Co-Teaching Models and Paraeducator Action Plan
| Co-Teaching Model: | Definition and Visual of Model
| Advantages and Disadvantages | Instructional Strategies | Positive Effects | Responsibility and Accountability |
| 1. One Teaching, One Observing | This model rests on the principles that one of the two teachers entirely delivers the whole set of instructions to the learners. In contrast, the other teacher is responsible for observing and collecting relevant information from the learners. The two teachers have a chance to decide on the role they are holding before the model is implemented (Hamdan, Muhammad, & Aqeel, 2015). The teachers also decide the types of data collected. The success of the achievement of the goals of this model lies in the focus given to the observation. Adequate observation leads to the collection of the valid data that can be used to design the next instructions delivered to the learners | Advantages The model is easy to plan and does not require joint planning
The mode facilitates the collection of data from learners, which can be used for decision-making regarding the delivery and modeling of the next instruction.
The model facilitates the tailoring of professional support to learners.
Disadvantages The observing teacher may lose their morale as the learners may perceive them as the lesser important teachers. The model can only be applied on certain occasions.
| Frequent monitoring
Guided practice
Guided assistance
Differentiation of materials | Models the behavior of learners as they are frequently observed and monitored.
Adequate preparation of lessons and delivery leading to the high outcome for learners
Shared responsibilities reduce the workload for teachers leading to high morale | One teacher delivers the entire set of instructions
The other teacher monitors behavior, participation and collects the necessary data on learners |
| 2. One Teaching, One Assisting | The one teaching one assisting model posits that one teacher is primarily responsible for delivering the instruction to the entire class while the other teacher is responsible for helping the learners with their work as the latter maintains the expected behavior among learners in the class (Keeley & Monica, 2014). The model is characterized by limited disturbance as one of the teachers ensures that the students fully follow through with the instructions being delivered by the other teacher. Before the application of this model, the teachers identify the roles for every lesson and decide on the supports tailored towards the successful implementation of the model. Some of the supports include providing the learners with the necessary accommodation, repetition of the lesson, behavior, or medications necessary for effective delivery of the instructions (Keeley & Monica, 2014). This model tends to be more accommodated during the initial stage of co-teaching | Advantages The model creates room for extra support to learners, especially the exceptional learners
The model allows teachers to monitor the academic performance of the learners closely.
The model allows for free interaction where students can seek and get answers to even questions they could be afraid to answer.
Disadvantages The assisting instructors may equally be perceived as less important by learners and other teachers The authority of the assisting teacher depends on the rotation of the lessons. The authority may diminish when rotation is not ensured. The expectations of the learners’ increase in which case they may become too independent ion the assisting teacher.
| Data Collection
Instructional guidance
Visuals and Kinetic demonstration
Interdisciplinary instructions
Guided assistance
| There is an increased learning capacity of students.
Reduced workload for teachers
Increased student participation | One teacher delivers the lesson
The second teacher assists learners with their work, monitors performance and behavior.
The second teacher can ask and answer questions on behalf of learners |
| 3. Station Teaching | In this model, the learners and the instructions are divided into at least three groups and parts, respectively (Model Teaching, 2020). Every teacher from the co-teaching pair teachers at least one of the sets of instructions. The remaining parts of the instructions are dedicated to independent practice activities. All the learners rotate through all the sets of instructions in all the stations (Mason, 2018). The number of learners significantly influences the effectiveness of this model. When the students are few, individual attention to each learner is more facilitated and therefore enhancing the grasping capacity. The model takes time to plan and requires specific attention to details. | Advantages The model allows for effective and proper planning of the instructions, which are then layered with the most appropriate approach to meet the needs of the learners (Mason, 2018).
Ac.
Similar instructions can be used simultaneously across the stations, or instructions can be delivered depending on the needs of the learners.
Disadvantages There is limited flexibility in the use of time as each student is required to rotate in the station. Learners may be forced to rotate before they are ready to move in which case they may suffer a deficiency of knowledge | Pairing up of learner in the elementary level
Guided instructions Differentiated instructions
Collaborative working between teachers and learners in high school | Adequate planning and layering of instructions with the right strategies
Differentiated learning fostering meeting of individual needs of the learner
| Teachers plan and layer instructions with the right support model
Teacher co-teach the various sets of instruction |
| 4. Parallel Teaching | In this model, the teachers split the class into two. Each teacher co-teachers half of the class. The splitting of the class is done based on the learning profile of learners, behavior of the learners, or it can be done randomly (Hamdan, Muhammad, & Aqeel, 2015). Each teacher monitors the understanding of the learners of the instructions, provides the guided instructions, and retains learners when necessary. The co-teachers rotate between the groups teaching different components of the instructions. | Advantages Creates room for more individualized attention to learners Teachers can have more control of the class and thus identifying undesirable behavior or the weaknesses of an individual student.
Disadvantages The model requires high collaboration and planning since the groups are taught separately. Teaching two separate groups which are mutually exclusive can prove futile for learners and teachers The two teachers have to be equally strong in the various fields to ensure that all the students receive the same quality of education. | Kinetics and visual demonstration
Guided and modeling practice Instruction
Monitoring of learners and adjusting instruction
Thematic Instructions | Teachers become competitive as they seek to deliver the same quality of education to learners
Greater learner-engagement
Greater learner-participation | Each of the co-teachers guides the instructions
All the co-teachers are responsible for delivering the instruction contents to the learners.
