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Frameworks for
Collaboration
Richmond Elementary Resource Teachers
Faye Brownlie
Sept. 12, 2013
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.
CR4YR:
Changing Results for Young
Readers
  One of the parameters of this project is
collaboration: a focus on support (LA/resource,
teacher-librarian, Aboriginal Support) teachers
working in the classroom, with the teacher.
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
  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
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
Rationale:
 By sharing our collective
knowledge about the whole class
and developing a plan of action
based on this, we can better meet
the needs of all students.
Goal:
 to support students to be successful
learners in the classroom environment
A Key Belief
  When intervention is focused on classroom
support it improves each student’s ability and
opportunity to learn effectively/successfully in the
classroom.
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	
  
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	
  
No plan, No point
Response To Intervention:
Literacy Framework
[Whole Class –
Small Group –
Individual]
[Small
Group –
Individual]
[One-to-One]
Co-teachers:
When two teachers are in the room, they can…
  Work from a plan based on students’ strengths and needs
  Differentiate instruction
  Use AFL strategies to assess understanding
  Increase participation of all students
  Decrease behavioral challenges
  Focus attention
  Increase student independence
  Teach self-regulation
  Model positive, strengths-based language
  Talk to each other about what they are learning about their students
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?
A Co-teaching Question:
Is this the best approach to maximize student
learning:
• at this time
• for this task
• for this student?
A Shift in Questions
Is it OK to walk around in the class and support as needed?
•Have 1:1 conferences?
•Take small groups out for phonemic awareness?

Is this the most effective use of teacher
time to support the mutually agreed
upon goals of student learning?
 What is your co-teaching dream?
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
1 Teach, 1 Support
  most frequently done, least planning
  Advantage: focus, 1:1 feedback, if alternate roles,
no one has the advantage or looks like the ‘real’
teacher, can capitalize one 1’s strengths and build
professional capacity
  Possible pitfall: easiest to go off the rails and
have one teacher feel as an ‘extra pair of hands’,
no specific task (buzzing radiator)
1 Teach, 1 Support: Examples
  demonstrating a new strategy so BOTH teachers
can use it the next day – e.g., think aloud,
questioning from pictures, listen-sketch-draft
  Students independently working on a task, one
teacher working with a small group on this task,
other teacher supporting children working
independently
K – Building Connections/
Response to Reading
  Practice making connections
  Choose a symbol
  Talk about how this helps our reading
  Read together and make connections
  Students show their connections by drawing and
writing
  with Jessica Chan, Inman, Burnaby
Strong Nations Publishing
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Collaboration.richmond.elem 2013 rt
Parallel Groups
  both teachers take about half the class and teach
the same thing.
  Advantage: half class size - more personal
contact, more individual attention
  Possible pitfalls: more time to co-plan, requires
trust in each other, each must know the content
and the strategies.
Parallel Groups: Examples
  word work. At Woodward Elem, the primary worked together
3 X/week, with each teacher, the principal and the RT each
taking a group for word work. Some schools have used this
with math activities.
  Focus teaching from class assessment. Westwood
Elementary: Came about as a result of an action research
question: How do we better meet the needs of our students?:
  primary team used Standard Reading Assessment, highlight
on short form of Performance Standards, Resource, ESL,
principal involved, cross-graded groups 2X a week, for 6 to 8
weeks driven by information from the performance standards
(Text features, Oral Comprehension, Risk taking, Critical
thinking with words, Getting the big picture,… , repeat
process
  NOT paper and pencil practice groups…teaching/thinking
groups
Station Teaching
  mostly small groups
  can be heterogeneous stations or more homogeneous
reading groups
  each teacher has 2 groups, 1 working independently at
a station or writing, 1 working directly with the teacher.
  Advantage: more individual attention and personal
feedback, increased focus on self regulation
  Possible pitfall: self regulation (needs to be taught),
time to plan for meaningful engagement.
Station Teaching: Examples
  Guided reading: 4 groups; RT has two and CT has
two
  math groups – Michelle’s patterning (1 direct
teaching, 2 guided practice, 1 guided practice with
observation)
  science stations: CT and RT each created two
stations; co-planning what they would look like to
ensure differentiation, teachers moved back and
forth between groups supporting self-monitoring,
independence on task
1 large group, 1 small group
  Advantage: either teacher can work with either
group, can provide tutorial, intensive, individual
  Possible pitfall: don’t want same kids always in
the ‘get help’ group
1 large group, 1 small group:
Examples
  Writing: 1 teacher works with whole class prewriting
and drafting, small groups of 3-4 students meet with 1
teacher to conference
  Reading: everyone’s reading. large group: teacher
moving from student to student listening to short oral
reads. Small group: 2 to 3 students being supported to
use specific reading strategies or
  small group is working on a Reader’s Theatre
  Math: large group using manipulatives to represent
shapes, small groups, rotating with other teacher,
using iPads to take pictures of shapes in the
environment
Teaming
  most seamless.
  co-planned
  teachers take alternate roles and lead-taking as the lesson
proceeds
  Most often in whole class instruction and could be followed
up with any of the other four co-teaching models
  Advantages: capitalizes on both teachers’ strengths, models
collaboration teaching/learning to students, can adjust
instruction readily based on student need, flexible
  Possible pitfalls: trust and skill
Teaming: Examples
  Brainstorm-categorize lesson – 1 teacher begins, other
teacher notices aspects the first teacher has missed or
sees confusion in children, adds in and assumes lead
role.
  Modeling reading strategies: two teachers model and
talk about the strategies they use to read, noting things
they do differently.
  Graphic organizer: Teachers model how to use a
semantic map as a post reading vocabulary building
activity, teacher most knowledgeable about semantic
mapping creates it as other teacher debriefs with
students; both flow back and forth
The Class Review Process
Learning in Safe Schools – Brownlie & King, 2nd ed.
Pembroke Press
  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
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?
Teacher:
Class:
Classroom Strengths Classroom Needs
Other	
  Socio-Emotional	
  Learning	
  Language	
  Medical	
  
