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Supporting Co-­
Teaching
Karen Scott and Shanel Henry
Bellefontaine City Schools
Prior to 1993 all students with disabilities were serviced in resource
 rooms
 1997 began having Intervention Specialist work more closely with
 General Education Teacher. Recourse room option only for students
 with severe cognitive and behavioral disabilities
 Moving in direction of Co-teaching during the early 2000s yet
 Intervention Specialist job was still viewed as the one who provide
 service to IEP students
 2008/09 began our involvement with the Ohio Improvement Progress
 (OIP). Co-
 2010/11 Teachers who co-teach are giving common planning time
 5-step process being used at building level




BCS History with servicing
5-­step process is what
guides our DLT, BLT, and
TBTs
BCS Best
BCS Best Co-­Teaching
Survey at the beginning of the 2011/12 school year
showed that teachers in Co-Taught classes wanted more
resources and professional development.




Staff survey
Book Study
 Newsletter




as a result of survey
coteach.com


Book Study
Co-Teaching Philosophy
 Co-teaching is a partnership in which classroom
 responsibilities are shared, instruction is well planned and
 delivered to meet the diverse needs of all the students in
 the classroom.




as a result of book study
Conference with Dr. Marilyn Friend
  From Co-ACT; 3 areas looked at:
    Personal Prerequisites
    Professional Relationship
    Classroom Dynamics
  Some areas within district where the gen ed teacher does not
  view the inclusion teacher as doing their job
Action Plan was also created at this conference




Follow-­up survey
Action Plan
  Continue to support co-teaching partners with common
  planning time and form
  Provide co-teaching partners with ongoing professional
  development
  Classroom data
Take the videos clips we have of co-teaching to use in
professional development.
Move our co-teaching beyond the traditional gen ed/sp ed
partnership to include gifted, title, and ESL
Supporting Co-Teaching
Lesson Plan Form
Changes - start small
  Use plural language
  Plural language within the co-taught classroom.
  Both names on door etc.
  Survey staff Colorado Assessment of Co-Teaching (CO-ACT)
Putting two teachers in a room in itself is not co-teaching
  Support: planning time and PD
  First day of school is crucial in setting the tone that this is a co-
  taught class. Both teachers need to be in front of the class.
Find the teacher-leaders in your buildings and empower them.
They are there!
Does your Co-­Teaching
look like this?
when it should look like
this.
Contact Information:
  Shanel Henry, principal, Bellefontaine Middle School
  henrys@bellefontaine.k12.oh.us
  Karen Scott, Intervention Specialist/Instructional Team
  Leader, Bellefontaine Middle School,
  scottk@bellefontaine.k12.oh.us




Contact Info

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Supporting Co-Teaching

  • 1. Supporting Co-­ Teaching Karen Scott and Shanel Henry Bellefontaine City Schools
  • 2. Prior to 1993 all students with disabilities were serviced in resource rooms 1997 began having Intervention Specialist work more closely with General Education Teacher. Recourse room option only for students with severe cognitive and behavioral disabilities Moving in direction of Co-teaching during the early 2000s yet Intervention Specialist job was still viewed as the one who provide service to IEP students 2008/09 began our involvement with the Ohio Improvement Progress (OIP). Co- 2010/11 Teachers who co-teach are giving common planning time 5-step process being used at building level BCS History with servicing
  • 3. 5-­step process is what guides our DLT, BLT, and TBTs
  • 6. Survey at the beginning of the 2011/12 school year showed that teachers in Co-Taught classes wanted more resources and professional development. Staff survey
  • 7. Book Study Newsletter as a result of survey
  • 9. Co-Teaching Philosophy Co-teaching is a partnership in which classroom responsibilities are shared, instruction is well planned and delivered to meet the diverse needs of all the students in the classroom. as a result of book study
  • 10. Conference with Dr. Marilyn Friend From Co-ACT; 3 areas looked at: Personal Prerequisites Professional Relationship Classroom Dynamics Some areas within district where the gen ed teacher does not view the inclusion teacher as doing their job Action Plan was also created at this conference Follow-­up survey
  • 11. Action Plan Continue to support co-teaching partners with common planning time and form Provide co-teaching partners with ongoing professional development Classroom data Take the videos clips we have of co-teaching to use in professional development. Move our co-teaching beyond the traditional gen ed/sp ed partnership to include gifted, title, and ESL
  • 14. Changes - start small Use plural language Plural language within the co-taught classroom. Both names on door etc. Survey staff Colorado Assessment of Co-Teaching (CO-ACT) Putting two teachers in a room in itself is not co-teaching Support: planning time and PD First day of school is crucial in setting the tone that this is a co- taught class. Both teachers need to be in front of the class. Find the teacher-leaders in your buildings and empower them. They are there!
  • 16. when it should look like this.
  • 17. Contact Information: Shanel Henry, principal, Bellefontaine Middle School henrys@bellefontaine.k12.oh.us Karen Scott, Intervention Specialist/Instructional Team Leader, Bellefontaine Middle School, scottk@bellefontaine.k12.oh.us Contact Info