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A Guide to Co-Teaching

New Lessons and Strategies to Facilitate Student Learning

Third Edition
By: Richard A. Villa, Jacqueline S. Thousand, Ann I. Nevin

Explore the four approaches to co-teaching with updated discussions of RTI, discussions of the roles of paraprofessionals and administrators, and lesson plans linked to the Common Core.

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Product Details

Grade Level: PreK-12
ISBN: 9781452257785
Published By: Corwin
Year: 2013
Page Count: 280
Publication date: January 02, 2013

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Description

Your go-to guide for co-teaching!

Differentiated instruction for a diversity of learners—it's the reality of today's classrooms, and a tough task to take on alone. But co-teaching more than just lightens your load. When you and a co-teacher bring together your individual skill sets and strategies, you'll create a more enjoyable, creative, and productive teaching experience—and deliver more effective outcomes to your students, too.

Where do you start? This brand-new edition of the go-to guide uses updated research and case studies to provide detailed profiles of four approaches to co-teaching: supportive, parallel, complementary, and team-teaching. New features include:

Brand-new chapter on preparing co-teachers in clinical practice, with examples
Expanded explanations of the roles of paraprofessionals, administrators, and students in co-teaching
Updated discussions of co-teaching in the RTI process
New lesson plans linked to the Common Core State Standards and technology
New forms and tools for establishing trust, improving communication, and planning

With quotes and advice from teachers and students, plus practical features like self-assessments and organization tips, this is the ultimate guide to co-teaching. Find out why so many teachers prefer co-teaching to teaching alone and how co-teaching improves the process of learning for all students!

Author(s)

Richard A. Villa

Learn more about Richard Villa's PD offerings

Richard A. Villa is president of Bayridge Consortium, Inc. His primary field of expertise is the development of administrative and instructional support systems for educating all students within general education settings. Villa is recognized as an educational leader who inspires and works collaboratively with others to implement current and emerging exemplary educational practices. His work has resulted in the inclusion of children with intensive cognitive, physical, and emotional challenges as full members of the general education community in the school districts where he has worked and consulted. Villa has been a classroom teacher, special education administrator, pupil personnel services director, and director of instructional services and has authored 4 books and over 70 articles and chapters. Known for his enthusiastic, humorous style, Villa has presented at international, national, and state educational conferences and has provided technical assistance to departments of education in the United States, Canada, Vietnam, and Honduras and to university personnel, public school systems, and parent and advocacy organizations.

Jacqueline S. Thousand

Jacqueline S. Thousand, Ph.D., is Professor Emerita at California State University San Marcos, where she designed and coordinated special education professional preparation and Master’s degree programs in the College of Education, Health, and Human Services. She previously taught at the University of Vermont, where she directed Inclusion Facilitator and Early Childhood Special Education graduate and postgraduate programs and coordinated federal grants, which, in the early 1980s, pioneered the inclusion of students with moderate and severe disabilities in general education classrooms of their local schools. Prior to university teacher, Dr. Thousand served as a special educator in Chicago area and Atlanta public schools and as the coordinator of early childhood special education services for children ages 3 through 6 in the Burlington, Vermont area. Dr. Thousand is a nationally known teacher, author, systems change consultant, and disability rights and inclusive education advocate. She is the author of 21 books and numerous research articles and chapters on issues related to inclusive education, organizational change strategies, differentiated instruction and universal design, co-teaching and collaborative teaming, cooperative group learning, creative problem solving, positive behavioral supports, and, now, culturally proficiency special education. Dr. Thousand is actively involved in international teacher education and inclusive education endeavors and serves on the editorial boards of several national and international journals.

Ann I. Nevin

Ann I. Nevin is professor emerita at Arizona State University and visiting professor at Florida International University. The author of books, research articles, and numerous chapters, Nevin is recognized for her scholarship and dedication to providing meaningful, practice-oriented, research-based strategies for teachers to integrate students with special learning needs. Since the 1970s, she has co-developed various innovative teacher education programs that affect an array of personnel, including the Vermont Consulting Teacher Program, Collaborative Consultation Project Re-Tool sponsored by the Council for Exceptional Children, the Arizona State University program for special educators to infuse self-determination skills throughout the curriculum, and the Urban SEALS (Special Education Academic Leaders) doctoral program at Florida International University. Her advocacy, research, and teaching spans more than 38 years of working with a diverse array of people to help students with disabilities succeed in normalized school environments. Nevin is known for action-oriented presentations, workshops, and classes that are designed to meet the individual needs of participants by encouraging introspection and personal discovery for optimal learning.

Table of Contents

List of Tables and Figures

Letter to the Reader

New to This Edition

Acknowledgments

About the Authors

Part I. Introduction to Co-Teaching

1. What Is Co-Teaching?

2. Why Co-Teach? What History, Law, and Research Say

3. The Day-to-Day Workings of Co-Teaching Teams

Part II. The Four Approaches to Co-Teaching

4. The Supportive Co-Teaching Approach

5. The Parallel Co-Teaching Approach

6. The Complementary Co-Teaching Approach

7. The Team-Teaching Co-Teaching Approach

Part II Summary

Part III. Changing Roles and Responsibilities

8. The Role of Paraprofessionals in Co-Teaching

9. The Role of Students as Co-Teachers

Part IV. Administrative Support and Professional Development

10. Training and Logistical Administrative Support for Co-Teaching

11. Co-Teaching in Teacher Preparation Clinical Practice

12. Meshing Planning With Co-Teaching

13. From Surviving to Thriving: Tips for Getting Along With Your Co-Teachers

14. Developing a Shared Voice Through Co-Teaching

Resource A: Checklist of Sample Supplemental Supports, Aids, and Services

Resource B: Co-Teaching Daily Lesson Plan Format

Resource C: High School Supportive Co-Teaching Lesson Plan

Resource D: Elementary Parallel Co-Teaching Lesson Plan

Resource E: Middle-Level Complementary Co-Teaching Lesson Plan

Resource F: Elementary Team Teaching Co-Teaching Lesson Plan

Resource G: Co-Teaching Lesson Featuring the Paraprofessional Role

Resource H: Co-Teaching Lesson Featuring Students as Co-Teachers

Resource I: Levels of Student Support

Resource J: Administrator Actions to Promote Co-Teaching

Resource K: Action Plan Template

Resource L: Co-Teaching Planning Meeting Agenda Format

Resource M: Self-Assessment: Are We Really Co-Teachers?

Resource N: Checklist of Skills for the Stages of Co-Teacher Development

Resource O: Instructional Observation Form

Resource P: Instructional Postconference Form

Resource Q: Co-Teaching Tracking Form

Resource R: Co-Teaching Differentiation Lesson Planning Matrix

Glossary

References

Photo Credits

Index

Other Titles in: Collaboration & Team Building | Inclusive Education | Teaching Methods & Learning Styles

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