A Guide to Co-Teaching: Practical Tips for Facilitating Student Learning

This second edition of the bestseller highlights the benefits and challenges of co-teaching in ensuring that all students have access to highly qualified teachers, as well as that students with disabilities have access to the general education curriculum. Written by experts in the field, this new edition features new descriptive content of the four approaches to co-teaching, updated references throughout the text, expanded the coverage of Response to Intervention, and an added discussion on the role of support staff in co-teaching.

Table of Contents:
Letter to the Reader New to This Edition Acknowledgments About the Authors Part I. Introduction to Co-Teaching 1. What Is Co-Teaching? What Co-Teaching Is Not What Is Co-Teaching? The Elements of Co-Teaching Common, Publicly Agreed-on Goal Shared Belief System Parity Distributed Functions Theory of Leadership Cooperative Process Face-to-Face Interactions Positive Interdependence Interpersonal Skills Monitoring Co-Teacher Progress Individual Accountability Importance of Systemic Supports 2. Why Co-Teach? What History, Law, and Research Say! What Are the Origins of Co-Teaching? How Does Federal Law Support Co-Teaching? What Are the Benefits of Co-Teaching? What Accounts for the Benefits of Co-Teaching? Summary 3. The Day-to-Day Workings of Co-Teaching Teams What Does Co-Teaching Look Like? Four Approaches Supportive Co-Teaching Parallel Co-Teaching Complementary Co-Teaching Team Teaching Who Co-Teaches? Meet Three Co-Teaching Teams An Elementary Co-Teaching Team A Middle School Co-Teaching Team A High School Co-Teaching Team Roles and Responsibilities of Co-Teaching Partners Issues to Resolve in Planning Co-Teaching Lessons How Do We Know That We Truly Are Co-Teaching? Part II. The Four Approaches to Co-Teaching 4. The Supportive Co-Teaching Approach Vignettes: Supportive Teaching An Elementary Co-Teaching Team A Middle School Co-Teaching Team A High School Co-Teaching Team Analyzing the Cooperative Process in the Supportive Co-Teaching Vignettes Frequently Asked Questions 5. The Parallel Co-Teaching Approach Vignettes: Parallel Teaching An Elementary Co-Teaching Team A Middle School Co-Teaching Team A High School Co-Teaching Team Analyzing the Cooperative Process in the Parallel Co-Teaching Vignettes Frequently Asked Questions 6. The Complementary Co-Teaching Approach Vignettes: Complementary Teaching Teams in Action An Elementary Co-Teaching Team A Middle School Co-Teaching Team A High School Co-Teaching Team Analyzing the Cooperative Process in the Complementary Co-Teaching Vignettes Frequently Asked Questions 7. The Team Teaching Co-Teaching Approach Vignettes: Team Teaching in Action An Elementary Co-Teaching Team A Middle School Co-Teaching Team A High School Co-Teaching Team Analyzing the Cooperative Process in the Team-Teaching Co-Teaching Vignettes Frequently Asked Questions Part II Summary Part III. Changing Roles and Responsibilities 8. The Role of Paraprofessionals in Co-Teaching History of Paraprofessionals in Education Meet A Paraprofessional and Her Elementary Co-Teachers Paraprofessional in Role of Supportive, Parallel, and Complementary Co-Teacher The Big Picture A Sample Lesson -- Supportive, Parallel and Complementary Co-Teachin in Action Analyzing the Cooperative Process for a Paraprofessional as a Co-Teacher Benefits of Paraprofessionals as Co-Teachers Challenges for Paraprofessionals as Co-Teachers Ambiguity in Supervision Responsibilities Inconsistent Initial and Ongoing Professional Development Cautions to Paraprofessionals as Co-Teachers Assessing Paraprofessionals as Co-Teachers 9. The Role of Students as Co-Teachers Vignettes: Students in Co-Teaching Roles Meet Bill and Sharon Meet Christine and Cat Meet Dave and Juan: Reciprocal Student Co-Teachers Meet Denny, Cathy, and Shamonique Meet Student Co-Teachers for Computer Use Analyzing the Cooperative Process for Students as Co-Teachers Preparing Students to Be Co-Teachers The Research Base for Students as Co-Teachers Assessing Students as Co-Teachers Frequently Asked Questions Part IV. Professional Development and Logistical Administrative Support 10. Training and Logistical Administrative Support for Co-Teaching Building a Vision Consensus Building Through an Examination of Rationales for Co-Teaching Consensus Building Through Respecting What We Expect Consensus Building by Clarifying How and When to Use Co-Teaching as a Strategy to Support Diverse Learners Building the Skills and Capacity for Co-Teaching Who Gets Training? Common Core of Training Incentives to Engage People in Co-Teaching Time: The Universal Incentive Scheduling as an Incentive Intrinsic Incentives Resources for Co-Teaching Redefining Roles Allocating Resources for Co-Teaching Resource Allocation at the Elementary Level Resource Allocation at the Middle and Secondary Levels Forming Outside Partnerships to Access Resources to Support Co-Teaching Getting Started: Planning and Taking Action Benefits of Involvement and Communication in Planning Working With the Unwilling Put It in Writing Summary Frequently Asked Questions 11. Meshing Planning With Co-Teaching Planning for Starting Out as Co-Teachers Finding and Creating Time for Ongoing Planning and Reflection Lesson Planning as Co-Teachers Effective and Efficient Use of Planning Time Planning for Professional Growth and Future Partnerships Frequently Asked Questions 12. From Surviving to Thriving: Tips for Getting Along With Your Co-Teachers Advice From Co-Teachers Keeping Communication Alive Understanding the Developmental Nature of Co-Teaching Relationships Managing Conflict Tips for Dealing With Challenging and Unproductive Behavior Tips for Avoiding Potential Problems Know With Whom You Need to Co-Teach Establish and Clarify Co-Teaching Goals to Avoid Hidden Agendas Agree to Use a Common Conceptual Framework, Language, and Set of Interpersonal Skills Practice Communication Skills for Successful Co-Teacher Interactions Know How to Facilitate a Collaborative Culture Recognize and Respect Differences and Multiple Sources of Motivation Expect to Be Responsible and to Be Held Accountable Agree to Reflect and Celebrate Often Epilogue: Developing a Shared Voice Through Co-Teaching by Nancy Keller & Lia Cravedi-Cheng Nancy’s Voice Lia’s Voice Our Voice Our First Year—Developing Trust Face-to-Face Planning Time Positive Interdependence Setting Mutual Goals Defining Roles Individual Accountability Monitoring and Processing of Accomplishments Year 2—Sustaining Trust Face-to-Face Planning Time Positive Interdependence Revisiting Goals Redefining Roles Individual Accountability Monitoring and Processing Final Reflections Resource A: A Checklist of Sample Supplemental Supports, Aids, and Services Resource B: Co-Teaching Daily Lesson Plan Format Resource C: Supportive Lesson Plans Resource D: Parallel Lesson Plans Resource E: Complementary Lesson Plans Resource F: Team Teaching Lesson Plans Resource G: Examples of Co-Teaching Lessons Featuring the Paraprofessional Role Resource H: Examples of Co-Teaching Lessons Featuring the Student Role 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: Stages of Team Development Glossary References Index

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.

Review :
"The book’s practical content is reader-friendly, clear, and concise, and provides relevant reading for educators interested in co-teaching.” “The book takes co-teaching from concepts to practices, providing concrete examples at different grade levels.”