Co Teaching Training

Co-Teaching Overview – St.
Cloud State University model
 Defined as two teachers (mentor and intern) working together with groups of students – sharing
planning, organization, delivery and assessment of instruction as well as the physical space
 Both teachers are actively involved and engaged in all aspects of instructions.
Co-teaching Strategies
 One Teach, One Assist – one has primary instructional responsibility while other assists students’
with their work, monitors behaviors, or corrects assignments. Beneficial in beginning of
internship
 One Teach, One Observe – One teacher has primary instructional responsibility while the other
gathers specific observational information on students or the (instructing) teacher. Watching for
something intentional and purposeful. Ex. How many times do I say uhm, how many students
do I call on during a period, student engagement at stations, etc.
 Supplemental teaching
 Parallel teaching
 Alternative teaching
 Team teaching
 Station Teaching
Solo teaching – teacher candidates must have opportunities to teach all alone. The amount of time a
candidate is left totally alone varies and is based on their skills in the classroom.
Mentor teacher will leave the classroom for a brief periods of time, leaving the intern in charge.
Roles and responsibilities in Co-teaching Triad
Support stabilize and strengthen
TK20 – submit monthly – feedback on professional development and communication
Trust is critical to any relationship. It takes time. Trust makes a relationship work more effectively.
Choosing to make something important to you vulnerable to others.
Brené Brown – definition anatomy of trust - BRAVING

Boundaries
Reliability - say the same thing over and over again
Accountability
Vault - what I share with you and you with me will be held in confidence
Integrity - choosing what’s right over what is easy
Non-judgment –
Generosity
Tony Dungy “The personal, one-on-one aspect to mentoring is something our society desperately needs.”
Day 2
Intern Development
 Coaching is unlocking a person’s potential to maximize their own performance.
 It’s helping them to learn rather than teaching them.
Coaching Tools
 Rapport
 Trust
 Paraphrasing communicates that you
o Have heard what the speaker said,
o Understand what the speaker meant,
o Care about the speaker
o What paraphrasing is
 Summarizing
 Restating and attending fully
 Listening to understand
 Capturing the essence
 Reflection the essence of voice tone
 Making the info shorter than the original statement
 Posing a question after the paraphrasing
o What is not
 Autobiographical comments
 Inquisitive, frivolous question
 Easy-fix solutions
 Reflective Questioning
o What’s another way you might….?
o What might you see happening in our classroom if…?
o What options might you consider when…?
o How was… different from or similar to….?
o What criteria do you use to…?
o Open-ended
o Promote a nonjudgmental process.
o Encourage self-directed learning and problem solving.
o Help the intern
 HYPOTHESIZE what might happen
 ANALYZE what did or did not work
 IMAGINE possibilities
 EXTRAPOLATE from one situation to another
 EVALUATE the impact
 Eliminate “why”
 Have a specific intention for the question
 Avoid do you, can you, will you, have you
 “IF you know the answer to the question you are about to ask, you are not coaching.”
 EFFECTIVE FEEDBACK
o Bias – can foster preconceived or unreasoned ideas and even observations.
 Data is essential to providing feedback for intern growth.

 Data-
o documented teacher and student actions and behaviors
o Artifacts the teacher, students or others prepare.
o Free of personal opinion or bias
 Types of data
 Verbatim scripting
 Numeric Data – 3 of 18 offer 90% of the comments
 Non-evaluative statements – the teacher stood at the classroom door greeting students.
 Observed aspect of the classroom – the assignment is on the board for students to do while
the teacher takes attendance. Objectives were written on the whiteboard.
Present data and then pose open-ended questions.
Judgment statements
Conclusions are interpretations based on the mentor’s observations.
Don’t interject judgment statements into the coaching sessions.
4 Strands of SOE Benchmark Strands – handout

Co Teaching Training

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Co Teaching Training

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Co-Teaching Overview – St.

Cloud State University model

Roles and responsibilities in Co-teaching Triad

Support stabilize and strengthen

TK20 – submit monthly – feedback on professional development and communication

Choosing to make something important to you vulnerable to others.

Brené Brown – definition anatomy of trust - BRAVING

o Bias – can foster preconceived or unreasoned ideas and even observations.

 Data is essential to providing feedback for intern growth.

4 Strands of SOE Benchmark Strands – handout

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