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As an Education Team, all of the teacher should be collaboratively recording and reflecting upon how they are helping their students meet the Common Core Standards. "...teachers who reported that they frequently had the opportunity to spend time with a team looking at real examples of student work relative to specific standards were twice as likely to rate themselves well-prepared to help their students meet the standards. Research suggests that this relationship is so strong because professional learning that is embedded in the real work of instruction is far more likely to lead to desired changes. Such tasks let teachers pool their insights and experiences and adjust their practice in real time. Investing in the time to do this kind of practical, applied work will pay off in remodeled instruction that is more coherent and structurally sound." Each team member can provide different strategies for being successful within the standards and build upon each others work.

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From previous experience, teachers can be successful when all members of the Educational Team are utilizing their strengths. As a school, we were all trying to build students ability to create a RACE paragraph as a resource for using research effectively. We had one teacher who was exceptional at training students the Restate and Answer portions, while the English teachers had great resources for the Citing/ Evidence piece. Building upon each others strengths, we all were able to complete the RACE model for an English Proficiency Standard.

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Co-Teaching means general education teachers and special education teachers working together to plan and implement instruction for a class that includes students with disabilities. The way that special education teachers cooperate with general education teachers and teach together brings some benefits and challenges.  (Kaplan, 2012)

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Exceptional collaboration between general education teachers and special education teachers requires empathy, trust, patience, integrity, and accountability.

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Empathy between collaborating general education teachers and special education teachers is essential as the two professionals may have the same goals, and be working at the same school with the same processes and resources, but they still have different positions, responsibilities and backgrounds. Understanding our collaborator's specific situation and making accommodations for them through patience, assistance, or even coaching and mentoring will build a stronger and more effective working relationship that will only benefit the students.

Practicing empathy and compassion for our collaborator by affording them time when they need, offering assistance where we can, and following through on promises and responsibilities will be build trust. Trust between collaborators is very important as the opportunity to make a difference for students is limited, so we must be able to rely upon each other to execute plans, collect data, report findings, and follow through with parents and administrators. In this way our collaboration will be far smoother, more effective, and more efficient.

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There are six common methods of co-teaching:

1. One Teach, One Observe: Co-teachers can decide in advance what types of specific observational information to gather during instruction and can agree on a system for gathering the data. Afterward, the teachers should analyze the information together.

2. One Teach, One Assist: The general education teachers would keep primary responsibility for teaching while the special eduction teacher professional walking around the room providing assistance to students as needed.

3. Parallel Teaching: The general and special education teachers are both covering the same information, but they divide the class into two groups and teach simultaneously, so students have more supervision by the teacher and more opportunity to respond.

4. Station Teaching: The content and students are divided. Each teacher teaches the content to one group and subsequently repeats the instruction for the other group. Moreover, providing other stations and giving students an opportunity to work independently.

5. Alternative Teaching: The general education teacher takes responsibility for the large group while the special education teacher works with a smaller group who has special needs.

6. Team Teaching: Both general and special teachers are delivering the same instruction at the same time. It’s not necessarily to plan who takes which part of the lesson, and when one teacher makes a point, the other can jump in and elaborate if needed.
(Morin, 2021)

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Kaplan, M. (2012, May 10). Collaborative team teaching: Challenges and rewards. Edutopia. Retrieved July 31, 2022, from https://www.edutopia.org/blog/collaborative-team-teaching-challenges-rewards-marisa-kaplan

Morin, A. (2021, April 9). 6 co-teaching models. Understood. Retrieved July 31, 2022, from https://www.understood.org/en/articles/6-models-of-co-teaching

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The responsibilities of GE teachers

GE teachers are the guides and supporters of inclusive classrooms. They provide education to everyone equally and monitor their progress. Their responsibilities in the class include:

Delivery lessons with multi-sensory materials

Understand every student’s strengths and weaknesses

Pay attention to students who might need special service

Refer students to the SEN department

Participate in creating IEP with SEN teacher

Accommodate and modify the lesson plan to meet students’ needs

Monitor students’ progress of IEP goals (Nelson, 2013)

Co-teach and co-plan with SEN teachers to ensure the lessons are delivered more efficient