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| 5. Alternative Teaching | In the model, the students are divided into two groups. One group contains more learners than the other. One of the teachers co-teaches the smaller group while the other handles the larger group (Hamdan, Muhammad, & Aqeel, 2015). The smaller group is often handled outside the classroom. The instruction contents may be similar or different. | Advantages
Instructions are tailored to the individual needs of the learners, making it effective.
Any of the teachers can provide alternative support as the model is simple.
The model is effective for remediation.
Disadvantages
The division of the students may make learners feel stereotyped, especially the low-performing group.
It depends on effective communication between the teachers to identify the learners pulled out for a separate lesson.
Requires well-planned procedures detailing how to separate the learners. | Differentiated learning
Use of Clues and guidance
Self-Correction
Guided practice | Enhances reduced student to teacher ratio leading to effective instruction delivery
Every student receives specialized attention leading to increased learning capacity and outcome | Both Teachers are responsible for the groups they have taken.
Teachers ensure students learn at an accommodative pace.
The teacher handling the much weaker group ensures the group catches up with the other group |
| 6. Team Teaching | The team-teaching model involves a group of teachers purposefully and collaboratively teaching to assist the learners. The lessons are well planned (Keeley & Monica, 2014). There is no specific division of authority, as each teacher can take part in any of the instruction guide. The teachers freely inject information. | Advantages There is an increased level of interaction among teachers facilitating the continued acquisition of knowledge
Teachers appreciate the differences among them and model respect for the differences among them.
Problem-solving skills of the teachers increase, which in turn improve positive outcomes for learners.
Disadvantages Some teachers may be rigid and less explorative of the topics discussed. This attitude may lower the morale of other teachers.
Students may be opposed to the model especially if it does not accommodate a highly structured learning environment that creates room for repetition of instructions | Team Teaching
Collaborative Delivery of instructions
Instruction designing
Visual demonstration of instruction | Heightened problem-solving expertise among teachers
Collaboration among teachers facilitating the reduction of students to teacher ratio
Increased diversity
Proper classroom management | Teachers ensure a collaborative model tailored to meet the needs of learners
Planning of the lessons is done by all the teachers.
Each teacher takes part in co-teaching |
Para-educator Action Plan
Teaching Philosophy and Vision of Classroom
I believe that every student is unique and is gifted with something special that they can incorporate into their learning. Our role as teachers is to help the students identify their potential, become expressive, and appreciate their strengths in class as they work to eliminate their fears and weaknesses. We will present the students with a curriculum that will integrate the different learning styles presented by the students and design the content of the curriculum to fully meet the needs of the students.
Rules and Expectations
- The role of a paraeducator is to assist the teacher and the students in meeting the goals set within the teaching philosophy and vision statement. The students must always get the necessary attention they need to meet their needs. In this case, the students must always be directed professionally; however, frustrated you might feel about their progress. The expectation at the end of this process is that the need of each student is met.
- No one is in charge. However, you will take directions from me as we collaboratively work towards delivering the best results to the learners. I expect a collaborative and ethical work model that will enable us to tailor quality educational content to the learners. The expectation is that by the end of the program, we will have adequately prepared the learners for the next step in their education.
- There must be a high level of organization. I will assist you in developing a routine that you will follow through the weeks. During lesson hours, all the attention must be directed to the learners as interaction with other individuals other than the learners will not be tolerated.
Outline a collaboration model for the Para-educator that promotes the well-being of individuals with disabilities
Orienting the paraeducator to the learning system
The paraeducator will be oriented to make the paraeducator feel comfortable and welcome into the system. The orientation process will include:
- Introducing the paraeducator to the school administrators
- Familiarizing the paraeducator with the places where they will work
- Introducing them to the policies guiding absence
- Explaining to the paraeducator the appropriate dressing code
Model of Communication
The paraeducator will be provided with a model of communication to prepare them for emergencies and enlighten them on how to communicate with learners with special needs. The paraeducator will provide their contact information and the contact of the supervising and the class teacher provided to them. A meeting will be set after every week to evaluate the collaboration process and the degree to which the needs of learners are attended to. The paraeducator is expected to remain profession and avoid using labels when referring, talking to, or describing students. For instance, learners with disabilities will not be referred to as handicapped but instead as students with disabilities
Duties and Responsibilities
- Offering educational support to the class teacher and the learners
- Providing individual students with disabilities with assistance
- Modifying the learning materials to balance with the needs of the learners
- Collecting students’ learning information such as the progress of a learner
Confidentiality
The privacy of each learner has to be respected regardless of their status. Students’ information should never be discussed with other learners or teachers except with the supervising teacher and the administration. Information about students must not also be discussed in public places where other people can listen to. Any teacher seeking information on learners with disabilities beyond the scope you can share, such as family background, should be referred to the supervising teacher. Guardians and parents can only be provided with information about their children and not information on other students.
References
Hamdan, A. R., Muhammad, K., & Aqeel, K. (2015). Implementation of a co-teaching approach in an inclusive classroom: Overview of the challenges, readiness, and role of special education teacher. Asia Pacific Education Review.
Keeley, R., & Monica, B. R. (2014). Student and Teacher Perceptions of the Five Co-Teaching Models: A Pilot Study. Journal of the American Academy of Special Education Professionals, 149-184.
Mason, M. (2018). The benefits of station teaching.
Model Teaching. (2020). Station Teaching and Alternative Teaching: Two Effective Co-Teaching Instructional Models.