Goals	
   Decisions	
  
Individual Concerns	
  
Class Review Recording Form
Michelle	
  Hikada,	
  Kelly	
  Hinds,	
  Romena	
  
Park	
  
•  What would happen if…
•  Belief
•  Practice
Learning Intentions
•  I	
  have	
  a	
  be>er	
  understanding	
  of	
  
collabora)on	
  and	
  co-­‐teaching.	
  
•  I	
  have	
  a	
  plan	
  of	
  how	
  to	
  increase	
  the	
  
effec)veness	
  of	
  my	
  collabora)on	
  and	
  my	
  co-­‐
teaching.	
  
•  I	
  can	
  create	
  a	
  class	
  review	
  and	
  use	
  it	
  to	
  plan	
  
for	
  instruc)on.	
  

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Collaboration.richmond.elem 2013 rt

  • 1. Frameworks for Collaboration Richmond Elementary Resource Teachers Faye Brownlie Sept. 12, 2013
  • 2. 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.
  • 3. CR4YR: Changing Results for Young Readers   One of the parameters of this project is collaboration: a focus on support (LA/resource, teacher-librarian, Aboriginal Support) teachers working in the classroom, with the teacher.
  • 4. 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
  • 5.   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
  • 6. 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
  • 7. Rationale:  By sharing our collective knowledge about the whole class and developing a plan of action based on this, we can better meet the needs of all students.
  • 8. Goal:  to support students to be successful learners in the classroom environment
  • 9. A Key Belief   When intervention is focused on classroom support it improves each student’s ability and opportunity to learn effectively/successfully in the classroom.
  • 10. 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  
  • 11. 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  
  • 12. No plan, No point
  • 13. Response To Intervention: Literacy Framework [Whole Class – Small Group – Individual] [Small Group – Individual] [One-to-One]
  • 14. Co-teachers: When two teachers are in the room, they can…   Work from a plan based on students’ strengths and needs   Differentiate instruction   Use AFL strategies to assess understanding   Increase participation of all students   Decrease behavioral challenges   Focus attention   Increase student independence   Teach self-regulation   Model positive, strengths-based language   Talk to each other about what they are learning about their students
  • 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. A Co-teaching Question: Is this the best approach to maximize student learning: • at this time • for this task • for this student?
  • 17. A Shift in Questions Is it OK to walk around in the class and support as needed? •Have 1:1 conferences? •Take small groups out for phonemic awareness?  Is this the most effective use of teacher time to support the mutually agreed upon goals of student learning?
  • 18.  What is your co-teaching dream?
  • 19. 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
  • 20. 1 Teach, 1 Support   most frequently done, least planning   Advantage: focus, 1:1 feedback, if alternate roles, no one has the advantage or looks like the ‘real’ teacher, can capitalize one 1’s strengths and build professional capacity   Possible pitfall: easiest to go off the rails and have one teacher feel as an ‘extra pair of hands’, no specific task (buzzing radiator)
  • 21. 1 Teach, 1 Support: Examples   demonstrating a new strategy so BOTH teachers can use it the next day – e.g., think aloud, questioning from pictures, listen-sketch-draft   Students independently working on a task, one teacher working with a small group on this task, other teacher supporting children working independently
  • 22. K – Building Connections/ Response to Reading   Practice making connections   Choose a symbol   Talk about how this helps our reading   Read together and make connections   Students show their connections by drawing and writing   with Jessica Chan, Inman, Burnaby
  • 28. Parallel Groups   both teachers take about half the class and teach the same thing.   Advantage: half class size - more personal contact, more individual attention   Possible pitfalls: more time to co-plan, requires trust in each other, each must know the content and the strategies.
