How Co-Teaching Saved Student Teaching
- 1. Elizabeth A. Fogarty University of Minnesota Christina M. Tschida East Carolina University
- 2. ① Discuss the innovations ② Share study results ③ Discuss conclusions ④ Generate take-aways SESSION GOALS:
- 3. What challenges did you face that brought about the use of co-teaching?
- 4. I just can’t risk turning over my classroom to a novice any longer.
- 5. Due to increased teacher accountability, a model for student teaching that allows clinical teachers to remain in their classrooms is imperative. North CarolinaTeacher Evaluation: The Sixth Standard The first 5 measures on NC Teacher Evaluation measure teacher performance. The sixth standard is based on individual growth of a teacher’s students and the school-wide growth value.
- 6. Development of an implementation model at ECU to institutionalize innovations within programs Practice-based research surrounding the seven Pirate CODE project innovations Document and communicate the process, successes, and challenges by contributing to the research literature
- 7. Co-teaching is defined as two or more teachers working together with groups of students.They share responsibility for planning, delivery, and assessment of instruction, as well as the organization of the physical space. …Or three traditional co-teaching 1:1 co-teaching 2:1
- 8. ⦿ OneTeach, One Observe ⦿ OneTeach, One Assist ⦿ StationTeaching ⦿ ParallelTeaching ⦿ SupplementalTeaching ⦿ Alternative (Differentiated)Teaching ⦿ TeamTeaching (Cook & Friend, 1995; Friend, 1993, 2001)
- 9. YouTubeVideo Created by: Paulina Genovese, Graduate Student East Carolina University http://www.youtube.com/watch?v=qq5vMsA2_Kw
- 11. Observing The Cycle of Student Teaching ExperiencesEvaluation Six-stage cycle Interns go through during student teaching Intern observes for a period of time, begins teaching 1 subject, and slowly takes on more responsibility Intern completes a period of full-day teaching Intern releases instructional responsibility back to the CT
- 12. Planning is guided by the Clinical Teacher (CT) but rarely done together Most work is done by the Intern in isolation Limited modeling of instructional choices from CT (dependent upon their individual skills at mentoring) Observing The Cycle of StudentTeaching: TraditionalEvaluation Clinical Teacher Intern University Supervisor
- 13. The Cycle of Student Teaching: Co-Teaching 1:1 Evaluation Clinical Teacher Intern University Supervisor Co-teaching creates a team approach to all six stages Emphasis on Clinical Teacher explicitly modeling instructional decision-making Increased feedback and reflection opportunities
- 14. Observing The Cycle of Student Teaching: Co-Teaching 2:1 Evaluation D i s c o u r s e D i s c o u r s e D i s c o u r s e D i s c o u r s e D i s c o u r s e Clinical Teacher Intern University Supervisor D i s c o u r s e 2 Interns : 1 Clinical Teacher Reflection occurs on multiple levels between all 3 co-teachers Level of professional discourse increases More dynamic team approach
- 16. Year 1 2012-2013 • ELEMENTARY • SPECIAL EDUCATION Year 2 2013-2014 • BIRTH-KINDERGARTEN • ELEMENTARY • ENGLISH EDUCATION • FOREIGN LANGUAGE • HISTORY EDUCATION • MATH EDUCATION • MIDDLE GRADES • SPECIAL EDUCATION Year 3 2014-2015 • BIRTH-KINDERGARTEN • DANCE • ELEMENTARY • ENGLISH EDUCATION • FOREIGN LANGUAGE • HISTORY EDUCATION • MATH EDUCATION • MIDDLE GRADES • SPECIAL EDUCATION Year 4 2015-2016 • BIRTH-KINDERGARTEN • ELEMENTARY • ENGLISH EDUCATION • FOREIGN LANGUAGE • HISTORY EDUCATION • MATH EDUCATION • SCIENCE EDUCATION • SPECIAL EDUCATION
- 17. Squishy 2011-12 Year 1 2012-13 Year 2 2013-14 Year 3 2014-15 Year 4 2015-16 Classrooms 1 14 88 76 99 School Districts 1 2 5 8 8 Program Areas 1 2 8 9 8 Clinical Teachers 1 10 91 88 99 Interns 2 25 111 106 120 Faculty 6 8 30 20 12 University Supervisors 1 6 31 41 23
- 18. Study Year # in Co-Teaching/ Total # Elementary Interns Year 1 2012-2013 21 / 127 Year 2 2013-2014 50 / 85 Year 3 2014-2015 42 / 106 Year 4 2015-2016 62 / 122
- 19. Year 5 2016-2017 •Elementary •English Education •Foreign Language •History Education •Math Education •Music Education •Science Education •Special Education Elementary Interns 37 / 136 are co-teaching After 4 years of pilot study data, the College of Education adopted the co-teaching model as an option for the student teaching experience.