The responsibilities of SEN teachers

SEN teachers play a crucial role in helping students with their learning disabilities. They use their expertise to support students with special needs to cope better in GE class and collaborate with GE teachers to help them progress. Their primary responsibilities are:

Assess students with learning disabilities

Provide learning materials and tools that may benefit students

Discuss with GE teachers about lesson plan and provide suggestions

Monitor students’ progress of their IEP goals

Communicate with GE teachers, specialists, and parents

Offer small-group or/and one-on-one interventions depending on the individual’s needs

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Thoughts:
As shown above, the roles and responsibilities of GE and SEN teachers are different, despite some overlaps. That might be where the challenges and difficulties come from, as they have their own teaching perspectives. Collaboration might be more efficient if each side can understand the other’s responsibilities. Besides, the school can provide related training so both GE and SEN teachers know what to expect from the other side and how to cope.

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Anónimo. (1970, January 1). Teacher's role in children with sen. Teacher's role in children with SEN. Retrieved August 2, 2022, from https://specificeducationalneeds.blogspot.com/2015/12/teachers-role-in-children-with-sen.html

Aptti. (2021, June 26). What is the role of Special Education Teachers in an inclusive classroom? - August 2022. AP Teacher Training Institute. Retrieved August 2, 2022, from https://onlineteacherstraining.com/blog/what-is-the-role-of-special-education-teachers-in-an-inclusive-classroom

Nelson, R. (2013, August 21). Gen Ed teacher's role in special education. prezi.com. Retrieved August 2, 2022, from https://prezi.com/d3mesalj1kg7/gen-ed-teachers-role-in-special-education/?frame=7249e91087e8f4e0d51f992e65df1731819ec252

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Evidence gathering and documentation involve the collection of hard data that can be analyzed for further use and the ways and methods used to make that data available for utilization by others or in the future.

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Regarding co-teaching, there are specific things which should be documented before the method begins.

From the general education teachers, this would include assessment data, observational notes, examples of student work, communications with parents, communications with the student (if applicable), and anything else that was collected relevant to the student and accommodations.

For the special education teacher, this would include evaluation results and their interpretations by professionals, notes on behavior and general observations if available, IEP and RIT data, and any other communications regarding the student or from the student themselves.

After a co-teaching method is established, further evidence should be collected and documented at set intervals. This should then be evaluated by all parties to determine the effectiveness of the co-teaching method and how to proceed.

For example, if there are targeted behaviors that are looking to be encouraged based on the established co-teaching method, are these behaviors increasing/decreasing under the current plan? Have other behaviors started occurring? If so, are these desirable and are they somehow related to the co-teaching method? These are just some of the questions that require careful documentation of evidence once a co-teaching plan is implemented.

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Effective communication is the process of exchanging ideas, thoughts, opinions, knowledge, and data so that the message is received and understood with clarity and purpose. When we communicate effectively, both the sender and receiver feel satisfied. This can be  achieved as co-teachers when teachers communicate with one another on a continual basis in order to help students reach their learning goals. Clear and ongoing communication can promote a positive culture of collaboration, making teachers feel connected as a team.

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There are many strategies that can be used to have effective communication as co-teachers when students are present or when its only the teachers together. An important thing to consider is all the teachers involved must be will to use the strategies decided upon in order for them to work. When working with a co-teacher or teachers it is important that you decide together what strategies your team is willing to use and what might be most effective for the team.

Ways to maintain effective communication may include:

Routine planning and reflection together

Planning meetings, combined with conversations about what is going well and what is not going as well, are so valuable that they should not be left to chance.  Its important to schedule weekly or biweekly meetings to be part of your routine in co teaching. When co-teachers take a step back and mindfully consider the efficacy of their teaching, they can plan concrete steps for improvement. It also serves as a reminder of what unites the team: helping students meet their learning goals.

Daily check in’s

Check in with each other often about students and plans but also about how the other is doing during the day. Occasionally one team member may not be at their best so it is important to be able to acknowledge those days and support each other as much as possible.

Remembering students are watching

It is important to show the students a united front so they also understand you are a team. Encourage your co-teaching partner in front of students. Supporting one another’s decisions shows students that you are united partners and demonstrates the uplifting effect of validating someone’s ideas. Always showing respect and consideration for each other is also setting a good example for how students should treat others as well.

