Instructional Design Document:

Executive Summary

The "Effective Co-Teaching in the Virtual School Classroom (Grades 4-12)" course is a comprehensive, self-paced, asynchronous course designed for general and special education teachers who teach grades 4-12 in fully virtual environments. The course is tailored to educators at a specific virtual school in Washington D.C. and aims to address learning gaps in remote co-teaching practices.

The course consists of four modules, with a suggested pacing of one module per week. It begins with an introduction to co-teaching, moves into exploring various co-teaching models, discusses building strong partnerships with co-teachers, and concludes with leveraging technology to differentiate instruction for diverse learners. Participants will create a robust co-teaching plan by the end of the course, which will set them up for success in their co-taught classrooms throughout the school year.

Throughout the course, participants will engage in various activities, including readings, quizzes, watching videos, analyzing case studies, having discussions, and creating classroom materials, designed to help them understand and apply co-teaching strategies in their virtual classrooms. The learning objectives of the course include analyzing and comparing different co-teaching models, evaluating and developing co-teaching relationships, and using online tools to create differentiated instructional materials and use varied instructional strategies to meet the needs of all learners.

The course design utilizes the Dick and Carey model, emphasizing the analysis of learner needs and prioritizing the design aspects of the course over the course implementation. Andragogy and behaviorism serve as the predominant learning theories, ensuring that adult learners are engaged, self-directed, and able to apply their learning to real-world contexts with frequent and consistent feedback.

For future iterations, the course may be tailored to cater to other virtual schools and their specific needs. Considerations should be given to the continuous integration of emerging technologies and instructional strategies, as well as the incorporation of participant feedback to improve the course structure and content. Ultimately, this course aims to provide a supportive and equitable learning environment for all students in the virtual classroom setting, fostering effective co-teaching partnerships among educators.

Type of Course

This course “Effective Co-Teaching in the Virtual School Classroom (Grades 4-12)” is designed for both general education and special education teachers who instruct in a fully virtual environment for students in grades 4-12.

This course can be offered as an onboarding course at the beginning of a school year for teachers who will be in a co-taught classroom. In order for this course to be most effective, both the general education and special education teacher should take the course together. There will be opportunities for teachers to collaborate with their co-teacher throughout the course.

The course is an online self-paced, asynchronous course that consists of four modules. The modules can be completed at any pace; however, one module per week is a suggested pacing.

Target Audience and Learner Profile

The audience of this course is for virtual teachers who teach in a fully virtual setting. They will teach any grade between grades 4-12. The audience will consist of both general education and special education teachers. The teachers will vary in their teaching experience and background with co-teaching. This course will be implemented at a specific virtual school whose students live in Washington D.C. for its first iteration. In the future, this course may be catered towards other virtual schools and their needs.

Here are some of the considerations about the learners at the virtual school where it will be first implemented:

  • Some of the learners will be new to co-teaching while others will have some background in and preconceptions about co-teaching.

  • Many of the teachers are familiar with only one model of co-teaching where the general education teacher carries out the instruction and the special education teacher assists students.

  • Learners have different attitudes towards co-teaching. Some of them like it, while others dislike it because they prefer a self-contained class or resource classroom model.

  • The general and special education teachers mainly teach math and reading.

  • Some of the general education teachers indicate that they feel uncomfortable managing co-teaching relationships because they do not want to come across as the manager or supervisor of their co-teacher. They have expressed that they want tools to learn how to build a co-teaching relationship that is collaborative instead of directive.

  • Both general and special education teachers indicate that they often do not have enough time to plan with or collaborate with their co-teacher and that they feel spread thin in terms of their time.

  • The learners will bring in their own perceptions about what the role of each teacher should be in a co-taught classroom. Some of the learners will believe that every co-taught classroom should look the same or that the general education should only work with general education students and the special education teacher with only the students with IEPs.

  • Some of the learners prefer working independently and others prefer collaboration. This course takes this into account by providing learners options throughout the course.

  • This group of learners has mixed levels of comfort with technology and varied interest in implementing new technologies in their classrooms.

Learning Gap Projection

Many teachers shifted to remote instruction in March 2020 out of necessity versus desire. Much of the content written about co-teaching in virtual classroom is from 2020 and served as quick guidance to pivot to remote co-teaching during a pandemic. However, some schools are continuing remote instruction permanently and would benefit from more formal instruction on how to set up a co-teaching relationship and create a well-run, equitable co-taught classroom. This course is designed for schools that continue to be remote beyond the COVID-19 pandemic. Many teachers in these schools have taught in-person in co-taught classrooms or taught in classrooms in the remote classroom without training on how to adjust instruction for a new instructional setting. This course takes lessons learned and research in remote instruction to create a learning experience that supports permanent virtual teachers with building effective co-taught classrooms online.

