Introduction In A Co-teaching Model: Committed Professionals, High Expectations, and the Inclusive Classroom; Karen Wise Lindman and Kathleen Magiera discuss how they co-taught in the classroom. Their teaching practice was done with a student who had a cochlear implant name, Jeffery. After two years of having his implant and a sign language interpreter; Jeffery showed signs of still having limited language skills. In order to help him get to his fullest potential, a few dedicated professionals decide to make it a team effort. Using the Magiera- Simmons Quality Indicator Model of Co-Teaching. The professional learned how to communicate, respect, and have expectations to each other and Jeffery.
Summary
When Jeffery started the first …show more content…
This would involve the professionals identifying and sharing an understanding of what co-teaching means. During the second stage of professional development, the team recognized the importance of receiving training in co-teaching delivery. The general education teacher and the related serves providers needed to establish a common vocabulary and consistent idea for what co-teaching means. Since this team had no training there was a lot of trial and error in figuring out what worked best. During stage three the team set standards determining what was important for the student to learn. Standard would evolve as the year progressed, however, they were sure to prioritize Jeffery 's inclusion in the general education curriculum and his acceptance of peers. Stage four center around Reflection, the team would clarify roles and reinforce learning. They needed to take the time to ask questions and compare strategies while they worked together, This why weekly meeting was very critical, helping them reflect on the week 's progress. Stage five was about external observation from an outside partner. This partner could be an individual, agency, or instructional tool that helps balance self-study and reflection in identifying strengths and concerns about how the team is functioning. The last stage was assessing the students achievement with the program. Each quarter Jeffery would be assessed to see …show more content…
Proper communication skills between each other, for them team meetings were essential. They allowed them to reflect and get on the same page. Professional respect for each team member. Learning how important it was to work together in order to help the student. Listening and considering everyone ideas on goals for Jeffery. They also learn to have high expectation 's for the student. To care that Jeffery was able to reach his full potential and beyond. By using this method Jeffery earned high grades and made many friends, his parents, and the administrators were
Summary
When Jeffery started the first …show more content…
This would involve the professionals identifying and sharing an understanding of what co-teaching means. During the second stage of professional development, the team recognized the importance of receiving training in co-teaching delivery. The general education teacher and the related serves providers needed to establish a common vocabulary and consistent idea for what co-teaching means. Since this team had no training there was a lot of trial and error in figuring out what worked best. During stage three the team set standards determining what was important for the student to learn. Standard would evolve as the year progressed, however, they were sure to prioritize Jeffery 's inclusion in the general education curriculum and his acceptance of peers. Stage four center around Reflection, the team would clarify roles and reinforce learning. They needed to take the time to ask questions and compare strategies while they worked together, This why weekly meeting was very critical, helping them reflect on the week 's progress. Stage five was about external observation from an outside partner. This partner could be an individual, agency, or instructional tool that helps balance self-study and reflection in identifying strengths and concerns about how the team is functioning. The last stage was assessing the students achievement with the program. Each quarter Jeffery would be assessed to see …show more content…
Proper communication skills between each other, for them team meetings were essential. They allowed them to reflect and get on the same page. Professional respect for each team member. Learning how important it was to work together in order to help the student. Listening and considering everyone ideas on goals for Jeffery. They also learn to have high expectation 's for the student. To care that Jeffery was able to reach his full potential and beyond. By using this method Jeffery earned high grades and made many friends, his parents, and the administrators were