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Chapter image Chapter 6: Strategy 4: Collaborative teaching

Self Evaluation

Please rate yourself or a teacher you have closely observed.

Criterion

Indicators

Evaluation

4.  Engages in collaborative teaching

You actively and positively collaborate with other professionals involved with your students’ education. This is particularly important in the case of learners with special educational needs.

Reference

Mitchell, 2014, pp69–77.

Where there are learners with special educational needs in the classroom, you effectively collaborate with:

  1. a co-teacher who is involved with such learners;
  2. special education consultants or advisers who provide advice and guidance;
  3. other specialists, such as therapists, psychologists, social workers, etc.;
  4. teacher aides/paraprofessionals.
  1. All the indicators are regularly met.
  2. Three of the indicators are regularly met.
  3. One or two of the indicators are met.
  4. None of the indicators are met.

YouTubeYouTube links

Co-teaching in inclusive classrooms, Part I: Whole group structures and strategies. (1.40 US)

Co-teaching boosts productive learning for students with special needs and provides significant academic support to all students in inclusive classrooms. This two-part video programme demonstrates a variety of co-teaching models that are highly effective in grades K–6.

www.youtube.com/watch?v=ek951kXTBzo&list=PL1I89LUc6y92_QRntl69VEqyrOik4-4Bc&index=8

Co-teaching in inclusive classrooms, Part II: Effective small group structures and strategies. (2.02 US)

Co-teaching boosts productive learning for students with special needs and provides significant academic support to all students in inclusive classrooms. This video programme demonstrates a variety of co-teaching models that are highly effective in grades K–6.

www.youtube.com/watch?v=DkY2D-f3JNo

Co-teaching is a marriage. (3.01 US)

Two Baltimore-area schoolteachers explore what it’s like to share a classroom every day.

www.youtube.com/watch?v=_pnxst7dkLk

websitesWeb links

Lesson study.

Lesson study (Jugyokenkyu in Japanese) is a form of long-term professional development, refined in Japan, in which teachers systematically and collaboratively conduct research on teaching and learning in classrooms in order to improve their teaching and enrich students’ learning experiences.

www.rbs.org/Special-Topics/Lesson-Study/Lesson-Study-FAQ/213/

Serving students with visual impairments: The importance of collaboration.

This module underscores the importance of the general education teacher collaborating with professionals and other individuals knowledgeable about the needs of students with visual disabilities.

http://iris.peabody.vanderbilt.edu/module/v03-focusplay/

journalsJournal links

Adelman, H.S. and Taylor, L. (1998). ‘Involving teachers in collaborative efforts to better address the barriers to student learning’. Preventing School Failure, 42(2), 55–60.

An aim of collaboration among professionals is to develop efficient and effective working relationships that can address barriers to student learning. Classroom teachers need to be involved in a variety of collaborations.

Walsh, J.M. (2012). Co-Teaching as a school system strategy for continuous improvement’. Preventing School Failure, 56(1), 29–36.

Co-teaching has increasingly been implemented over the past twenty years as a shared responsibility for providing service to students with disabilities. Results of local school system research in Maryland during this twenty-year period are reviewed, suggesting that improved student performance is associated with increased access to general education classrooms through co-teaching support. System-level co-teaching implementation strategies are identified that result in successful participation by students with disabilities in co-taught general education classrooms and accelerated outcomes on state reading and mathematics assessments.

quizQuiz