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Collaborative Working Relationships |
TIPS FOR ADMINISTRATORS:
PLANNING COLLABORATION TIME
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| Effective administrators of collaborative teaching programs communicate to their staff that they value “collaboration.” They recognize that successful co-teaching teams result only when teachers develop trust and respect for each other, and that teachers need to spend time together for such relationships to evolve. They recognize that co-teachers will require unencumbered time to plan classroom activities and coordinate instructional responsibilities. Administrators communicate to teachers that effective use of time developing a collaborative relationship and designing appropriate instruction will ensure the creation of classroom environments that meet the needs of all students. Whenever possible, collaborative planning time should be planned at least once a week. Some secondary administrators schedule co-planning in the master schedule. Other administrators are able to hire a floating substitute one day a week to free teachers to plan. The following are suggested as ways to provide time for collaboration during the school day without additional funding: |
"Fifth Day Float" |
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Co-teachers
plan instruction to occur four days a week. On the fifth day, the special
educator meets with his/her co-teachers during their personal planning
times. |
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Larger than classroom size group instruction |
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Some
subjects or activities can be taught in larger than classroom-size groups.
For example, the special education teacher has scheduled planning during
third period. Her social studies co-teacher and another social studies
teacher plan to show the same film during a given week to their third
period classes. Rather than showing the film one day in one class and
another day in the other class, the teachers could combine the two classes
to see the film in the auditorium at the same time. The social studies
teacher who is co-teaching would be allowed to plan with the special educator
while the other social studies teacher monitored both classes in the auditorium. |
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Independent study and research |
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General
or special education teachers could schedule their classes for independent
study in the library or to work in the computer lab at the same time their
co-teacher has planning. The teachers could work together while the students
work independently. |
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Cooperative learning groups |
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Co-teachers
could assign cooperative group activities to students within the classroom.
As the students work, the teachers plan. |
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Student teachers/practicum students |
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If
a collaborating teacher has a student teacher, she could plan to meet
with her co-teacher at a time when the student teacher will have responsibility
for the class. If a school is located close to a college or university,
the education department could be contacted to establish practicum sites
for students. A practicum student could monitor a class while the co-teachers
plan in the back of the room. |
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Release from duties |
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Teachers
who volunteer to co-teach may be released from assignments such as bus
duty and cafeteria monitoring to allow extra time for collaborative planning. |
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Adapted from suggestions offered by Dr. Suzanne Robinson, University of Kansas.
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SAMPLE
MASTER SCHEDULE Midlothian High School Chesterfield County Public Schools |
Co-Teaching & Social Studies/Science Enhancement 9
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May 6, 2003
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