Reflexive and Reflective Model for Co-planning and Teaching with the Common Core

This session will discuss a model for co-planning and teaching that was developed by and has subsequently been taken up by urban secondary co-teachers. The model addresses local, state and the common core standards, while taking into account elements of differentiation and student specific goals outlined by the Individualized Education Plan. This session will provide an outline of the model and resources. As anyone who studies inclusive education can attest, an essential element of any successful co-teaching classroom is meaningful co-planning time. Nonetheless, research has shown that co-teachers are often either not afforded with common planning time or not trained on how to plan together, resulting in a co-teaching practice where services are conveniently dropped in and not fully integrated within the existing classroom and curriculum (Villa, Nevin & Thousand, 2006). Providing access to models that bridge the gap between research and daily praxis within co-planning and teaching are paramount to maintenance of successful inclusive services. This session will discuss a reflective and reflexive decision-making model for authentic co-planning and teaching that was developed by and has subsequently been taken up by urban secondary co-teachers. The model of co-planning and teaching, itself, addresses local, state and the common core standards, while taking into account differentiation that addresses student specific strengths and support needs, while attending to individual student goals. This session will provide an outline of the model and resources to support co-planning within today.

Jodi Burnash, Ann Daviau