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Co-teaching & Collaboration in Math Class - Day 3

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Co-teaching & Collaboration in Math Class - Day 2

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Co-teaching & Collaboration in Math Class - Day 1

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Co-Teaching & Support Strategies (Cooke Center PD)

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Magic School AI has accommodation suggestion generator

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Just as teachers vary in classroom management methods and teaching styles, co-teaching varies in its methods and delivery as well. Not only does it vary among teachers, but each pairing of educators may employ a variety of formats and styles depending on their skills, students and the lesson at hand. Here are some models for you to consider:

1. One teach, one observe Teachers take turns teaching and gathering data through a detailed observation of their students. While one teaches, the other is actively observing the students so that they can analyze the data together later on.

2. Station teaching
Content and students are divided, with each teacher responsible for delivering specific content to one group, then repeating the content with the other group. Variations of this model, including the creation of a third independent group, are also encouraged.

3. Parallel teaching
Similar to station teaching, students are divided between teachers, but both teachers are responsible for delivering the same content to their assigned group, giving students more opportunities to respond. This format can also be used to vary learning experiences, for example, by having groups read about the same topic but at different levels of difficulty.

4. Alternative teaching
One teacher is responsible for a larger class group, while the other works with a smaller group. This approach is helpful when used for remediation, pre-teaching, helping students catch up on assignments, etc.

5. Teaming
Also known as "tag team teaching," this format allows both teachers to share delivery of material to the class. It is generally considered to be the most complex of the six formats, but most co-teachers consider this the most satisfying way to co-teach.

6. One teach, one assist
One teacher assumes primary responsibility for instruction while the other circulates through the room to assist students as needed. It is recommended that this method be used least often in the classroom.

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Innovations in the Classroom: Six models of co-teaching

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Just as teachers vary in classroom management methods and teaching styles, co-teaching varies in its methods and delivery as well. Not only does it vary among teachers, but each pairing of educators may employ a variety of formats and styles depending on their skills, students and the lesson at hand.

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Self Assessment_ Are We Really Co-teachers 1

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Co-Teaching Connection - Assistive Technology Resources

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As is true of many concepts in the field of education, co-teaching has been defined in a number of ways. Some individuals consider any arrangement with two adults assigned to a classroom to be co-teaching, even when one of the individuals is a paraprofessional or parent volunteer.

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Rachel Kurtz

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Welcome to my website about Integrated Co-Teaching!

On this homepage I will introduce myself and the website you are about to explore.

Integrated Co-Teaching (ICT) is a type of special education service in which one general education teacher and one special education teacher work together in the same classroom to support and teach children with and without identified disabilities together.

About Me

I'm so glad you decided to explore my website. My name is Rachel Kurtz, and I am currently a special education teacher in an ICT classroom at KIPP STAR Elementary School (KSES), a charter school located in Washington Heights, New York City. The making of this website is the capstone project for my graduate degree in Early Childhood Special and General Education at Bank Street College of Education.

I come from a family of educators-my father is a child psychologist, my mother is a preschool special education teacher, and my sister is a preschool teacher. In high school, I began working in the field of special education by working one-on-one with a student with autism at a religious school on weekends. It was during this experience that I first started to develop my passion for advocating for all children to be included in the same classroom setting, regardless of diagnosis, exceptionality, or special need.

While attending college at New York University, I had the opportunity to work one summer at a camp for students with attention-deficit/hyperactivity disorder and other disruptive behavior disorders. This experience taught me many techniques and lessons I still use to this day: I learned how to maintain a calm, even tone; how to maintain consistency; and how to hold high behavioral, social, and academic expectations when working with children. Most importantly, this experience re-affirmed my desire to become a special education teacher. Upon graduating from college, I moved to Louisiana to continue my work in the area of special education through Teach For America.

In my first year teaching full-time as a special education teacher, I taught two students who had self-contained settings on their Individualized Education Programs (IEPs), and nine students who had a combination of services including ICT and/or Special Education Teacher Support Services (SETSS). This meant that I learned quickly about the range of placements and supports available to students with IEPs.

In my second year teaching full-time, I taught a self-contained class of students who had classifications of emotional disturbance and/or behavior disorders. I worked with students in a classroom separate from that of their non-disabled peers, but I focused on transitioning them back to spend as much time as possible in general education settings.

After two years teaching in Louisiana and becoming certified to teach special education, I moved back to New York City. I began my graduate studies at Bank Street College of Education and continued my special education career teaching at KSES. In my first two years at KSES, I was the special education teacher in ICT kindergarten classrooms. This past school year, my third year at KSES and fifth year teaching, I was the special education teacher in a second grade ICT classroom. This coming year, I look forward to looping with some of my students with IEPs to the third grade.

