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Teacher Tools: Collaboration
Easy to use instructional tools created to assist teachers in the implementation of
research-based best practices in the classroom. Teachers are able to create
products for use in the classroom and have the ability to store them in a
personal portfolio.
Problem-Solving
List of all tools
Cooperative Teaching
Developed by
Lisa Dieker, Ph.D. University of Central Florida
- Types of Co-Teaching
Five types of co-teaching include: Lead and Support, Station Teaching, Parallel Teaching, Alternative Teaching, and Team Teaching.
- Power of 2
A Useful Resource: The Power of 2 website is an interactive resource designed to help teachers successfully include children with special needs into the general education classroom. Professionals are able to share effective strategies, complete learning modules, and have access to useful training and teaching materials.
- Circle of Influence on co-teaching relationships
The circle of influence table reflects what teachers should consider concerning the level of readiness their school, team, or classroom has related to co-teaching.
- Inclusive Schools
Teams should evaluate the inclusive philosophy of their schools in order to identify possible barriers that might exist related to co-teaching and develop a plan to increase the inclusiveness.
- Creating a schedule
School personnel should create schedules for students with disabilities first, in order for teachers to have collaborative planning time and for the maximum support possible for students.
- Developing a reflective framework
A reflective framework is a tool that consists of questions co-teachers believe are important to think about related to evaluating the effectiveness of the co-teaching model.
- Preparing students for co-teaching
Students should be prepared for a co-taught classroom in order to facilitate the creation of a positive climate and a community of learners.
- Co-Planning
Co-planning involves two teachers using one of the models of co-teaching to decide how they will implement instruction to meet the needs of all students.
- Curriculum Development
Individuals involved in co-teaching should collaborate to establish curricular goals that meet the learning, behavioral, and social goals of the students with disabilities.
- Grading Considerations
Individuals involved in co-teaching should be creative and open-minded about the grading process with respect to assessing students with disabilities.
- Blogging your successes
Blogging provides an opportunity for co-teaching partners to share their thoughts with others about a particular instructional model.
Teams
- Affinity Diagram
A tool used to help determine or select an area of focus for the team. The affinity diagram can also be used in future steps where you will be organizing your data.
- Desired State Map
The Desired State Map is a graphic organizer developed by Garmstrom and Wellman to facilitate a visioning process with school teams. It can also be used to establish long and short term goals for the team.
- Personal Style Activity
“Medicine Wheel” Personality Traits
- Teambuilding/Teaming Activities
Getting to know others in the group.
Working Effectively with Paraeducators
- Starting off on the right foot: Providing orientation for Paraeducators
Providing Orientation for Paraeducators: There are risks, dangers, ethics, and legalities of not providing orientation to a new paraeducator. Quality orientation that consists of getting acquainted, establishing the supervisory relationship, and keeping the momentum can create a positive and productive relationship.
- Starting off on the right foot: Getting acquainted
Getting Acquainted: Getting to know the individual or team that will provide supervision is of primary importance to the paraeducator. Completing a structured list of "Getting Acquainted Questions" and "Work Styles and Preference Worksheets," in addition to creating a personalized job description can help facilitate the process.
- Planning for the Paraeducator
Planning for a paraeducator is different than planning for yourself. The professionals who participate in assessment of the students and in the IEP planning must develop structured plans, and then it's the paraeducator's responsibility to implement them. Regular communication is critical for this model to be effective.
- On-the-job training for Paraeducators
A training plan can take any form, but it should indicate the type of training needed for the task, the competence or skill desired, possible trainers, and when the training is needed. The five essential training components include theory, demonstration, practice, feedback, and coaching.
- Sharing supervisory responsibilities
When a paraeducator works with several professional team members, those individuals must clarify who will perform each of the seven supervisory functions.
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