CTIME is a model that supports the acquisition of the knowledge and skills of co-teaching core competencies, which are then generalized into the classroom setting and sustained. Co-teachers are hone the co-teaching competencies to a mastery level, Teams learn how to use data and determine what they need to work on based on their own data. Microteaching allows them to practice and develop these essential skills.
Handbook used during trainings designed for co-teachers to walk them through the various aspects of creating and maintaining an effective co-teaching relationship.
Table of Contents includes: Developing the Philosophy of Inclusion, Clarifying Co-Teaching, Benefits and Barriers, Co-Teaching Approaches, Dynamic Team Building and Parity, Scheduling, Effective Communication Strategies, Co-Planning, Differentiating Instruction, Co-Assessing, and Additional Resources.
Murawski & Dieker, 2012
Learn how to implement co-teaching in your school! Leading the Co-Teaching Dance provides school leaders with the strategies, resources, best practices, techniques, and materials they need to establish and maintain successful co-teaching teams in their schools. The authors draw on both their experience and research to address the critical key factors: defining what co-teaching is and is not, understanding the menu of options and the benefits of co-teaching, keys to co-teaching and to leading co-teaching, developing a culture and structure to support co-teaching, and scheduling and planning strategies.
The book is divided into 4 parts: Dating, Engagement, Wedding and Marriage. Each of the 4 parts has a chapter titled "Matchmaker, Matchmaker: The role of the administrator." The book is easy to read, practical, research-based, and humorous. Every major aspect of co-teaching is addressed and directly related to the elementary classroom.
The book is divided into 4 parts: Dating, Engagement, Wedding and Marriage. Each of the 4 parts has a chapter titled "Matchmaker, Matchmaker: The role of the administrator." The book is easy to read, practical, research-based, and humorous. Every major aspect of co-teaching is addressed and directly related to the secondary classroom.
Murawski & Spencer, 2011
Teachers in both general and special education classrooms are being asked to collaborate to give all students access to the general education curriculum. The challenge is that teachers receive very little training in how to collaborate successfully.Collaborate, Communicate, and Differentiate! takes collaboration out of the abstract and applies it to daily tasks such as:
Planning and differentiating instruction
Communicating with families
Assessing students with diverse backgrounds and abilities
Coordinating with all staff members
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