Week 1 Co-Planning
"If you are not co-planning, you're not co-teaching!"
What is Co-Planning??
This is a template you may use to co-plan, it is also acceptable to code the lesson plans that you already are creating.
Before, During, and After Co-Planning
- Decide what lesson(s) you will use your hour of planning time for.
- Who will lead the planning time or will parts be shared? Usually the cooperating teacher will lead in the beginning of the semester and the teacher candidate will take over as the semester progresses.
- Decide the materials that you will need and don’t take on too much.
- Bring ideas for modifications and accommodations.
- Bring ideas for enrichment activities.
- When the teacher candidate is ready to take over a subject/or period, let him/her know ahead of time that they will be leading the planning time for that lesson. They should preview what they will be teaching and come to the planning time prepared with ideas and lessons where co-teaching could occur.
- Spend a few minutes communicating about questions or issues.
- Share what will be co-taught and ideas from curriculum.
- When will you co-teach? When will each of you teach solo?
- What co-teaching strategies will best meet the needs of the students?
- Eventually, try to incorporate all of the co-teaching strategies.
- Discuss a variety of assessment strategies.
- What do each of you need to do when you leave the planning session (tasks, gathering resources, copying, etc)?
- What, if any, changes do you need to make to the layout or organization of the classroom.
- Lesson plans are written by the Teacher Candidate or the Cooperating Teacher or in conjunction.
Highlight TPE of the Week - TPE 2 - Monitoring Student Learning During Instruction
Candidates should use progress monitoring at key points during instruction to determine whether students are progressing adequately toward achieving the desired learning goal.
Candidates should pace instruction and re-teach content based on evidence gathered, using assessment strategies such as questioning students and examining student work and products. Candidates should anticipate, check for, and address common student misconceptions and misunderstandings.