About the Book
Designed around the best-selling A Guide to Co-Teaching: Practical Tips for Facilitating Student Learning, this comprehensive multimedia kit offers staff developers and administrators all the materials needed to help teachers collaborate effectively in the classroom in order to create and maintain a cooperative teaching/learning environment.
Ideal for leading groups of all sizes, this training package features authors Jacqueline S. Thousand and Richard A. Villa discussing the models of co-teaching and includes in-the-classroom footage of elementary, middle, and high school teachers using research-based co-teaching strategies in linguistically, culturally, and academically diverse settings. Participants will also see master teachers in action using the best practices of co-teaching in their classrooms and offering first-person suggestions and tips how to best work with other educators to meet the needs of all students.
This training package includes:
A Guide to Co-Teaching: Practical Tips for Facilitating Student Learning, Second Edition
One 60-minute VHS videotape
One interactive DVD
A facilitator′s guide that integrates the book′s content with the video and DVD
Reproducible forms and transparency masters for immediate use
Table of Contents:
About the Authors
Introduction
Welcome and Workshop Starter
Chapter-by-Chapter Study Guides
Section 1. 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
Section 2. 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
Integration Activities: All Four Approaches to Co-Teaching
Section 3. Changing Roles and Responsibilities
8. The Role of Paraprofessionals in Co-Teaching
9. The Role of Students as Co-Teachers
Section 4. Professional Development and Logistical Administrative Support
10. Training and Logistical Administrative Support for Co-Teaching
11. Meshing Planning With Co-Teaching
12. From Surviving to Thriving
Epilogue: Developing a Shared Voice Through Co-Teaching
Workshop Evaluation and Closure
References
Overheads and Handouts
About the Author :
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, 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 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.