  • 29. Parallel Groups: Examples   word work. At Woodward Elem, the primary worked together 3 X/week, with each teacher, the principal and the RT each taking a group for word work. Some schools have used this with math activities.   Focus teaching from class assessment. Westwood Elementary: Came about as a result of an action research question: How do we better meet the needs of our students?:   primary team used Standard Reading Assessment, highlight on short form of Performance Standards, Resource, ESL, principal involved, cross-graded groups 2X a week, for 6 to 8 weeks driven by information from the performance standards (Text features, Oral Comprehension, Risk taking, Critical thinking with words, Getting the big picture,… , repeat process   NOT paper and pencil practice groups…teaching/thinking groups
  • 30. Station Teaching   mostly small groups   can be heterogeneous stations or more homogeneous reading groups   each teacher has 2 groups, 1 working independently at a station or writing, 1 working directly with the teacher.   Advantage: more individual attention and personal feedback, increased focus on self regulation   Possible pitfall: self regulation (needs to be taught), time to plan for meaningful engagement.
  • 31. Station Teaching: Examples   Guided reading: 4 groups; RT has two and CT has two   math groups – Michelle’s patterning (1 direct teaching, 2 guided practice, 1 guided practice with observation)   science stations: CT and RT each created two stations; co-planning what they would look like to ensure differentiation, teachers moved back and forth between groups supporting self-monitoring, independence on task
  • 32. 1 large group, 1 small group   Advantage: either teacher can work with either group, can provide tutorial, intensive, individual   Possible pitfall: don’t want same kids always in the ‘get help’ group
  • 33. 1 large group, 1 small group: Examples   Writing: 1 teacher works with whole class prewriting and drafting, small groups of 3-4 students meet with 1 teacher to conference   Reading: everyone’s reading. large group: teacher moving from student to student listening to short oral reads. Small group: 2 to 3 students being supported to use specific reading strategies or   small group is working on a Reader’s Theatre   Math: large group using manipulatives to represent shapes, small groups, rotating with other teacher, using iPads to take pictures of shapes in the environment
  • 34. Teaming   most seamless.   co-planned   teachers take alternate roles and lead-taking as the lesson proceeds   Most often in whole class instruction and could be followed up with any of the other four co-teaching models   Advantages: capitalizes on both teachers’ strengths, models collaboration teaching/learning to students, can adjust instruction readily based on student need, flexible   Possible pitfalls: trust and skill
  • 35. Teaming: Examples   Brainstorm-categorize lesson – 1 teacher begins, other teacher notices aspects the first teacher has missed or sees confusion in children, adds in and assumes lead role.   Modeling reading strategies: two teachers model and talk about the strategies they use to read, noting things they do differently.   Graphic organizer: Teachers model how to use a semantic map as a post reading vocabulary building activity, teacher most knowledgeable about semantic mapping creates it as other teacher debriefs with students; both flow back and forth
  • 36. The Class Review Process Learning in Safe Schools – Brownlie & King, 2nd ed. Pembroke Press
  • 37.   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
  • 38. 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?
  • 39. Teacher: Class: Classroom Strengths Classroom Needs Other  Socio-Emotional  Learning  Language  Medical   Goals   Decisions   Individual Concerns   Class Review Recording Form
  • 40. Michelle  Hikada,  Kelly  Hinds,  Romena   Park  
  • 41. •  What would happen if… •  Belief •  Practice
  • 42. Learning Intentions •  I  have  a  be>er  understanding  of   collabora)on  and  co-­‐teaching.   •  I  have  a  plan  of  how  to  increase  the   effec)veness  of  my  collabora)on  and  my  co-­‐ teaching.   •  I  can  create  a  class  review  and  use  it  to  plan   for  instruc)on.