Although I consider a fifth-year teacher to be relatively new to the teaching profession, I feel honored and thankful for the rich variety of experiences I have had so far working as a special educator. I have worked in self-contained classrooms, in SETSS settings, and in ICT settings. I have worked with students from kindergarten through eighth grade. This combination of experiences has opened my eyes to the wide range of services and supports available to students. I am grateful to have received training and exposure to many research-validated strategies and techniques, so that I have a variety of tools from which to choose when differentiating for my students. I am fortunate to have provided service delivery at multiple points on the continuum of services. These experiences have provided the basis for my knowledge about special education, and I look forward to all of the educational experiences that the future holds.

Note: All of the video footage you will see on this website was taken from the second grade ICT classroom in which I taught. Also, I want to give a special thank you to my wonderful general education co-teacher, Maria Leonardi, for her collaboration and support in filming so many lessons this year.

About This Website

This website is my Integrative Masters Project, the capstone project of my master's program at Bank Street College of Education. Under the advisement of Dr. Sean O'Shea, I have been able to construct a website dedicated to ICT. On this website, you can discover:

What ICT is

How to effectively collaborate as co-teachers in an ICT setting

What different models of ICT are available

When the different models should be used

Illustrations of the models through images, videos, and lesson plans

The benefits of using multiple models in your classroom

By combining research-based ICT models with practical examples, I hope to provide you with a user-friendly, informative, web-based handbook that you can use to best support your students.

The home page that you are currently viewing is designed to give you an overview of the website. The ICT Models page more thoroughly explores what ICT is and what teaching models are available in ICT classrooms. Lastly, each model has its own dedicated page that goes into much greater detail about the particular model. The list of models can be found in the drop-down menu, "Explore the Models," at the top of each page.

Why I Am Doing This Project

As an ICT teacher, I have been shown graphics of the six ICT models, such as the one illustrated below, many times in professional development sessions and graduate school courses. However, actually implementing each of the six models of ICT is very different from just being able to name them, or from understanding the arrangement and roles of teachers and students in each model. Although teachers may be familiar with the fact that there can be a great deal of variation among the models, teachers may be unfamiliar with how to capitalize on these options to best support their students, including knowing when to use each model, how to plan for it, and how to coordinate thoughtfully and effectively with their co-teachers. Finally, it can be very easy for a pair of co-teachers to get into the habit of using only a few models, and either forget about the rest of the models or not be encouraged to branch out and experiment with the benefits of the rest of the models.

I did this project to push myself to be more thoughtful with the different models of ICT my co-teacher and I used for each lesson. In particular, I wanted to get into the habit of thinking deeply about the pros and cons of each model for each specific lesson. I wanted to create an easily accessible resource for ICT co-teachers to use to think through the choices they are making about which models of ICT are most appropriate to use in which circumstances. I also wanted to create a more detailed example of each model, as opposed to just the simple picture graphic I was so frequently given (such as the one shown above). Although these graphics are useful as quick resources, they do not give the full picture of what is possible with each model or adequately convey the flexibility among the models that I detail in this website.

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Welcome to my website about Integrated Co-Teaching! On this homepage I will introduce myself and the website you are about to explore. Integrated Co-Teaching (ICT) is a type of special education service in which one general education teacher and one special education teacher work together in the same classroom to support and teach children with...

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Collaboration and co-teaching - general and special education faculty

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Teachers Pay Teachers Free IEP at a Glance Organizers

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Teachers Pay Teachers Free IEP at a Glance Organizers

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IEP At A Glance Teaching Resources | Teachers Pay Teachers

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Browse IEP at a Glance resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.

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Co-Teaching | Oklahoma State Department of Education

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OKLAHOMA STATE DEPARTMENT OF EDUCATION STATE SUPERINTENDENT JOY HOFMEISTER

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Questions for Creating a Collaborative Working Relationship in Co-teaching

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Are We Collaborating or Is it Parallel Play

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Co Teaching A Simple Solution That isn't so Easy After All

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Co Teaching A Simple Solution That isn't so Easy After All

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Station Teaching. In this co-teaching approach, teachers divide content and students. Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group. If appropriate, a third "station" could give students an opportunity to work independently.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Co Teaching Principles, Practices and Pragmatics

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Co Teaching Principles, Practices and Pragmatics

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Sheet DH Salem High School Special Education Accommodations Summary Cover Sheet CLASS/COURSE __Algebra__________________,Block: D/H Student,Read to,Scribe,Extended Time,Word Bank,Preferential Seating,Calculator,Reference Sheet,Small Group,Other,Primary Disability,Liasion ,ELL,At Risk (1 ...

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NCTM - Models for special needs students

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Co-Teaching Beliefs to Support Inclusive Education- Survey of Rel