Speaking about students as though parents are in the room

Staying positive about students behavior or progress is not always the easiest part of teaching however it is important to remain professional, positive and respect. Attitudes towards situations can make a huge impact on the results. As co teachers try to remain positive and uplifting towards students and each other always.

Body language

Communication is not only verbal, but also non-verbal: you should ensure that the signals you are giving out through your body language are positive, confident, and engaging. When interacting with your co teacher be aware of the non-verbal messages you might be giving off towards them.

Discover which types of communication works for the team

There are many different ways we can communication with each other.
E-mails- Teachers are busy and not always able to have meetings face to face, emails are a way to keep an open channel of commutation when you can’t talk in person.

Journals- A  journal could be a place to document questions, observations, or ideas. It can also be a valuable resource to guide conversations during your comprehensive meetings. This could be a hand written journal or an electronic one
Sticky notes- jotting down quick thoughts or questions for one another that you could come back to later might be an effective method for your team. This will help ensure new ideas or questions are remembered during busy teaching days. Then these notes could be addressed in person later.

Be receptive to feedback and comments

Be open to hearing ideas, strategies, and advice. Lessons and discipline can be handled effectively in many different ways. Work together to find what works for your class and teaching styles.

It will take some time, trail and errors but if you work together you will find the best way to communicate with each other. As long as you are both willing to continue putting in the work. This will greatly benefit your students and their progress.

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https://files.eric.ed.gov/fulltext/EJ967751.pdf

https://www.thoughtco.com/the-importance-of-effective-teacher-to-teacher-communication-3194691

https://www.highspeedtraining.co.uk/hub/communication-skills-for-teachers/

https://freespiritpublishingblog.com/2019/05/07/effective-communication-strategies-for-co-teachers-in-rti-schools/

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Support, A. (2020, June 2). Teacher collaboration: Keys to common core success. Teacher Collaboration: Keys to Common Core Sucess. Retrieved August 6, 2022, from https://www.amle.org/teacher-collaboration-keys-to-common-core-success/

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Think about the Common Core State Standards as an ambitious remodeling project happening all over the country. Forty-six states and the District of Columbia have adopted new shared goals for what their students should know and be able to do in literacy, and middle grades schools all across the country are figuring out how to bring instruction "up to code."

Will schools take a "pre-fab" approach to the remodel, dropping in off-the-shelf components and hoping they will fit and function? Or will they take a custom approach, relying on the skilled craftspeople on the front lines of instruction to make adaptations to suit the needs and contexts of their schools?

Exciting new survey results from the National Center on Literacy Education (NCLE) demonstrate the power of the custom approach, and in particular the power of teacher collaboration, in driving Common Core State Standards (CCSS) implementation.

The survey was conducted online in October 2013 among members of organizations in the NCLE coalition (which includes AMLE) and garnered responses from almost 5,700 K-12 educators, including more than 3,000 classroom teachers (nearly 900 in middle grades schools). The survey was limited to respondents in states and roles actively implementing the CCSS in ELA/Literacy.

Successful Transitions to CCSS

The transition to the CCSS seems to be most successful when teachers are highly engaged in the process and have time to collaborate to leverage their collective professional expertise to bring all students to higher levels of literacy. This is great news for middle grades schools, where teaming structures provide a framework for doing the kinds of interdisciplinary work called for by the CCSS.

The nearly 900 middle grades teachers who responded to our survey reported a wide variation in how their schools are approaching the change, but send four clear messages for making the transition a success:

1. Accelerate the changes by keeping front-line educators engaged in designing how literacy skills can be taught differently.
Middle grades schools across the country are taking a range of different approaches, some dependent on purchased materials, some much more teacher-driven.

We asked middle grades teachers how engaged they are in several aspects of the CCSS transition. Is this a change they are driving, or a change that is being done "to" them? We discovered that three specific kinds of teacher engagement are crucial to how well the CCSS transition is going:

Planning how their school will implement the standards.

Having time with colleagues to work on the standards.

Identifying and/or creating their own materials and approaches.

From having a voice in planning how their school would implement the standards, to having time with colleagues to dig into the meaning of the standards and implications for classroom practice, to being trusted to exercise their professional judgment in terms of what materials will best help their particular students reach the standards, engaged teachers are making more progress at every step of CCSS implementation: supporting the standards, feeling well-prepared to help students meet the standards, and actually making changes in their classrooms.

