Models of Collaboration

Models of Collaboration

MODELS OF COLLABORATION MIDDLE SCHOOL DVD

SCHOOL STAFF VIEWING GUIDE

Section One: Introduction

The No Child Left Behind and IDEA 2004 requires that all special education students have access to the general education curriculum. Many special education students are now receiving instruction in collaborative classrooms. General and special education teachers support classrooms with a heterogeneous distribution of students. The general education teacher provides curriculum expertise within the grade-level content area and a special education teacher serves as an intervention specialist providing alternate methods of instruction in order to meet varied student learning needs.

Section Two: Supportive and Station Teaching

During Supportive Teaching, one teacher provides instruction while the other teacher monitors and assists. Supportive Teaching is fundamental to collaboration and is present in most models of collaborative teaching.

First Example:

·  Seventh grade math class.

·  General education teacher provides instruction to the whole group.

·  Special education teacher moves about, monitors, and assists.

·  The Dual Supportive model is evident when the special education teacher alternates with the regular education teacher in providing direct instruction.

·  Station Teaching becomes evident as groups are formed and each teacher works with a group while remaining groups work independently.

·  A student teacher also provides support for students.

Notices / Wonders

Station Teaching allows both teachers to instruct small groups of students while remaining students work independently in learning stations.

Second Example:

·  Seventh-grade math class.

·  Both Teachers provide direct instruction.

·  Both teachers work with groups.

·  Other students can be seen working independently at their desks.

Notices / Wonders

Third Example:

·  Supportive Teaching.

·  Seventh-grade Language Arts class.

·  Regular education teacher provides direct instruction.

·  Special education teacher monitors and supports students.

Notices / Wonders

Section Three: Dual Supportive Teaching Model

Dual Supportive Teaching is similar to Supportive Teaching but includes alternating teacher roles during each lesson.

First Example:

·  Sixth-grade Language Arts class.

·  Both special and regular education teacher present instruction to the whole group.

·  Both teachers monitor the class while the other presents instruction.

Notices / Wonders

Section Four: Alternative Teaching Model

Alternative Teaching allows the highly qualified general education teacher to provide content instruction to the whole group while the special education teacher or paraeducator works with a small group requiring specialized or one-on-one instruction in order to achieve desired objectives.

First Example:

·  Seventh-grade Language Arts class.

·  General education teacher instructs whole group.

·  At the same time, the special education teacher supports a small group of students, providing clarification and direction as they attend to the lesson.

·  As the general education teacher monitors students as they work on the assignment, the special education teacher continues to support the small group as they work.

Notices / Wonders

Section Five: Parallel Teaching Model

After the qualified content area teacher introduces the lesson, the class divides into two groups and both teachers provide instruction.

First Example:

·  Sixth-grade language arts class

·  General education teacher introduces and conducts lesson.

·  Class is divides into two groups to complete the lesson.

·  One group is led by the general education teacher and the other by the special education teacher.

Notices / Wonders

Second Example:

·  Sixth-grade math lesson.

·  General education teacher is introducing a lesson alternately with the special education teacher.

·  The two teachers team as they conduct the lesson.

·  Later the students are divided into teams and given different tasks to complete with specific instructions.

·  Focus for each group is specific and indicated by a color code.

·  The special education teacher works with the green group while general education teacher works with other groups.

Notices / Wonders

Section Six: Collaborative Planning

Scheduled and protected time for collaborative planning is essential to successful implementation of all co-teaching models. During this time, general education teachers must focus on effective planning to meet grade-level content standards while special education teachers support successful achievement of planned objectives by focusing on grouping strategies, selection and accommodations of materials and assessments, and student IEP goals. A shared commitment to learning for all students promotes full use and benefit from collaborative planning.

Notes from first example:

Planning / Reflection / Pacing/Review
General Notices: / General Wonders:

Notes from second example:

General Education Teachers Contributions / Special Education Teacher’s Contributions
Evidence of Specific Model of Collaboration Implementation:

Notes from third example:

General Education Teacher: / Special Education Teacher:

Notes from fourth example:

Notices: / Wonders:

Section Seven: Seamless Collaboration Continuum

Dr. Edwin Ellis

The University of Alabama

Distribute the Seamless Collaboration Continuum handout prior to viewing this section. This section contains a detailed analysis of the delivery system for seamless collaboration, ranging from minimally intensive to extremely intensive collaborative activities.

Notices / Wonders

Section Eight: Conversations with Collaborative Teachers

Clip 1: Manuel Vital

Tell us about the collaboration process in your school.

Notices / Wonders

Clip 2: Shirley Dodd and Kristen Howard

Notices / Wonders

How do you maintain and sustain your collaborative team?

Notices / Wonders

How do you deal with the day-to-day challenges of collaboration?

Notices / Wonders

Clip 3: Mary Krotine and Manuel Vital

What strengths do you bring to your collaborative team?

Notices / Wonders

Clip 4: Martha O’Dell and Stacie Honaker

How do you maintain and sustain collaboration?

Notices / Wonders

Clip 5: Jenny Newberry and Ethel Patronas

What sustains your collaborative team?

Notices / Wonders

Clip 6: Frank Lee and Stephanie Guidry

Notices / Wonders

Clip 7: Sandra Smith and Jenny Newberry

What critical features contribute to successful collaboration?

Notices / Wonders

Section Nine: Administrative Interviews

Administrative support and active involvement is critical for promoting, maintaining, and sustaining collaboration.

Hiring / Staff Development
Planning / A Collaborative Culture
Notices / Wonders

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