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DEVELOPING A CONTRACT OF
ROLES AND RESPONSIBILITIES FOR CO-
TEACHERS
AS A PROFESSIONAL DEVELOPMENT
ACTIVITY
Teacher Educat...
Advance Organizer
 Co-Teaching
 Professional Development
 Negotiating Roles and Discussing Issues
 Relationships Betwe...
Co-Teaching
 One-half of students with disabilities in the U.S. are
educated in the general education classroom.
 Co-Tea...
Professional Development
 Teachers who participate in pre-service and in-service
trainings have positive feelings about c...
Negotiating Roles and Discussing
Issues
 Co-teaching requires sharing of classroom space,
ideas, materials, instructional...
Relationships Between Co-
Teachers
 Teachers must start over again with each co-
teaching pair.
 Clear goals should be s...
Making a Contract of
Roles and Responsibilities
• Classroom Procedures
• Collects homework
• Passes out student material
•...
• Shared Teaching Responsibilities
• Sets the curriculum focus and pacing with Core Curriculum
• Decides the unit objectiv...
Create a contract
(list of roles and responsibilities)
 A co-teaching responsibility contract offers partners a
structure...
(15 minutes) Pair up – One General
Education and One Special Education
Teacher
 We will begin the professional developmen...
Discussion
 Example of a form filled in without a list of
roles and responsibilities.
 Example of a form filled in with ...
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Developing a contract of Roles and Responsibllities for Co-Teachers as a Professional Development Activity

Presentation at the TED Conference in Tempe, AZ, Nov. 5, 2015

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Developing a contract of Roles and Responsibllities for Co-Teachers as a Professional Development Activity

  1. 1. DEVELOPING A CONTRACT OF ROLES AND RESPONSIBILITIES FOR CO- TEACHERS AS A PROFESSIONAL DEVELOPMENT ACTIVITY Teacher Education Division of the Council for Exceptional Children Conference Tempe, AZ November 5, 2015 Janet Van Heck, M.Ed. Doctoral Student at University of Nevada, Las Vegas
  2. 2. Advance Organizer  Co-Teaching  Professional Development  Negotiating Roles and Discussing Issues  Relationships Between Co-Teachers  Making a Contract of Roles and Responsibilities  Pair up – One General Education and One Special Education Teacher  Create contract (list of roles and responsibilities)  Discussion
  3. 3. Co-Teaching  One-half of students with disabilities in the U.S. are educated in the general education classroom.  Co-Teaching has become common in many schools.  Co-teaching places two teachers in one classroom both overseeing and delivering instruction to a combination of special education and general education students.
  4. 4. Professional Development  Teachers who participate in pre-service and in-service trainings have positive feelings about co-teaching.  Professional development builds the capacity of teachers to address a wide range of issues and problems.  Teachers who received more in-service training were more confident in their ability to co-teaching, more interested in co-teaching, and had a positive attitude about co-teaching.
  5. 5. Negotiating Roles and Discussing Issues  Co-teaching requires sharing of classroom space, ideas, materials, instructional methods, and management styles.  These are challenges for both the beginner and experienced co-teacher.  Co-teachers should negotiate roles, ensure IEP goals are met, meeting their partner’s expectations, and keeping parity in the co-teaching partnership.
  6. 6. Relationships Between Co- Teachers  Teachers must start over again with each co- teaching pair.  Clear goals should be set.  Relationship-building, communication, and planning are important, especially for teachers who may experience arranged partnerships.
  7. 7. Making a Contract of Roles and Responsibilities • Classroom Procedures • Collects homework • Passes out student material • Takes attendance • Gives bathroom passes • Discipline • Makes three essential class rules • Determines the disciplinary procedures • Delivers the consequences of discipline • IEP Issues • Communicates students goals and objectives to teacher of record • Addresses and monitors goals in the classroom • Monitors student progress • Process and Logistics • Explains the co-teaching arrangements to students and parents • Decides what procedures to begin with • Evaluation and Grading • Grades papers • Determines who evaluates what group of students • Communication • Contacts parents by phone • Communicates messages to students • Ensures communication between each other occurs • Instructional Considerations • Takes the lead most often • Assigned to adapt the curriculum
  8. 8. • Shared Teaching Responsibilities • Sets the curriculum focus and pacing with Core Curriculum • Decides the unit objectives and important concepts • Implements lesson • Determines learning strategies • Collects data from lesson • Prepare the Classroom • Creates an environment that is inclusive of both teachers and learners • Develops equality between students and teachers • Accommodations and Modifications • Implements modifications for specific students • Adjusts grades because of modifications • Planning • Create written lesson plan • Takes notes at planning meeting • Behavior Management • Creates behavior management plan • Implements behavior management plan • Collects data for behavior management plan • Classroom Setting • Incorporates co-teaching models and other strategies • Supports flexible groupings • Creates space for alternative teaching • Assigns space for each teacher • Considers alternative spaces for specialized instruction Making a Contract of Roles and Responsibilities
  9. 9. Create a contract (list of roles and responsibilities)  A co-teaching responsibility contract offers partners a structure for discussing responsibilities that arise throughout the school year.  Structured dialogue is a powerful instrument for empowering teachers.  Decisions reached by using such a contract are not lodged in cement, but can be reexamined as the year progresses.
  10. 10. (15 minutes) Pair up – One General Education and One Special Education Teacher  We will begin the professional development activity by selecting a partner. One person will the general education teacher, and the other person will be the special education teacher.  Go over the list of roles and responsibilities, and pick the ones that you think you would prefer as either a general education teacher or a special education teacher.  Fill in the blank forms provided.  Pay attention to how you communicate and negotiate.
  11. 11. Discussion  Example of a form filled in without a list of roles and responsibilities.  Example of a form filled in with a list of roles and responsibilities.  Discussion points:  How well did the two of you work together?  What type of roles were chosen by general education teachers? Special education teachers?  How did you resolve any differences or conflicts?

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