2. Make collaboration time purposeful professional work by focusing on real instructional tasks.
One of the most powerful predictors of progress with implementing the standards was teachers having time to work through them with colleagues. Middle grades teachers have an advantage here compared to teachers at other levels, reporting more built-in time for team work than elementary school or secondary school teachers.

Compared to teachers who are doing it on their own, teachers who participated in collaborative work with colleagues around the standards were twice as likely to rate themselves as well-prepared to help their students meet the standards and also much more likely to report having already made moderate or significant changes in their teaching in response to CCSS goals.

Table 1. Participants who collaborate around standards are better-prepared and make bigger changes.

Table 1 illustrates the impact of collaboration on CCSS implementation, showing that teachers who have opportunities to collaborate around the standards report being better prepared to implement the standards and are already making more changes in their practice. Clearly, with fewer than half the teachers who responded feeling well-prepared, we are at an early stage in this transition. Providing time for teachers to work through the standards together is one of the most powerful ways to raise the level of preparedness.

Table 2. Middle grades teachers rate collaboration as the most valuable support for CCSS implementation.

Middle schools across the country are investing huge amounts of time and money in professional learning around the new standards. But what kinds of learning experiences do teachers tell us really make a difference in their ability to implement the standards? As Table 2 illustrates, among middle grades teachers in the NCLE survey, hands-on planning time with colleagues was the clear winner.

The survey also provides a window into what teachers do during that time that makes a difference for student learning. Teachers who reported that they frequently engaged in the following CCSS-related tasks with a collaborative team were making the most progress:

Co-creating lessons

Co-creating assessments

Examining student work together.

For example, teachers who reported that they frequently had the opportunity to spend time with a team looking at real examples of student work relative to specific standards were twice as likely to rate themselves well-prepared to help their students meet the standards.

Research suggests that this relationship is so strong because professional learning that is embedded in the real work of instruction is far more likely to lead to desired changes. Such tasks let teachers pool their insights and experiences and adjust their practice in real time. Investing in the time to do this kind of practical, applied work will pay off in remodeled instruction that is more coherent and structurally sound.

3. Bring educators in all disciplines and roles together in shifting literacy practices.
Middle grades teachers have always understood that literacy is central to student success across the curriculum. In the 2012 NCLE survey, 80% of middle grades educators in all job roles and subject areas agreed that "Developing students' literacy is one of the most important parts of my job."

The Common Core builds on that existing shared ownership of literacy development by providing a structure of common goals, a more concrete description of what it means to be literate in the 21st century that educators can work toward together.

Table 3. Middle grades teachers across subject areas are shifting literacy practice.

Our data show that middle grades teachers across subject areas are shifting practices in response (see Table 3). Majorities of teachers across subject areas report shifts, but teachers of natural and social sciences were more likely to report an impact on how they teach than on what, suggesting they are getting the message that CCSS are not asking everyone to become English teachers, but rather to be more conscious of and strategic about literacy development within their own content area.

4. Build teacher ownership of the change by providing space and support for them to innovate and design the lessons and materials that are right for their students to meet the CCSS goals.
Some of the most striking findings in our survey have to do with the role of textbooks and other materials in the transition to CCSS. When asked if the "main curricular materials" (presumably textbooks) they were currently using are well aligned with the new standards, 59% of middle grades teachers say they are not. Under a model of educational change driven by teachers sticking to a script, this would be a problem, the assumption being that without an aligned textbook to follow, teachers will not shift their literacy practices in the desired direction. In fact, just 25% of teachers rated finding instructional materials aligned with the standards to be a major challenge.

It seems that teachers have a much broader definition of materials than purchased textbooks. As envisioned in the standards document, teachers are drawing on a wide array of resources from classroom libraries to newspaper and magazine articles and especially lessons designed by other teachers near and far. The transition to the new standards coupled with digitally literate teachers has led to an explosion of sharing and adapting of instructional materials, some on education-specific platforms but many more through the use of broader technologies such as YouTube, Pinterest, and Twitter.

Last fall, almost 90% of middle grades teachers reported that in their district, teachers are identifying and/or creating their own materials and approaches to meet the standards. This is exciting news: sustainable change comes from the bottom up, powered by the insight and ownership of those on the front lines.

