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- Jim has a learning disability in which spelling is not a strength. He

works hard on academics and is doing well in other classes. He is very
motivated. He is an athlete and hopes to attend college through an
athletic scholarship. He is doing well on the literature aspects of Mrs.
Williams class, but is failing spelling each week even with assistance
from Mrs. King. The spelling grades are posted each week, Jim is
embarrassed by his continual zeros and is skipping class.
Mary King- Mary is very passionate about her work and her students.
She is soft spoken and took a back seat to Helens views in the
beginning; she did not push or question Helen or stick up for how she
thought co-teaching may best work. Mary sees Jims spelling scores
and tries her best to assist him weekly. When she sees no change, she
approaches Helen to discuss modification of Jims spelling to
accomodate his learning disability. Mary is motivated by helping her
students, specifically Jim, in this case.
Helen Williams- Helen has never co-taught before but is very driven by
the high stakes testing. She fears if her students do poorly on those
test that is reflects poorly on her. Therefore, she pushes all of her
students and holds them all to the same standard. She is not open to
much collaboration because she has had positive test results from past
students and does not see the need to change the way the curriculum
is delivered.

2. What are the issues and problems in the case? Discuss the common
problems and issues faced in co-teaching.

The first problem is willingness to participate in co-teaching.

Helen was apprehensive when she took the position at
Crossroads and didnt know how she felt about the co-teaching
program and co-teaching itself. Mary, may have been a bit
apprehensive and upset because she was not in on the
interview; perhaps she felt since she would co-teach with this
person, she should have a say. Mary and Helen didnt meet until
the first day of school, I think this is also an issue because there
was no time prior to school starting to meet and get to know
each other to build rapport; nor was there time to co-plan.
Another issue that presented itself in the beginning was a power
struggle. When Mary brought up defining roles, Helen was not

open to input. Helen felt that since she had had such positive
results out of her students in prior years, why change the way
the curriculum is delivered. Helen is wvery driven by the high
stakes testing. Mary, on the other hand is more driven by the
students with disabilities and assisting them to their highest
potential. I think Mary should have stuck up for herself more and
put in more input in that beginning meeting. It struck me as
interesting that Helen thought the first meeting had gone well
but wish Mary put in more input. I can see why Mary did not,
from the case study, Helen comes off as very intimidating and
rude- I wouldnt be able to stand up to her as I do not like
confrontation either. The issues continued when Mary noted Jims
spelling scores week after week but did not speak to Helen about
them until it was near the end of the grading period. Although
Mary might have been intimidated by Helen or did not want the
confrontation, I think Mary should have expressed concerns right
away. As the one with co-teaching experience, I think Mary
should have continued to push through and try to collaborate
and work with Helen- not work independently. If Mary was
concerned about a students performance, she should have
discussed it with Helen right away and continued to have those
discussions, even if they were confrontational. I think Mary let it
get to far before she spoke to Helen about Jims scores. Helen,
was not open minded at all. All Helen thought of was the high
stakes testing and how low scores would look on her. I think
Helen could have used some education on the disabilities her
students had and how to accommodate yet hold those students
to the same standard. Mary and Helen faced issues that can be
typical in co-teaching: division of roles and responsibilities that
may not be agreeable, different ideas and teaching styles,
communication issues, etc.

What steps are required to establish successful co-teaching relationships?

Both teachers should develop rapport and a mutual respect and

trust for one another. They do not have to be best friends, but
should have a good working relationship inside the school
setting. Teachers should have open lines of communication and
not feel that one dominates or intimidates the other. Both should
be able to express their concerns freely and be heard. Teachers

should discuss and assign roles and responsibilities. They should

make time to meet and co-plan together. They should work
together as a unit for a common goal; not one on their own for a
goal and the other on a different page.
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?

I think instructional accommodations are almost always needed.

Whether the student has a diagnosed disability or not, not all
students learn the same or grasp the concept the same way.
Teachers should know their subject thoroughly and be able to
explain it or present it in multiple ways to try to reach the
greatest amount of students. In my own classroom, we are
working on addition. Two of my higher functioning students fall
on the Autism Spectrum. They are very smart boys- we are
trying to pull it out of them. In terms of addition, we noticed that
they know their numbers rather well. At first, we had one student
completing a worksheet with addition problems. He would just
write whichever number he saw or heard last- not the answer.
Then we tried giving two answer options and having him select
the correct answer- again, he always selected the last number he
saw. We tried and math worksheet in which the answers for the
entire page were on cards and the objective was to match the
correct answer with the problem; same recurring observation. It
was becoming more apparent that this student may not know
how to add as was told to us. So now, we are trying to teach him
math by using touch math- this did not work for him. We then
went on to adding crayons; ex: give him two crayons and have
him count them, then give him three more and have him count
them. We are also teaching him how to use a calculator. The
calculator works for the other student as a math
accommodation. Teachers need to try as many ways or idea as
possible to present the information.
In the case study, Mary tried many different techniques with Jim.
She broke the words down- at first given him 6 and 6, then
giving him fewer words at a time. Mary showed Jim how to make
and use spelling word flash cards to study the spelling words.
Mary taught Jim common spelling rules such as I before e
except after c and had Jim write the words over and over. Still

nothing appeared to be working for Jim. They were not effective,

as evidenced by his failing spelling grades week after week.
They were not effective because the manner in which they were
being presented and expected to be learn were not conducive to
Jims disability.
4. Discuss the importance and benefits of communication and
collaboration that promote interaction with students, parents, and
school and community personnel.

Communication is important in all relationships. When it comes to

collaboration, there needs to be open and honest lines of
communication. The teachers and professionals involved need to trust
and respect one another so that all parties have open and honest
communication. In this case study, the communication was not always
open. In the beginning, Mary should have communicated her feelings
on how Helen wanted things run, and Helen should have had the open
mind and respect for Mary to let her state her piece. In terms of
communication with the student, again, respect and trust comes in to
play. The students should feel that the educator is there to help them
and explain things to them- not just have a tough attitude. If the
tough persona is displayed or if it appears the teachers do not care
to communicate with the students, the students may not express
concern or ask questions- therefore, they may fall behind.
Communication with parents should also be open as well- as Mary
communicated later in the case study with Jims mom. Mrs. O;Hara
communicated to Mary Jims feelings of frustration and why hed been
skipping class. Jim did not express those concerns to Mary, but Mary
was able to get that useful information from Jims mother.