Co-Teaching Professional Development Series

The mission of the JUSTICE Project Professional Development Series is to cultivate learning experiences that advance the instructional practices of teachers, teacher candidates, and college faculty, by improving and enhancing inclusive classroom practices for underserved students in urban schools.

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A Focus on Co-Teaching and Inclusive Classroom Practices:

The JUSTICE 2013-14 Professional Development series will focus on co-teaching  and promoting evidence based practices for effective teaching and assessment. Each session will offer educators opportunities to work together to learn how to utilize inclusive, collaborative practices to ensure academic success for all students. The online  JUSTICE Schoology Site, will be used to facilitate ongoing dialogue in discussion forums, house resources and materials, and provide ongoing news and updates to participants throughout the series.  In addition, during the first session all attendees will be invited to participate in a teacher inquiry group to examine teaching practices and enhance classroom instruction through the implement of a research study.  At the conclusion of the series, teacher inquiry group members will be encouraged to share their findings.

Goals of Series:

  • Increase the effectiveness of co-teaching practices in inclusive classrooms by providing a framework of topics that explore and address essential components of co-teaching.
  • Provide professional development that is aligned with evidence-based practices and UDL principles.
  • Examine research to identify and implement practical, evidence-based practices in inclusive classroom environments that benefit all learners. 

Target Audience: General and Special Education Teachers working in inclusive settings

Registration: No fee to attend, but registration is required (see the link above to register).

Time: All sessions 4:00 pm-6:30 pm

Location: Canisius College in the Richard E Winter Student Center


Thursday, November 21, 2013
Student Center-Regis South
4:00 pm-6:30 pm

Integrated Co-Teaching: Roles and Responsibilities of the Co-teacher in Implementing and Planning for Instruction

Presenters- Kim Curtin, Director of Special Education, Buffalo PS Maria Cruz-Torres, former Director of Special Education, Buffalo

This session will provide an overview of the co-teaching models as well as examine the roles and responsibilities of the co-teacher in implementing and planning for instruction in each model.  Participants will see how co-teaching aligns to the Common Core Learning Standards by making the general education curriculum accessible to all students.  Implementing effective co-teaching practices aligned with the CCLS will ensure students are being educated to be college and career ready.

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Thursday, January 30, 2014
Student Center-Grupp Fireside Lounge
4:00 pm-6:30 pm

Improving Academic and Behavioral Outcomes in Inclusive Classrooms

Presenter- Dr. Larry Maheady, Horace Mann Endowed Chair in Exceptional Education at Buffalo State College

 This session will report on four instructional and behavioral interventions and the effect of each on student performance. Participants will learn about single subject research designs, including how to implement a research-based intervention to assess its effectiveness on student performance. Participants will be given opportunities to examine their own practice and the instructional and behavior interventions being used in their classrooms to promote student learning.

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Thursday, February 27, 2014
Student Center-Regis South
4:00 pm-6:30 pm

Co-teaching Discussion Panel: How to Put Theory into Practice

Presenters-Co-teachers and administrators from area schools

A discussion panel composed of co-teachers who demonstrate effective best practices in their classrooms and district administrators who support the co-teaching model in their schools, will share their expertise. Participants will be given opportunities to address the panel and ask questions. Topics for the discussion may include collaborating, teamwork, assessment and planning, differentiation strategies, grouping strategies, and APPR in the co-teaching model.  Prior to the session, teachers will be asked to submit a survey that will provide the panel with additional questions and topics to address.

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Thursday, March 20, 2014
Student Center-Grupp Fireside Lounge
4:00 pm-6:30 pm

Communicating and Cooperating for Success in the Inclusive Classroom

Presenter-Dr. Rosanne Hartman, Professor and Graduate Director of Communication & Leadership Program at Canisius College

Co-teaching requires careful planning to create a successful learning environment. Educators need to communicate shared expectations and strategies for implementing and maintaining the co-teaching process. This workshop will engage educators in seeking ways to develop cooperative communication strategies. The discussion will focus on how to create and communicate shared expectations in the co-teaching context to solve small problems before they become big problems.

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Thursday, April 24, 2014
Student Center-Regis South
4:00 pm-6:30 pm

Inclusive Classroom Assessments: Collecting Evidence to Enhance and Document Your Teaching Effectiveness and Your Students’ Learning

Presenter- Dr. Spencer Salend, Professor in the Special Education Program at SUNY New Paltz

Consistent with research on effective instruction, this presentation describes and presents examples of a range of valid and accessible classroom assessments that educators have employed in inclusive classrooms to collect data to guide their teaching and support the educational performance of their students. These inclusive assessments allow educators to be effective and reflective practitioners who collect evidence to examine and document the efficacy of their instructional practices as they relate to students learning, and continually ask themselves, “What, how, when, where, and why do I do what I do?”

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Thursday, May 22, 2014
Student Center-Regis South
4:00 pm-6:30 pm

A Showcase of Teacher Inquiry and Research from Everyday Practice

Presenters-Facilitated by JUSTICE Project faculty

During the final session, teachers who are members of the teacher inquiry group, will be invited to present their study to the group. A roundtable discussion will explore the interventions used, what was effective, how progress was monitored and what the next steps will be.  Each participant will receive a compilation of the strategies to take back to the classroom to use.  At the end of the series, teacher inquiry group members will have an artifact to add to their APPR portfolio and they will receive a certificate of distinction from the JUSTICE Project. 

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