A Teacher-Powered Transition

Data from the 2013 NCLE survey suggest that most middle schools are taking a "custom" approach to this huge remodeling job, drawing on the talents of teachers to bring the general code of the CCSS to life in ways that make sense in their specific context.

District and school leaders can continue to support a successful, teacher-powered transition by:

Involving teachers in planning for the change.

Protecting time for teachers to collaborate on standards implementation.

Focusing collaboration time close to the classroom: on designing, testing, and revising lessons and assessments.

Keeping the collaboration interdisciplinary.

They can also give networked teachers the autonomy to create and design the materials that will get their students to the shared goals of the standards.

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Teacher Collaboration: Keys to Common Core Success - AMLE

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A new survey sheds light on keys to successful implementation of Common Core State Standards.Read More... from Teacher Collaboration: Keys to Common Core Success

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Co-planning happens when teachers come together to set long-term goals and objectives, or to talk about the more specific needs of their students. Co-planning focuses on the long-term goal and day-to-day adjustments needed to reach the final objectives. In a successful coteaching partnership there is an understanding of the need to set aside time for planning and reflection. Teachers must have administrative support to be successful as teachers and ensure their students' success. It is suggested that teachers talks about the general end goal, have an allotted time for planning and working around goals, and a set time to stay on task.

Unit Planning
- Teachers should discuss the principles that will guide the semester's instruction, outline learning targets, and create benchmark assessments for their learning goals. These should be plotted in a calendar.

Biweekly Planning
- Teachers should meet often, if time is an issue, it is recommended that teachers use a shared calendar and conversations can also be done through email, teachers will discuss targets, standards, materials used, and method of delivery. Teachers should divide responsibilities for the development of specific lessons depending on expertise.

Daily Planning
It is suggested that teachers use a co-planning template, see the link below to the article, where you can see the template. Here teachers can determine learning objectives, develop daily lesson plans, establish to-do lists, individual task assessments and establish methods of instruction. Teachers can use shared documents to share this information. Teachers should do debriefing sessions to talk about what they noticed, what should be re-taught, who is struggling, who is reaching the targets, the plan for the next day, plan adjustments and get materials ready for the next day.

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Pratt, S. M., Imbody, S. M., Wolf, L. D., & Patterson, A. L. (2017). Co-planning in co-teaching: A practical solution. Intervention in School and Clinic, 52(4), 243-249.

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Key Benefits:
-Reduced Teacher to Student Ration
-Increased Instructional Options
-Increased Student Engagement
-Expands Teaching Capacity
-Modeled Teamwork
-Expanded and diversity of expertise

For students with disabilities learning in a co-teaching environment the key benefit is their increased exposure to a teacher. This takes a number of different forms, but the result is that students will have more access to an educator during the learning period.

When teachers can spend more time with smaller groups of students, it increases the quality and effectiveness of learning. Students with disabilities benefit for the same reasons, but also benefit from remaining in the main classroom, having the SPED teacher in the classroom to directly support the main lesson, and more support when working and connecting with their peers.

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Christiansen, M. (2021, May 17). How the co-teaching model benefits children: February 18, 2021: Julie Billiart schools: Helping K-8 students with learning differences in Akron, Lyndhurst, and Westlake, Ohio. February 18, 2021 | Julie Billiart Schools | Helping K-8 students with learning differences in Akron, Lyndhurst, and Westlake, Ohio. Retrieved August 5, 2022, from https://www.juliebilliartschool.org/the-latest/blog/2021/02/18/how-the-co-teaching-model-benefits-children

Kaplan, M. (2012, May 10). Collaborative team teaching: Challenges and rewards. Edutopia. Retrieved August 5, 2022, from https://www.edutopia.org/blog/collaborative-team-teaching-challenges-rewards-marisa-kaplan#:~:text=Co%2Dteaching%20allows%20more%20opportunities,the%20strongest%2C%20most%20creative%20lessons.

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Co-Teaching is a widely used approach to teaching and learning due to the number of clear benefits that it promises. I think that often times the literature makes it appear easier that it actually is in practice. The challenges of increasing the number of educators collaborating in the classroom are numerous and must be addressed in order to make sure that students are able to truly access the higher quality learning.

