Teaching for Results by Jennings Matthew J.;

Author:Jennings, Matthew J.; [Jennings, Matthew J.]
Language: eng
Format: epub
Publisher: R&L Education
Published: 2012-08-15T00:00:00+00:00

chapter 5

Instructional Planning and Preparation

High-quality instructional planning is a prerequisite to effective collaborative teaching. When the teachers assigned to instruct collaboratively do not plan together in a substantial manner, a lack of parity is destined to occur. Without clear understanding of the learning objectives, teaching strategies, and assessment methods, the special services provider usually ends up in the role of floating and supporting students. This role could be easily filled for less money by a classroom aide.

The biggest barrier to collaborative planning is time. Regular common planning time is ideal and serves as a symbolic indicator of administrative support. However, making this model work successfully frequently requires more time than can be provided by the school district during the normal teacher work day. Often this is the case during the first year of two teachers working together regardless of how much common planning time they are given.

When common planning periods cannot be assigned, creative options must be considered. Each of the following options requires a degree of administrative support.

Substitute coverage—two substitute teachers are assigned to rotate through the school day on a schedule that provides coverage for the collaborative teachers. During this covered class time, the teachers can meet to create instructional plans.

Faculty meetings—if a meeting does not require their presence, collaborative teaching teams may be dismissed to create common instructional plans.

School assemblies—if a particular assembly does not require the presence of all of the teachers then co-teaching teams may be dismissed to create plans.

E-mail—teachers can work from separate locations to complete the appropriate sections of a joint lesson plan.

Common Plan Book—teachers share one plan book. One of the teachers completes his or her section of the plan and then provides it via a staff mailbox for the other to review and finalize.

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