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This practitioner's guide to building quality collaborative relationships through critical conversations explores three co-teaching models and how co-teaching fits within school-improvement initiatives. In Critical Conversations in Co-Teaching, the authors describe four sets of proven protocols that foster dramatic improvements in the way educators communicate with their colleagues for the benefit of student learning.
These protocols fit into three categories--nonnegotiable conversations (recommended for all partners), special occasion protocols (to use in specific situations), and 'in a perfect world' protocols (to use as enrichment activities to extend learning). Designed to enhance shared practice using a simple structure and process of talking together, the framework can create profound differences in the way teachers work together, in the outcomes they can expect from their students, and in their feelings of connectedness to their profession.
The framework leads readers to intentionally focus on building adult relationships and targeting students in more meaningful ways. Authentic conversations from real teachers bring the framework to life. Many teachers who have used the framework report that the process re-energized them and reminded them of why they became educators in the first place.
* Follow step-by-step instructions for the activities and conversations within the framework, along with reproducible materials available online.
* Apply the critical conversations matrix to particular activities within the framework, based on the focus questions and anticipated outcomes.
* Align efforts with several school-improvement initiatives, including response to intervention, professional learning communities, differentiated instruction, and universal design for learning.
* Ensure that all professionals involved are sharing their knowledge, skills, and talents to benefit all students.
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Carrie Chapman, PhD, is an assistant professor of education at Minnesota State University, Mankato, where she is also the co-teaching coordinator for the College of Education. After serving as a public school educator and coach for twelve years, she earned her doctoral degree from Indiana University in curriculum and instruction with an emphasis in special education. She then worked as a faculty member at IU and as a research associate in the Center on Education and Lifelong Learning at the Indiana Institute on Disability and Community located at Indiana University. Dr. Chapman s primary area of expertise is in the development of co-teaching, collaboration, and consultation strategies with educators who are focused on improving the teaching-learning process for all students. She has worked side by side with diverse educator groups in public and private schools throughout the Midwest who are committed to helping each student, regardless of his or her circumstances, develop and learn as effectively and efficiently as possible. Although Dr. Chapman has enjoyed a great deal of success as a grant writer, author, and preƒsenter, she is most at home in the local schools working with teachers, student teachers, and students.
Cate Hart Hyatt, MS, has spent more than thirty years as an educator, preschool through graduate school. She currently delivers a variety of effective professional development strategies, trainings, graduate courses, and onsite coaching as a collaborative team member at the Center on Education and Lifelong Learning (CELL), Indiana Institute on Disability and Community, Indiana University. She shares CELL s mission to work with schools and communities to welcome, include, educate, and support all learners while providing quality professional development to increase organizational and individual capacity in K 12 schools.
In addition, Cate led Indiana s efforts in VETS: Voicing Experiences through Service. VETS was funded with a $1.3 million grant from the Corporation for National and Community Service in partnership with colleagues in Maryland and Vermont to expand service opportunities as part of transition planning for youth with disabilities (ages 14 21) and increase their participation in service, specifically through the gathering of oral histories for the National Veteran s History Project. She is currently contracted by the Indiana Department of Education to provide technical assistance for Learn and Serve Indiana school districts. In addition, she regularly teaches a service learning course for Indiana University students.Review:
The authors present current co-teaching practices using conversation protocols that enhance the collaborative experience. The examples, activities, and prompts are helpful tools for educators to build co-teaching models benefitting a wide range of students. --Barbara E. Baditoi, EdD, Educational Consultant Adjunct Professor, Author When Behavior Makes Learning Hard: Positive Steps for Changing Student Behavior and What School Counselors Need to Know about Special Education and Students With Disabilities
Chapman and Hart Hyatt have captured the essence of the effective co-teaching relationship for both new co-teachers and long-established partners. Meaningful, productive conversation is at the heart of effective practice. They use their wealth of experience to remind us of the role that honest, open dialog has in making magic happen in the classroom. Their use of personal stories tells us that they have lived these experiences, and more importantly, that when teachers come together in a committed, focused partnership, synergistic, wonderful things can happen for kids. --Patricia Kohler-Evans, EdD, Associate Professor of Early Childhood and Special Education, University of Central Arkansas
Critical Conversations in Co-Teaching: A Problem-Solving Approach by Carrie Chapman and Cate Hart Hyatt provides essential information about how to maximize the effectiveness of co-teaching models. This no-nonsense, practitioner-focused book clearly illustrates the nuts and bolts of rigorous, research-based processes. Chapters begin with motivating questions that encourage the reader to examine prior knowledge and prompt an appetite for further investigation. This is a must read for special educators, general educators, and those who supervise them. While the focus is on teacher effectiveness, the beneficiaries of the information in this well-developed book are the students whose teachers took the time to read, reflect, and apply the wealth of knowledge found between its covers. --Sylvia Rockwell, Tactical Teaching, Inc.
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