Here are some of the learner gaps that this course will address:

  • Learners may be familiar with only one or possibly two models of co-teaching (generally one teach, one observe/assist). They are unfamiliar with other models or do not know how to flexibly use different models to fit different learning objectives.

  • Learners may not know how to establish a relationship with a co-teacher at the beginning of the year where they lay out roles, responsibilities, and a common understanding of the classroom culture that they would like to create. This learning gap has caused some learners to have negative perceptions about co-teaching because they do not see parity or equity in their co-taught classrooms.

  • Learners may feel unsure about how to provide differentiation for students in the virtual space. They might not know how to leverage the different tools available to them as a remote instructor, which could provide powerful differentiation for all students.

  • Learners might not know how to set up structures to co-plan and review data with their co-teacher. This might result in learners not responding to data together in their co-taught classroom. 

  • Learners, especially those who are general education teachers, might not feel comfortable knowing how to provide students with IEPs accommodations and modifications in the general education classroom. 

  • Learners might have the misconception that co-teaching is incredibly challenging and complicated. Therefore, they may believe that a self-contained or resource classroom is the best way to instruct students with IEPs. There might be learner perceptions that need to be tackled and addressed in this course.

The Desired Learning Outcomes of the Course

Terminal Objective:

  • By the end of this course, the learner will create a co-teaching plan that allows them to develop an effective co-teaching partnership and implement research-based co-teaching strategies to create a supportive and equitable learning environment for all students in the virtual classroom setting.

Learning Objectives:

  • Objective 1: Participants will be able to define co-teaching, name its benefits, and explain its characteristics.

  • Objective 2: Participants will be able to evaluate their co-teaching relationships and develop a plan to establish clear roles and responsibilities, a positive classroom culture, and effective communication strategies.

  • Objective 3: Participants will be able to analyze and compare different models of co-teaching and select the most appropriate model to meet specific learning objectives and student needs.

  • Objective 4: Participants will be able to use online tools to create differentiated instructional materials and instructional strategies that meet the needs of diverse learners in a virtual classroom environment.

Determining Acceptable Evidence

Instructional Strategies

  • Objective 1: Participants will be able to define co-teaching, name its benefits, and explain its characteristics. Suggested activities and tasks include:

    • Participants will complete a self-reflection regarding their attitudes and philosophies on co-teaching.

    • Participants will complete readings about what is required in a co-teaching classroom and determine if these components have been present in previous classrooms that they have taught in.

    • Participants will read about the research regarding co-teaching and reflect on this research through discussion prompts.

    • Participants will sort components of what co-teaching is and isn’t and will analyze if descriptions of example classrooms are true co-taught classrooms.

  • Objective 2: Participants will be able to evaluate their co-teaching relationships and develop a plan to establish clear roles and responsibilities, a positive classroom culture, and effective communication strategies.

    • Participants will watch videos with interviews with co-teachers about what works in their partnerships. They will also complete readings about how to form a strong co-teaching relationship.

    • Participants will write their vision for a successful co-teaching relationship, including the type of classroom culture that they want to have.

    • Participants will analyze a co-teaching relationship where problems are present and will determine an action plan that these teachers should take to improve their working relationship.

    • Participants will complete a planning document (with their co-teachers) that outlines when and how they will plan, who will do what when it comes to classroom responsibilities, and how they will communicate (i.e. method and timeline).

  • Objective 3: Participants will be able to analyze and compare different models of co-teaching and select the most appropriate model to meet specific learning objectives and student needs. Suggested activities and tasks below:

    • Participants will read, watch videos, and study infographics about various co-teaching models. They will identify the strengths and weaknesses of each model by making a table or infographic of their own.

    • Participants will analyze what co-teaching model might best fit different given scenarios from a real classroom through a quiz.

    • Participants will select which co-teaching model might best fit an upcoming lesson and will explain why this model is best for this lesson through a discussion board post.

  • Objective 4: Participants will be able to use online tools to create differentiated instructional materials and instructional strategies that meet the needs of diverse learners in a virtual classroom environment.

    • Participants will learn about different tools, such as Chat GPT, assistive technology and plug-ins, Zoom features, and other technology platforms that can assist with creating differentiated materials by watching instructional videos and exploring texts.

    • Participants will be given the learning profiles of different students and will determine strategies and differentiated materials and instruction that could support these learners and how they might be implemented in a co-taught classroom.

    • Participants will create differentiated instructional materials that meet the needs of diverse learners, including students with IEPs, for an upcoming lesson.

Assessment Strategies

  • Objective 1: For this objective, participants will create a diagram that illustrates the characteristics of co-teaching and what it is/isn’t.

