Schools, page 102 Chapter 9
9. Based on the belief that collaborative planning,
teaching and assessing better addresses the diverse
needs of students by creating ongoing effective
programming in the classroom
It allows more students to be reached
It focuses on the ongoing context for learning for the
students, not just the specific remediation of skills
removed from the learning context of the classroom
It builds a repertoire of strategies for teachers to
support the range of students in classes
Learning in Safe Schools,
page 102 Chapter 9
10. Why Collaboration/Co-teaching?
Based on the belief that collaborative planning, teaching
and assessing better addresses the diverse needs of
students by creating ongoing effective programming in the
classroom
It allows more students to be reached
It focuses on the ongoing context for learning for the
students, not just the specific remediation of skills
removed from the learning context of the classroom
It builds a repertoire of strategies for teachers to support
the range of students in classes
Imperative students with the highest needs have the most
consistent program
Learning in Safe Schools, page 102 Chapter 9
11. The Vision
A
Remedial
Model
(Deficit
Model)
‘Fixing’
the
student
Outside
the
classroom/
curriculum
A
Shi:
from…..
to
An
Inclusive
Model
(Strengths
Based)
‘Fixing’
the
curriculum
Within
the
classroom/
curriculum
to
12. Transforma)ons
within
the
Inclusive
Model
Pull-‐out
Support
/
Physical
Inclusion
•
sDll
a
remedial
model
–
to
make
kids
fit
•
In
the
class,
but
o:en
on
a
different
plan
Inclusion
•
Classroom
Teacher
as
central
support
•
Resource
Teacher
–
working
together
in
a
co-‐teaching
model
15. Questions to Guide Co-Teaching
Are all students actively engaged in meaningful
work?
Are all students participating by answering and
asking questions?
Are all students receiving individual feedback
during the learning sequence?
How is evidence of learning from each day’s co-
teaching fueling the plan for the next day?
16. Co-Teaching Models
(Teaching in Tandem – Effective Co-Teaching in the Inclusive
Classroom – Wilson & Blednick, 2011, ASCD)
1 teach, 1 support
Parallel groups
Station teaching
1 large group; 1 small group
Teaming
