Leah Wesley

SPED 854: M5 Reflecting on Co-Teaching Concepts: The Broken Arm Case

Study
University of Kansas
July 9, 2015

1. List what you learned about each of the characters in the case. What do you
think is motivating the thoughts and actions of each of the characters?

Jim OHara is a student at Crossroads High School who is in the co-taught

English class of Helen and Mary. Jim has language learning delays and auditory
processing deficits. Due to support throughout school, Jim has kept up with his
classmates. He begins to struggle in Marys English class, however, because he
is expected to remember the exact spelling of twelve words a week; this proves
to be something that Jim simply cannot do without modification, and he fails each
test. The results of the test are posted for the whole class to see. Jim begins to
miss class, presumably from feeling embarrassed and like a failure.

Mary King has taught at CHS for five years, out of the fifteen years she has been
teaching. Mary is soft-spoken and sensitive, who creates a safe place for
students and is admired for her collaboration and tranquility. Mary ends up coteaching with Helen. Mary approaches Helen to plan and discuss roles, to which
Helen responds that she has it all figured out, and Mary will be there as a support
for those students who need it, which Mary accepts. The school year begins and
soon Mary notices that Jim is struggling with the spelling work. Since the spelling
tests are so heavily weighted, Mary begins to worry that Jim will not pass the
class which will hurt his chances of graduating and his goal of going to college.
Mary is a person who genuinely cares about the success of her students and

understands that different learners have different needs in accessing that

learning. When Mary approaches Helen about modifying the spelling work for
Jim, she is met with unwillingness on Helens part to change anything. Mary is
unsure of how to further address the issue with Helen. Mary is primarily
motivated by her relationships with students and supporting students in their
academic success, which causes her to think that something should be done to
change Jims situation in Helens class, and causes her to investigate his records
and success in other classes, as well as do what she can to communicate with
Helen

Helen Williams is a new teacher at CHS. She is assigned to co-teach an English

class with Mary. Helen is known for having high standards and essentially
accepting nothing but the best work from student. Helen knows exactly how she
wants the English class to go, and she has not had experience co-teaching, and
so she tells Mary that she expects that she (Helen) will be leading the class and
Mary can support those who need it. When classes begin and Mary approaches
Helen about the possibility of Jim needing modifications in order to succeed,
Helen responds that it is not in Jims best interest, since he will then never be
able to spell, which is an essential skill. Helen is motivated by maintaining high
standards for all students, which she understands to be the way to lead them all
to success. She does not want to be partial to any students and thinks that
modifications are equivalent to lowering expectations, which is why her response

to Mary was that nothing could be done to help Jim except to master the spelling
tests.

2. What are the issues and problems in the case? Discuss the common
problems and issues faced in co-teaching.
What steps are required to establish successful co-teaching relationships?

The issues and problems in the case are that Jim is struggling to succeed with
the spelling tests in Helens class, which are heavily weighted. Another issue is
that, when Mary notices this and the fact that it will impact Jims chances of
graduating and going to college, she approaches Helen about it, but Helen
responds matter-of-factly that nothing can or should be done, and so Mary
accepts this and tries to think of another way to change the situation. Mary and
Helen have very different personalities, teaching styles, and outlooks on student
needs, which causes their communication to be poor.

Some common problems and issues faced in co-teaching are that they are like
arranged marriages, in that the teachers often do not choose who they are going
to co-teach with. Once the teachers find out whom they will be working with, it is
rare that they have time to plan how they will go about co-teaching. This causes
a lot of assumptions and miscommunications. The teachers often have different
ways of doing things, and without the time to plan, these differences can cause
friction.

Some steps that are required to establish successful co-teaching relationships

include ensuring that the situation is working for students, having time to
communicate and collaborate, establish rapport in relationships between
teachers, and linking with other professionals.

3. When is it appropriate to make instructional accommodations?

Modifications? Discuss techniques for modifying instructional methods and
materials. What instructional accommodations and modifications in spelling
did Mary make for Jim? Were they effective? Why or why not?

It is appropriate to make instructional accommodations and/or modifications

when a student demonstrates inability to access learning in the way in which it is
being presented. If the student is able to access the learning when it is presented
in a different way, then the accommodation or modification is appropriate.

Some techniques for modifying instructional methods and materials include

changing the sensory way in which the work is presented, taking into account
any sensory strengths or weaknesses of individual students. Another technique
is to give the students options of how they would like to complete work, based on
individual needs. If it is observed that a student is struggling to complete an
assignment in a certain fashion, but has demonstrated success in some other
fashion, it is the teachers responsibility to respond to that.

Mary introduced Jim to smaller groups of words after she noticed that he was
struggling. She reduced the number of words a second time. Mary also had Jim
write the words repeatedly and helped him study with flash cards. These
modifications were not effective because Jims disability does not allow him to
remember the order of the letters precisely.

4. Discuss the importance and benefits of communication and collaboration

that promote interaction with students, parents, and school and community
personnel.

The benefits of communication and collaboration are that they enable teachers
and other school professionals to better do their jobs. When all school staff are
on the same page, the care and instruction that the students receive is of higher
quality than it ever could be when staff work in isolation from their colleagues.
This also means that teachers have better interactions with students, parents,
and obviously school personnel, as well as community members.