Critical Conversations in Co-Teaching: A Problem-Solving Approach, July/2011

In this practitioners guide to building a quality collaborative relationship through critical conversations, the authors explain three co-teaching models and how co-teaching fits within school improvement initiatives. Next, they present the critical conversations framework designed to foster dramatic improvements in the way educators communicate with their colleagues. The authors use practical examples and real-life stories to show how co-teaching strategies make a positive difference for students.

1. Follow step-by-step instructions for the activities and conversations within the framework, along with reproducible materials available online.
2. Apply the critical conversations matrix to particular activities within the framework, based on the focus questions and anticipated outcomes.
3. Align efforts with several school improvement initiatives, including response to intervention, professional learning communities, differentiated instruction, and universal design for learning.
4. Ensure that all professionals involved are sharing their knowledge, skills, and talents to benefit all students.

About The Authors:
Carrie Chapman, PhD, is a faculty member in the Educational Studies: K–12 and Secondary Programs Department at Minnesota State University, Mankato. She is the College of Education co-teaching coordinator for all teacher licensure programs and works closely with the Professional Development Schools in fully implementing the co-teaching model for all teacher candidates and cooperating teachers. Dr. Chapman has been a public school educator in both general and special education areas and a faculty member and research associate for the Center on Education and Lifelong Learning at the Indiana Institute on Disability and Community at Indiana University.

Dr. Chapman’s primary area of expertise is developing co-teaching, collaboration, and consultation strategies with educators who are focused on improving the teaching-learning process for all students. She has worked with diverse educator groups in public and private schools throughout the Midwest who are committed to helping students, regardless of their circumstances, develop and learn as effectively and efficiently as possible.

She has also presented on and written grants, articles, and media materials related to co-teaching, inclusive educational practices, and systemic school and teacher preparation changes.

Dr. Chapman has a bachelor’s degree from the University of Iowa, a master’s degree from Southern Illinois University Carbondale, and a doctoral degree from Indiana University.

Cate Hart Hyatt has spent more than 30 years as an educator, teaching preschool through graduate school students. As a research associate for the Center on Education and Lifelong Learning at the Indiana Institute on Disability and Community at Indiana University, she has delivered a variety of effective professional development strategies, trainings, graduate courses, and onsite coaching to foster better collaboration and teaming as a vehicle to increase organizational and individual capacity in K–12 schools. Cate is also contracted by the Indiana Department of Education to provide technical assistance for Learn and Serve Indiana school districts.

Cate led Indiana’s efforts in VETS: Voicing Experiences Through Service, a multiyear, $1.3 million grant funded by the Corporation for National and Community Service. In partnership with colleagues in Maryland and Vermont, VETS expanded service opportunities as part of transition planning for youth with disabilities (ages 14–21) and increased their participation in service, specifically through the gathering of oral histories for the National Veteran’s History Project.

Cate earned a bachelor’s degree from Indiana State University and two master’s degrees from Indiana University.