Improve the core job by providing teachers with sustainable workloads, professional learning supports, and competitive compensation. Create a mix of leadership roles that increase the impact of the most effective teachers. Offer multiple pathways into the teaching profession and provide shelter-and-develop supports for new teachers.
The running theme in these indicators of co-teaching is collaboration. When students see that the content teacher and the ELT are working in tandem, they begin to see that both teachers are valuable and both play a distinctive role in students’ development based on the teacher’s area of expertise. We could also substitute the word
obtain skills in the ability to collaborate to implement the research-based co-teaching models through effective co-planning, co-instructing, and co-assessing (Murawski &Lochner, 2010). Co-planning requires teachers to create lesson plans together and determine the appropriate accommodations and modifications for special education students.
According to the NYCDOE, the purpose of co-teaching, or the Integrated Co-Teaching (ICT) program, is for the general education teacher and the special education teacher to “work together to adapt materials and modify instruction to make sure the entire class can participate.”. For this to happen effectively, co-teachers need time to meet 1. Establish clear group goals. Effective collaborative learning involves the establishment of group goals, as well as individual accountability. This keeps the group on task and establishes an unambiguous purpose. Before beginning an assignment, it is best to define goals and objectives to save time. 2. dSb5. 295 96 90 44 364 348 244 368 187