In spite of the challenges, in a supported environment, with teachers that understand and respect one-another and are committed to there team work, the benefits are overwhelming as they overcome many of the issues that are pointed out in the general classroom including class size, lack of differentiation, lack of one-to-on instruction, and low instructional diversity among others. It should be a teaching model that we are striving towards.

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A goal can be defined as a desired result, at its core, collaboration is when two or more individuals work together towards a goal, it may be a common goal or a goal of one of the parties. An exceptional collaboration between a general education teacher and a special education teacher requires a shared goal that is student oriented. In other words, it requires that both teachers work together towards a desired result.

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For this activity, we agreed as a cohort on different elements that are ideal for exceptional collaboration between the general education teacher and the special education teacher.

In each section, you will find specific practices and guidelines backed by research that you can include in your own practice.

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Goals are a massive driving force that has proven to increase motivation and performance. There are several factors that have been discovered by the goal-setting theory and impact performance and have to be taken into account in order to strive for the best possible performance of our students.

There are two resources that appear several times when researching goals, SMART Goals, and the Goal Setting Theory.

SMART Goals.

This acronym is widely used although it has some variability in its meaning which you will find within the parenthesis. It states that effective goals are Specific, Measurable, Attainable (Assignable), Relevant (Realistic / Results Oriented), and Time-bound. Attainable is the most widely used preference, and I lean towards Relevant, since Realistic is a synonym of Attainable, and Results Oriented could be the result of a Relevant, Specific, and Measurable goal.

Goal Setting Theory

This theory has been developed for more than 50 years since Locke's and Latham's publication in 1990. They state that the most effective goals are specific, challenging, and attainable. Additionally, they have found that the relationship between setting goals and performance is determined by four mediators; choice/attention/action, effort, persistence, and strategy. While five moderators influence the strength of that relationship; feedback in relation to goal pursuit, goal commitment, ability, the complexity of the task, and situational factors like the presence of resources.

Additionally, there are mediators and moderators for the variables mentioned above. For example, Relevance (the importance of the goal to the individual) and Self-efficacy (the perception of being able to reach the goal that the individual has), are mediators of choice.

Other findings show that an assigned goal is as effective as a participative goal if the rationale or logic behind the goal is provided. Participating in goal setting increases goal commitment (Moderator) and Self-efficacy (mediator). Participation in formulating task strategies leads to a better quality of strategies (mediator) due to knowledge exchange which in turn leads to better performance. And performance is higher when setting a specific, high, learning goal vs a specific, high, performance goal or a vague goal (“do your best”).

Application

As part of a team, common goals are essential. Ideally, teachers should participate in creating those common goals, when they can't participate, the logic behind the chosen goals must be explained, and collaboratively formulate and discuss the strategies that will be used to attain those goals.

When formulating goals, they should be focused on learning skills, specific, challenging, and attainable. A specific goal should be measurable, relevant, and time-bound. The choices of stakeholders should lead to actions that maintain the attention towards reaching the goal. Sufficient effort and persistence should be given, and adequate strategies should be used.

Feedback should be provided regularly, all parties must be committed to the chosen goal, the ability of the teachers and students must be adequate or additional specific learning goals must be created to raise the required ability, tasks should be divided into smaller less complex ones, and the team must ensure the needed resources are available.

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Difference between moderator and mediator. (2013, February 26) DifferenceBetween. Retrieved August 7, 2022, from https://www.differencebetween.com/difference-between-moderator-and-vs-mediator/

Latham, G. P., & Locke, E. A. (2007). New Developments in and Directions for Goal-Setting Research*. European Psychologist, 12*(4), 290–300*.* doi:10.1027/1016-9040.12.4.290

Latham, G. P., Winters, D. C., & Locke, E. A. (1994). Cognitive and motivational effects of participation: A mediator study. Journal of Organizational Behavior, 15, 49– 63. http://dx.doi.org/10.1002/job.4030150106

Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice Hall.

Locke, E. A., & Latham, G. P. (2019). The development of goal setting theory: A half century retrospective. Motivation Science, 5(2), 93–105. https://doi.org/10.1037/mot0000127

Seijts, G. H., & Latham, G. P. (2005). Learning versus performance goals: When should each be used? Academy of Management Perspectives, 19, 124–131. http://dx.doi.org/10.5465/ame.2005.15841964