Successfully Navigating Partnerships in Inclusive Teaching Settings
Below are a collection of tools and video clips designed to assist teachers and administrators in implementing inclusive teaching (co-teaching) practices for all students. Materials were created from the Successfully Navigating Partnerships in Inclusive Teaching Settings (SNPiITS) Grant. This project was funded through a two-year grant from the Ohio Dean’s Compact on Exceptional Children with the cooperation of Ohio University’s Patton College of Education.
Goal of the Dean's Impact
The goal of the Ohio Dean’s Compact on Exceptional Children is,
​
Improving the capacity of teacher education, educational leadership, and related services personnel preparation programs in Ohio to better prepare educators to effectively teach and support every child through collaborative inquiry, meaningful partnership, and collective action. https://ohiodeanscompact.org/ .
Description of Materials
SNPiITS tools consist of downloadable PDF assessments and rubrics designed to support teaching teams in inclusive teaching settings. In addition, videos demonstrate use of the relevant tools and inclusive teaching strategies. It should be noted that these materials and videos may not be applicable to all inclusive teaching environments and should be carefully reviewed by appropriate personnel prior to implementation and use.
All videos and materials are available for use by educators but may not be copied or distributed in any other manner.
Primary Contributors
Pamela Beam, Ph.D.
Write Idea Media Group
Dianne Gut, Ph.D.
Kayla Wood,
Student Assistant
Cindy Hartman, M.Ed.
Wellston Intermediate School
​
Year 1 Participants
Intervention Specialists: Amber Fenwick, Erin Gentry, Molly Blankenship, Patty Riggle, Kate Puckett, and general education teachers, Nancy Huston, 5th grade social studies, Jessica Fain, 5th grade science, Elizabeth Stevens, 5th grade ELA, Lori Exline, 5th grade ELA, Greg Justice, 5th grade math, and Angela Riegel, 5th grade math.
Year 2 Participants
Intervention Specialists: Amber Fenwick, Erin Gentry, Molly Blankenship, Patty Riggle, and general education teachers, Elizabeth Stevens, 5th grade ELA, Lori Exline, 5th grade ELA, Greg Justice, 5th grade math, and Angela Riegel, 5th grade math.
​
Wellston Middle School
​
Year 1 Participants
Intervention Specialists: Starla Chenault, Roaby Browning, Tad Lockard; and general education teachers: Pam Patterson, 7th grade ELA; Kim Bickley, 7th grade ELA; Belinda Dixon, 7th grade Math; Nick Watson, 7th grade Math; Michael Evans, 7th grade Social Studies; Chris Graham, 7th grade Science;
Year 2 Participants
Intervention Specialists: Roaby Browning, Pam Patterson; and general education teachers: Courtney White, 7th grade ELA Kim Bickley, 7th grade ELA; Belinda Dixon, 7th grade Math; Nick Watson, 7th grade Math.
SPECIAL THANKS TO
​
Karen Boch, Superintendent Wellston City Schools; Beth Duffy, Curriculum Director, Wellston City Schools; Brandi Cupp, Principal Wellston Middle School; Michelle Lanning, Principal Wellston Intermediate School; Chip Wood, Ohio University Patton College of Education; and Jennifer Martin, Ohio University Patton College of Education.
Tools & Accompanying Videos
Self-Assessment of Readiness Skills for Inclusive Teaching
This tool is designed to assist teachers self-evaluate their inclusive teaching skill set. Teachers should utilize this tool at the beginning of their work as inclusive teachers and can also use it periodically to monitor growth and progress. This tool can also be helpful in goal setting by a teaching team or at the individual building and district level. There is one video to accompany this tool.
In the accompanying video, Self-Assessment and Station Teaching, a seventh grade math teacher and intervention specialist demonstrate the use of the Self-Assessment Tool in their reflection after a co-taught math lesson. The inclusive teaching strategy spotlighted in this video is Station Teaching which is defined as an environment where various learning stations are created, and co-teachers provide individual support at the different stations.
Responses and solutions to barriers: Successfully navigating partnerships in inclusive teaching settings
In the Responses and Solutions to Barriers tool, authors generated a list of common barriers often experienced in inclusive teaching settings. Solutions were generated that districts might consider when addressing and overcoming these common barriers. There is one video to accompany this tool.
​
In the video, 7th Grade Math, One Teach-One Assist, a seventh grade math teacher and intervention specialist reflect upon their lesson, identifying barriers they encountered and solutions for addressing these barriers. The inclusive teaching strategy utilized in this video is One Teach-One Assist which is identified as a situation where one teacher assumes the major teaching responsibility and the other teacher offers individual support as needed.
AND
After some experience with co-teaching in an inclusive setting, it is important to examine each team’s effectiveness. The Collaborative Team Reflection Rubric and the accompanying Observation Protocol were developed to assist teaching teams in reviewing, reflecting, and evaluating their proficiency in all aspects of their inclusive teaching practices. The Observation Protocol serves as a companion piece to the Collaborative Team Reflection Rubric by providing more detailed description of the rubric elements. There are two videos to accompany these tools.
​
In the video, 7th Grade Language Arts, Co-Taught with the Co-Teaching Model, a 7th grade language arts teacher and intervention specialist spotlight Team Teaching, where both co-teachers fully share teaching responsibilities and are equally involved in leading instructional activities.
​
It is important to note that the two teachers featured in this video spent six years as general education teachers co-teaching in a language arts classroom before one moved to an intervention specialist position. As a result of their long-term teaming and the relationship that developed over time, this pair is very comfortable and skilled in Team Teaching.
In the accompanying video, 3rd Grade Math Station Teaching and Reflection, a math teacher and intervention specialist utilize the Collaborative Team Reflection Rubric to reflect upon the lesson taught and their individual strengths and weaknesses as co-teachers. The strategy utilized in this video is Station Teaching, which is defined as an environment where various learning stations are created, and co-teachers provide individual support at the different stations.