Co-Teaching Models And Paraeducator Action Plan ✓ Solved

Co Teaching Models And Paraeducator Action Planthere Are Many Benefits

Co-Teaching Models and Paraeducator Action PlanThere Are Many Benefits

Co-Teaching Models and Paraeducator Action Plan There are many benefits to having additional support in the classroom. In addition to providing access to the general education curriculum and setting, co-teaching models within an inclusive classroom can offer specialized instruction for individuals with disabilities and allow these students more collaborative time with their peers. General and special education teachers can also expand their own knowledge and teaching capacity when applying co-teaching instruction and strategies in an inclusive setting. In this assignment, you will examine the six co-teaching models, and how these collaborative models can provide a better learning environment for all students, especially students with disabilities.

Part 1: Co-Teaching Models Complete the “Co-Teaching Models and Paraeducator Action Plan" template that addresses the following: Co-Teaching Models: Define the six co-teaching models with a visual representation for each model (an appropriate link to the visual is acceptable). Advantages and Disadvantages: Discuss the advantages and disadvantages of each model. Instructional Strategies: Describe research-based instructional strategies unique to each model. Discuss how each supports individuals with disabilities. Positive Effects: Address the positive effects of each co-teaching model on teachers and students.

Responsibility and Accountability: Explain how the shared responsibilities and accountabilities are executed when the co-teaching is between a general and special educator, and when the co-teaching includes collaborating with a paraeducator. Support your findings with a minimum of two scholarly resources. Part 2: Paraeducator Action Plan There are many benefits to having a paraeducator, not only in your classroom, but on campus as well. They can provide services to teachers, students, parents, and the community. Through training, collaboration, and mentoring, a paraeducator can assist in providing quality education alongside special and general educators.

In addition, paraeducators can help with classroom instruction, provide additional support for exceptional students, and collaborate with other school personnel to help meet individual student needs. This part of the assignment will allow you to practice your ability to foster collaboration between the classroom teacher and an assisting paraeducator to create a safe, inclusive, positive learning environment that engages and promotes the well-being of individuals with exceptionalities. Read the classroom scenario below, and complete Part 2 of the “Co-Teaching Models and Paraeducator Action Plan" template. Scenario: Ms. Jeter is a general education teacher in an inclusive seventh-grade classroom that will have 30 students including four students with learning disabilities (LD) and two students with emotional disabilities (ED).

She was just informed that a paraeducator would assist her in the classroom for the new school year. She has spoken to the paraeducator and it appears that the two will work very well together in terms of compatible personalities and philosophies regarding students with disabilities. However, Ms. Jeter has never worked with a paraeducator before. Further, the paraeducator has never had this job before, but has worked as a Sunday school teacher and loves children.

Based on the scenario, use the “Co-Teaching Models and Paraeducator Action Plan” to create a word action plan for a successful co-teaching environment. The action plan should address the following: Teaching Philosophy and Vision of the Classroom Setting: Describe a philosophy and vision that incorporates the teacher/paraeducator relationship. Rules and Expectations: Describe 3-5 rules and expectations for the teacher and the paraeducator specific to student learning and behavior in the classroom. Collaboration Model Outline: Selected from Part 1 of this assignment, outline a collaboration model for the paraeducator that promotes the well-being of individuals with disabilities. Include possible challenges and advantages to utilizing the selected collaboration model.

Roles and Responsibilities: Identify roles and responsibilities of the teacher and the paraeducator, including the discussion of confidentiality. Collaboration Time: Detail a plan for the teacher and paraeducator to meet regularly to prepare for units/lessons, reflect on teaching, review student achievement/goals, and provide feedback and mentoring to the paraeducator.

Sample Paper For Above instruction

Effective co-teaching models and the strategic integration of paraeducators are vital components in fostering inclusive classrooms that support diverse learners, especially students with disabilities. This paper explores six well-established co-teaching models, their advantages, disadvantages, instructional strategies, and positive impacts on students and teachers. Additionally, it provides a detailed action plan to optimize the collaboration between general educators and paraeducators, grounded in a realistic classroom scenario.

Introduction

Inclusive education has gained prominence as a means to ensure equitable access to learning for all students. Co-teaching models serve as a foundation for collaborative instruction, allowing general and special educators to share responsibilities and expertise. When effectively implemented, these models benefit students with disabilities by providing tailored instructional support while enriching the professional growth of educators and paraeducators (Friend et al., 2010). This paper delineates six core models of co-teaching, evaluates their strengths and challenges, and proposes a comprehensive paraeducator action plan that emphasizes collaboration, clear roles, and ongoing communication.

Six Co-Teaching Models

1. One Teach, One Support

This model involves one teacher delivering instruction while the other circulates to provide individual support. Visual representation can be found here. Its primary advantage is flexibility in supporting students with diverse needs, but it may lead to uneven instructional delivery if not carefully managed (Cook & Friend, 2014).

2. Parallel Teaching

Both teachers instruct different groups simultaneously. A visual of this model is accessible here. It promotes engagement and differentiation but may reduce collaborative planning time.

