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Courses

Collaborative Classroom

The purpose of this course is to provide educators with a strong foundation for planning, implementing, and maintaining successful co-teaching programs. Since most of today's classrooms include a diverse student population that has different learning styles, cultural differences and educational needs, co-teaching has become a more common practice. Starting with developing a clear definition of co-teaching, then examining critical components of co-teaching models, and finally evaluating current co-teaching programs, this course will be explore both the conceptual and operational aspects of this approach to delivering instruction. This course examines the most commonly accepted co-teaching practices between general and special education teachers on the elementary, middle and high school levels. It is based on current research in the field of education.

Carlow University ED 637 • Madonna University EDU 5830.10 • Notre Dame College ED 608 A

The required text for this course is A Guide to Co-Teaching : New Lessons and Strategies to Facilitate Student Learning, 3rd Ed.by Richard Villa, et al. 978-1-4522-5778-5

Beginning August 2020: 

Best Practices in Co-teaching & Collaboration: The HOW of Co-teaching - Implementing the Models by Susan Gingras Fitzell

978-1932995398


Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

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Course Schedule

  • 12/10/19 - 3/10/20
  • 2/11/20 - 5/12/20
  • 4/14/20 - 7/14/20
  • 6/9/20 - 9/8/20
  • 8/11/20 - 11/10/20
  • 10/13/20 - 1/12/21
  • 12/8/20 - 3/9/21

Course Schedule

York, PA

  • July 13-17

Session 1: Defining a Collaborative Relationship

  1. Personal reflection and experiences:  How would you define a collaborative relationship?  What have been your personal experiences in collaborative and/or co-teaching relationships?
  2. Introduction and sharing of reflection responses
  3. Classroom demographics chart (i.e. – class representation)
  4. Definition of collaborative relationship:  A class consensus
  5. Course requirements
  6. Instructor’s expectations
  7. Course registration

Session 2: Establishing a Rationale for Co-Teaching a it Relates to Research and Legislation

  1. History of inclusion
  2. Overview of federal and state regulations
  3. T-Chart of advantages and disadvantages of having two teachers in a classroom
  4. Research-supported benefits of collaborative classrooms for teachers and students

Session 3: Examining and Evaluating the Key Elements for Effective Collaborative Relationships

  1. Individual prerequisites
  2. Defining roles of the general and special education teachers
  3. Who should co-teach? (i.e. – beginning teacher with beginning teacher)
  4. Defining a professional co-teaching relationship
  5. Utilizing the co-teaching rating scale
  6. Achieving parity between co-teachers using preliminary discussion points
  7. The administrator’s role in co-teaching:  providing support for personnel

Session 4: Essential Components of a Co-Teaching Relationship

  1. Developing effective interpersonal communication:  scenarios
  2. Physical room arrangements
  3. Familiarity with curriculum
  4. Curriculum goals and modifications
  5. Instructional planning
  6. Instructional presentation
  7. Classroom management
  8. Assessing the co-teaching relationship

Session 5: Co-Teaching Models

  1. One teacher/one assist/observe model
  2. One teacher/one drift model
  3. Parallel teaching
  4. Station teaching
  5. Alternate teaching
  6. Team teaching
  7. Additional instructional methods

Session 6: Working with Support Personnel: Paraprofessionals as Part of the Co-Teaching Team

  1. Types of teacher aides (i.e.- 1:1 Aide)
  2. Roles of paraprofessionals:  classroom responsibilities
  3. Legal responsibilities of paraprofessionals
  4. Teacher supervision of paraprofessional

Session 7: Response to Intervention (RtI)

  1. Legal requirements for teachers under IDEA
  2. Use of RtI as an evaluative tool on the elementary level
  3. RtI models
  4. The impact of RtI on general and special education teachers
  5. How RtI is used in the classroom
  6. Assessment tools and early intervention strategies

Session 8: The Use of Differentiated Instruction in the Co-Teaching Classroom

  1. Identifying the diverse learners in today’s classrooms
  2. Critical components of differentiated instruction lessons
  3. Pre-assessing students’ needs and abilities
  4. Pre-assessing students’ interests
  5. Assessing students’ learning styles
  6. Developing and implementing effective differentiated instruction lessons
  7. Using Bloom’s Taxonomy in differentiated instruction lessons
  8. Evaluating differentiated instruction lessons

Session 9: Assessing Co-Teaching

  1. Examples of co-teaching programs
  2. Factors that undermine co-teaching programs
  3. Surveying teachers, administrators, students, parents about the effectiveness of their co-teaching programs
  4. Other strategies used for evaluating programs

Session 10: Final Projects and Final Exam

  1. Review
  2. Final project reviews and presentations
  3. Final exam
  4. Evaluations
Objectives
  • Establish a common language and working definition for co-teaching
  • Recognize other commonly accepted terms for co-teaching
  • Assess research support for collaboration and inclusion
  • Compare and contrast co-teaching, collaboration, team teaching, cooperative teaching and inclusion
  • Establish the purpose and goals for co-teaching
  • Provide a rationale through philosophy, research and recent federal and state legislation for implementing co-teaching
  • Relate co-teaching to current trends toward collaboration in public schools, both in general education and special education
  • Examine the effectiveness of co-teaching for teachers and students
  • Define the roles of the general and special education teachers
  • Define the types of services special education teachers can provide
  • Identify individual prerequisites for co-teaching
  • Define the professional relationship between co-teachers
  • Examine guidelines to achieve parity in the co-teaching relationship
  • Clarify the roles of and establish guidelines for the collaborative relationship between co-teachers and other school related professionals who serve to meet students’ IEP mandated goals. These individuals may include the literacy coach, ESL instructor, resource teacher, speech and language pathologist, and school psychologist
  • Outline steps for administrators to support co-teaching practices
  • Identify the eight critical components of the co-teaching relationship
  • Implement strategies for effective dialogue that will improve and enhance co-teaching relationships
  • Analyze the most commonly accepted instructional models used in co-teaching classrooms
  • Identify how each model provides a format for teachers to modify both instruction and student work
  • Identify the categories of student disabilities
  • Examine how the co-teaching models meet the needs of students with disabilities
  • Establish definitions for paraprofessional, teacher aide and teacher assistant
  • Identify types of paraprofessionals
  • Explain the roles and responsibilities of paraprofessionals
  • Identify the legal responsibilities of paraprofessionals
  • Explore teacher supervisory responsibilities of paraprofessionals
  • Define the legal requirements for teachers under IDEA
  • Examine an overview of RtI as an evaluative tool
  • Compare and contrast the Discrepancy Model and RtI
  • Assess the impact of RtI on general and special education teachers
  • Explore how RtI is used in the classroom
  • Develop assessment tools and early intervention strategies
  • Identify the diverse learners in today’s classrooms
  • Identify the critical components of differentiated lessons
  • Examine various preassessment tools that determine student readiness, interest and learning style preference
  • Apply Bloom’s Taxonomy to differentiated instruction lessons
  • Develop and implement effective differentiated instruction lessons
  • Evaluate differentiated instruction lessons
  • Identify factors that contribute to the effectiveness of co-teaching programs
  • Identify factors that undermine the effectiveness of co-teaching programs
  • Evaluate program efficacy from teacher, student, administrator and parent surveys
  • Develop additional strategies for effectively evaluating programs
  • Evaluate differentiated instruction lessons
  • Examine a variety of ways common planning time can be scheduled
  • Develop collaborative meeting agendas, planning sheets, etc.
Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.  

Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner. 

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI. 

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information. 

Student Academic Integrity
Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.