- 21. Collaboration - two or more teachers working together and sharing responsibility for planning, delivery, and assessment of instruction without the sharp distinction between beginning teacher candidate and experienced classroom teacher. Mentoring - a process of collaborative work in co- created space in which an expert imparts knowledge and skill, as well as models pedagogical decision- making to a novice who receives continuous feedback on performance.This process is relationship-based and occurs for a sustained amount of time. Feedback - information shared between collaborators intended to provide critique on performance in a way that enhances confidence and grows expertise.
- 22. Data Source: Interns complete the Elementary Literacy edTPA during their internship semester. Although we have administered it all years of our Co-Teaching study, we used local scoring for the first year of data.All years since have included official Pearson scores. Data Analysis: Ran one-wayANOVAs for each ofYears 1, 2, and 3 comparing total edTPA scores for each of the three groups (traditional, 1:1 Co-teaching, and 2:1 Co-teaching). Results:There were no statistically significant differences among scores from any of the three groups. Implications:These data showed that co-teaching was not harming our interns and could safely be used for placements in the field.
- 23. Control 1:1 Co- Teaching 2:1 Co- Teaching 2012-2013* 49.5 (9.66) n=20 53.25 (6.375) n=20 2013-2014 45.171 (30.676) n=35 46.846 (17.325) n=26 46.417 (26.514) n=24 2014-2015 44.672 (7.534) n=64 45.783 (5.116) n=23 44.684 (5.354) n=19 *Note:Year 1 data are locally scored. Random sample comparison analysis was used.
- 24. Note:Year 1 data were scored locally.Years 2 and 3 are Pearson scores.
- 25. Data Source: Interns complete a Co-Teaching Survey at the end of their internship. Interns, ClinicalTeachers, and University Supervisors participate in a focus group at the end of the semester. Participants are asked the same semi- structured questions to examine their experience with the co-teaching model. Data Analysis: Open-ended questions from the survey and recordings of FGs were transcribed and read for accuracy.Transcriptions were uploaded to NVivo and coded for a priori themes such as collaboration, mentoring, feedback, and planning. Results: Co-Teaching interns felt supported through co-planning and feedback from CTs (2:1s receiving additional feedback from co-intern) and very confident in their collaborative skills and classroom management. Implications: Training for interns, CTs, and USs has changed substantially over the four years as a result of information we gained from survey and focus group data. Shifts to logistics with implementation have also occurred.
- 26. Analysis of co-teaching survey and focus group data reveals positive trends for those participating in Co-Teaching: • Stronger relationships with their co-teachers • Greater impact on K-5 students • Efficacy in their readiness to teach • Gains in collaborative skills
- 27. Collaboration: Co-Teaching interns reported greater opportunities for collaboration. Mentoring: Co-Teaching interns were 2.5 times more likely to share feelings of being supported or mentored by their CT. Feedback: Increase in interns mentioning the level of feedback received from their CT over the three years. “I am comfortable moving forward into my future classroom. I am better able to collaborate with colleagues, plan, and teach my students.”