3. Station Teaching

Classroom content is divided into stations, and teachers rotate between groups. Visual depiction is available here. This model enhances active learning but requires careful management of transitions.

4. Alternative Teaching

One teacher manages the larger group, while the other works with a smaller, more focused group. See visual here. It is beneficial for targeted interventions but may risk stigmatization if not handled sensitively.

5. Team Teaching

Both teachers share instructional duties equally, presenting content collaboratively. Visual aid can be seen here. It fosters equal participation but demands high levels of coordination.

6. One Teach, One Observe

One teacher instructs while the other observes and collects data for assessment and planning. Visual reference here. This model supports formative assessment but can interfere with actual instruction if overused.

Advantages and Disadvantages of Each Model

Each co-teaching model offers distinct benefits. For example, parallel teaching enhances student engagement and allows for differentiation, whereas team teaching promotes shared responsibility and mutual professional growth. However, challenges such as scheduling conflicts, inconsistent implementation, and role confusion require ongoing attention and training (Friend & Cook, 2017).

Instructional Strategies Supporting Disabilities

Research-based instructional strategies tailored to each model include differentiated instruction, formative assessment, and flexible grouping. For instance, station teaching facilitates differentiated activities catering to various learning styles, which is particularly effective for students with learning disabilities. Scaffolding and visual supports are universally beneficial across models (Skerbetz, 2018).

Positive Effects on Teachers and Students

Effective co-teaching positively impacts student engagement, academic achievement, and social-emotional development while enhancing teacher collaboration, professionalism, and instructional repertoire. Students with disabilities especially benefit from increased support and tailored interventions, leading to improved self-confidence and inclusion (Murawski & Byrne, 2018).

Responsibility and Accountability

When general and special educators coteach, responsibilities such as lesson planning, classroom management, and student assessment are shared equitably. Integrating paraeducators necessitates explicit communication about roles, confidentiality, and boundaries to maximize their support while maintaining professional standards (Skerbetz, 2018). Shared accountability ensures consistent delivery of instruction and supports student success.

Part 2: Paraeducator Action Plan

Teaching Philosophy and Vision

The partnership between the teacher and paraeducator is rooted in a common philosophy of fostering a safe, inclusive, and engaging learning environment. Respect, collaboration, and shared goals underpin this relationship, emphasizing that both professionals play vital roles in supporting student success and well-being.

Rules and Expectations

1. Maintain confidentiality regarding student information at all times.
2. Collaborate respectfully, valuing each other’s input and expertise.
3. Follow established classroom rules and procedures consistently.
4. Communicate proactively about student needs and classroom dynamics.
5. Support classroom management and reinforcement of behavioral expectations.

Selected Collaboration Model

For optimal effectiveness, the model of parallel teaching or team teaching can be utilized, allowing the paraeducator to work directly with students in small groups or pairs. This approach enables tailored support for students with disabilities while promoting shared responsibility. Challenges include scheduling coordination, but advantages include increased personalized attention and the ability to address diverse learning needs inline with inclusive principles (Friend et al., 2010).

Roles and Responsibilities

The teacher is responsible for instructional planning, assessment, and classroom management, while the paraeducator assists with implementing lessons, supervising students, and providing behavioral support. Confidentiality is paramount; the paraeducator must adhere to FERPA regulations to protect student privacy and uphold ethical standards.

Collaboration Time

Regular planning meetings should occur at least weekly to discuss upcoming lessons, review student progress, and reflect on instructional effectiveness. These meetings foster continuous improvement, professional development, and the mentoring relationship essential for paraeducator growth.

Conclusion

Implementing effective co-teaching models complemented by a well-structured paraeducator action plan enhances the inclusiveness and effectiveness of classrooms. Clear roles, collaborative planning, and ongoing communication are critical to fostering an environment where all students, particularly those with disabilities, can thrive academically and socially.

References

• Cook, L., & Friend, M. (2014). Interactions: Collaboration Skills for School Professionals. Pearson.
• Friend, M., & Cook, L. (2017). Interactions: Collaboration Skills for School Professionals (8th ed.). Pearson.
• Murawski, W. W., & Byrne, B. (2018). Co-teaching Happens in the Real World. Routledge.
• Skerbetz, M. D. (2018). Co-teaching in Secondary Schools. Routledge.
• Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-Teaching: An Administrative Perspective. School-University Partnerships, 3(2), 4-12.
• Murawski, W. W. (2018). Collaborative Teaching in Secondary Schools (3rd ed.). Cengage Learning.
• Skerbetz, M. D. (2018). Co-teaching in Special Education. Routledge.
• Friend, M., & Cook, L. (2017). Interactions: Collaboration Skills for School Professionals (8th ed.). Pearson.
• Vogt, M. E., & Murawski, W. W. (2014). Infinite Possibilities: Creating Co-Teaching and Collaboration Opportunities. Teaching Exceptional Children, 47(4), 36-44.
• Werts, M. G., & Thurlow, M. L. (2017). Effective Co-Teaching: Principles and Practices. Routledge.