  • Objective 2: For this objective, participants will be given a scenario where a co-teaching partnership is facing difficulties. They will propose solutions based on readings and videos that they have viewed related to this objective. They will also add to their co-teaching plan sections that include their vision for their classroom, planning logistics and responsibilities, and communication norms.

  • Objective 3: For this objective, participants will be assessed based on a short quiz that has them identify which co-teaching model might be fit a given scenario or classroom context. They will also add to their co-teaching plan which model(s) they will use in their classroom and justify why these models fit their classroom context.

  • Objective 4: Participants will take an upcoming lesson plan and outline the tools that they will use and how they will use them to create differentiated materials and utilize differentiated strategies. They will add a section to their co-teaching plan about how they and their co-teacher will create differentiated materials and utilize instructional strategies, including which tools they will use.

  • Summative Assessment: Turn in complete co-teaching plan with a reflection about how this course changed or affirmed their perceptions of co-teaching.

Planning Learning and Instruction

Content Sources

The following sources resources might be used to create materials.

(1) Utah State Board of Education. (n.d.). Co-teaching handbook. Retrieved May 2, 2023, from https://resources.finalsite.net/images/v1583541712/davisk12utus/vkbe748ncmi5m2qlvhby/USBE-Co-TeachingHandbook.pdf

This resource might be used when I design the materials around the different co-teaching models. It explores each of these models in depth and provides visuals. I find that this resource succinctly explains them and goes into the advantages and disadvantages of each model.

(2) West Virginia Department of Education. (2021). Co-teaching foundations manual. Retrieved May 2, 2023, from https://wvde.us/wp-content/uploads/2021/09/22006-2021-CoTeaching-Foundations-Manual-v3.pdf

This resource contains very helpful information about what co-teaching is and what it isn’t. It also emphasizes parity in co-teaching and explains how to maintain this parity, which will support with my third course objective. It discusses the models of co-teaching and as an added bonus, it describes how these models can be adapted for a virtual classroom. It also provides helpful co-planning templates that could support my course’s third objective as well. Finally, it provides a detailed section that explains how to individualize instruction, which supports the fourth course objective.

(3) Dieker, L. A., & Murawski, W. W. (n.d.). Co-teaching at the secondary level. In University of Delaware, Co-teaching resource manual. Retrieved May 2, 2023, from http://www.education.udel.edu/wp-content/uploads/2013/01/Section-L.pdf

This resource contains very helpful information that will support course participants in having discussions with their co-teacher around their co-teaching vision. I specifically want to use pages 22 and 23 to pull out questions that participants can use to create their co-teaching plan.

(4) Eastern Mennonite University. (n.d.). Co-teaching handbook. Retrieved May 2, 2023, from https://emu.edu/education/docs/Co-Teaching_Handbook.pdf

This resource has case studies and interviews with co-teachers in it that I might use when having course participants analyze case studies to determine which steps they might take to improve co-teaching partnerships based on what they have learned in the course.

Course Sequencing/Outline

  • This ultimate outcome of this course is that participants create a robust co-teaching plan that sets them up for success during the school year and allows them to build a strong, trusting, and effective partnership. The following modules should be completed in a linear order as each module builds upon the previous one. The course begins with an introduction to co-teaching, moves into different co-teaching models, then discusses how to build a strong partnership with a co-teacher, and closes with using technology tools to differentiate instruction and materials for students, so that both teachers are well-versed in how they should collaboratively support all students. Each module is projected to take around 1 hour to complete. Participants can move to the next module once they have completed all of the activities of the previous module.

Module 1: Introduction to Co-Teaching: Philosophy and Definitions

  • Self-reflection on co-teaching philosophies and perceptions

  • What Co-Teaching Is (…And What It Isn’t)

  • The Research

  • Requirements of Co-Teaching

    Module 2: Building a Strong Partnership: Setting a Vision and Sorting out the Details

  • Setting a Classroom Vision

  • Co-Teaching Parity: What It Is and How to Build It

  • Creating Our Schedule

  • Co-Planning: Why It Matters and How to Do It

  • Family Communication

  • Create Your Co-Teaching Plan

    Module 3: Co-Teaching Models and Applications in a Virtual Classroom

  • Parallel Teaching: Definitions and Applications; Advantages and Disadvantages

  • Station Teaching: Definitions and Applications; Advantages and Disadvantages

  • Team Teaching: Definitions and Applications; Advantages and Disadvantages

  • Alternative Teaching: Definitions and Applications; Advantages and Disadvantages

  • One Teach, One Observe: Definitions and Applications; Advantages and Disadvantages

  • One Teach, One Assist: Definitions and Applications; Advantages and Disadvantages

  • How to Select A Co-Teaching Model

  • Choose Your Co-Teaching Models

    Module 4: Differentiating for Students in a Co-Taught, Virtual Classroom

  • The Power of Differentiation and 4 Ways to Do It (Content, Process, Product, Environment)

  • Universal Design for Learning (UDL)

  • Creating Materials

  • Differentiated Instruction Strategies

  • Create a Differentiated Plan

Learning Model

In order to create this course, I will be predominately using the Dick and Carey model. I am creating this course for a virtual school that I am the Associate Director for, so I am focused on what I know about the learners including their goals, motivations, and behaviors. I also am deeply connected to the current learning gaps of the learners along with the priorities of the school. I find that the Dick and Carey model, which is front-loaded with an analysis of the learners to ensure that the activities and instruction in the course is aligned to their needs, is a good fit when it comes to designing this course. Dick and Carey is also focused more on design rather than implementation, compared to ADDIE (World of Work Project, 2019). Due to this course being a more self-paced asynchronous course and one that needs to be carefully constructed to fit specific needs of its learners, a greater emphasis on design is important.

Learning Theories

The learning theories that will be most prevalent in this course will be andragogy and behaviorism.

Andragogy: Since this is a course for adult learners who bring with them experiences in and perceptions about co-teaching, tapping into these experiences will be imperative. Adults are also problem-oriented in their learning focus and this course allows them to explore how to address an issue that many of them faced the previous year: not knowing how to co-teach or have an effective co-teaching partnership. This course was designed with the learners’ experiences in mind and the course provides them opportunities to use their learning immediately in a real-world context: their co-taught classroom. In this course, learners will have the ability to be self-directed and move through the content how they see fit, while also being able to collaborate with their co-teacher and peers. The instructor will provide feedback on plans that are turned in, but will not be involved as they work through the modules in a way that best fits their needs. This course will also emphasize WHY learners will benefit from this training in order to follow the “Need to Know” assumption present in andragogy (Pappas, 2021).

Behaviorism: While andragogy will be the learning theory that is most present, there will be some components of behaviorism present throughout this course. There will need to be some rote memorization of different principles of co-teaching, such as what it is or isn’t and the various co-teaching models. Some activities will have learners recall facts, apply characteristics to various scenarios and case studies, and classify information. As they complete these activities, they will receive immediate feedback through quizzes that are self-grading. This will give learners a sense of how they are doing with components of the course that serve as the content foundation for what they will apply later as they create their own co-teaching plan.

Course Standards

Attendance and Late Policy: As this course is self-paced and asynchronous, there are no specific attendance requirements. However, it is highly recommended that participants complete one module per week to maintain momentum and engagement with the material. All final materials must be completed by the end of the fourth week of the course. Failure to do so will result in required synchronous Zoom sessions with a manager/administrator to finish the course. It may also result in being put on a performance improvement plan.

Communication Protocols: Participants are encouraged to use the course discussion board to communicate with their peers and instructors. Instructors will respond to questions and provide feedback on assignments within 48 hours. Participants should also regularly communicate with their co-teachers throughout the course to ensure effective collaboration. All communication must be respectful and considerate. This includes using inclusive language and refraining from making assumptions.

Course Requirements: To successfully complete this course, participants must:

  1. Complete all module activities and tasks.

  2. Actively engage in discussion board conversations and collaborate with co-teachers.

  3. Develop a comprehensive co-teaching plan that includes all elements learned throughout the course.

Technology Use Policy: As this course is conducted entirely in a virtual environment, participants are expected to have access to a reliable internet connection and a computer or device that allows them to effectively complete the required tasks and engage with the course materials. Participants should be familiar with the basic functions of their device and be able to troubleshoot minor technical issues independently. If participants are experiencing an issue with technology, they should let the instructor know immediately so that the instructor and the learner can work together to address this issue.

Course Calendar:

Week 1: Module 1 - Introduction to Co-Teaching: Philosophy and Definitions

Week 2: Module 2 - Building a Strong Partnership: Setting a Vision and Sorting out the Details

Week 3: Module 3 - Co-Teaching Models and Applications in a Virtual Classroom

Week 4: Module 4 - Differentiating for Students in a Co-Taught, Virtual Classroom

At the end of Week 4, participants will submit their final co-teaching plan for feedback and evaluation.

Materials

Digital Content Development

OERs, Creative Commons, Checklists

References:

Pappas, C. (2021, May 12). 9 tips to apply adult learning theory to Elearning. eLearning Industry. Retrieved May 10, 2023, from

https://elearningindustry.com/9-tips-apply-adult-learning-theory-to-elearning 

World of Work Project. (2019, August). Dick & Carey Instructional Design Model [Blog post]. Retrieved May 10, 2023, from

https://worldofwork.io/2019/08/dick-carey-instructional-design-model/