- 28. Collaboration was the most commonly discussed theme in focus group data and reported area of efficacy in co-teaching interns. “I think the co-teaching experience provides a great window into a daily PLC (Professional Learning Community) and since we will be expected to collaborate with our peers when we are full teachers, co-teaching is necessary.” “..an underrated part of the teaching is the amount of cooperation and teamwork that is needed. Co-teaching makes teamwork an essential part of the planning and instructional process.”
- 29. mentoring through dialogue “My CT was open to planning and would let me have free input and not eliminate my ideas. I feel as though both of us learned from each other.” “Co-teaching definitely helped strengthen my lesson planning and reflection on instruction. It is great in the beginning when the confidence is lacking.” mentoring through demonstration “I liked knowing that I wasn’t alone. When I wasn’t quite clear on the content or a student’s question tripped me up, my CT was my backup and would step in with a better explanation than I could offer.This was a plus.”
- 30. “Instead of being thrown into the deep-end and having to manage everything by myself I had a great support system behind me.” “My CT was helpful with providing feedback and suggestions while also giving me space and opportunity to do some things alone.” “It is definitely a plus knowing I am not alone. I have someone there to support me if I need it. I can discuss problems...get advice and another perspective on the situation.” (2:1 placement)
- 31. “There is more creativity because you are able to talk ideas through and make them great by having the two perspectives." “I think that this is a great model for teaching; it is very empowering for the student teacher and creates a great relationship and future mentor.” “We both were leaders in our own respects and at different times.”
- 32. “Most positive thing about Co-Teaching is the growth of my students. The classroom is always full of students learning…definitely getting more teaching.” “I think this will be a great model that will improve beginning teachers’ confidence, knowledge, etc. as well as positively impact student learning.” “I really enjoyed Co-Teaching because I felt free to put the interns in any situation right from day one they walked in the door and I put them to work.” “We don’t have the behavior issues…the wait time is gone because there’s three of us, so their questions can be addressed immediately… and we don’t have time where they’re not getting what they need right away.”
- 33. Co-Teaching is now an official option for internship at our university Clinical teachers volunteer for hosting interns again Principals want to host co-teaching interns in their schools – many go on to hire the co- teaching interns the following year One local school system will only accept co- teaching placements for interns
- 35. What can we take away from our discussions? What connections did you make that might help you and your program? What action steps have do you have from your discussions?
- 36. How is your co-teaching model structured? How are the roles of intern, clinical teacher, supervisor defined within your model? What are the teaching requirements within your co-teaching model? How is co-teaching taught and used throughout your program?
- 37. In what ways are teacher candidates coached in your co-teaching model? Formal coaching? Informal coaching? Do your co-teachers co-plan?What does that co-planning look and sound like? What role does coaching play in planning? In teaching?
- 38. What kind of valid, reliable outcome measures are you using to assess teacher readiness? What are some of the tools/measures your program uses? dispositions observations VAM data edTPA What do you consider when deciding on this?
- 39. Christina M. Tschida tschidac@ecu.edu Elizabeth A. Fogarty foga0017@umn.edu
Editor's Notes
- #2: CT
- #3: CT
- #4: CT
- #5: LIZ – Explain the situation in NC pushed us to consider our need to make changes to student teaching/internship
- #6: LIZ -- CONTEXTUALIZING CO-TEACHING The current climate of assessment and its impact on relationships between ECU and partnering schools Clinical teachers began saying they didn’t want to take our students for internships. Why ECU Decided to Explore Co-Teaching Reduces the number of student teaching placements needed (2:1 model) Limits the number of clinical teachers needed, allowing us to be more selective (2:1 model) Investigates ways to enhance the relationship between the clinical teacher and the intern Allows clinical teachers to remain in their classrooms due to increased teacher accountability requirements
- #7: LIZ -- CONTEXTUALIZING CO-TEACHING Share how our co-teaching work fit within the innovations of the Pirate CODE and the TQP grant
- #8: LIZ – Introduce our models (by name and short explanation) and our definition of co-teaching… Emphasis on the fact that we have a 2:1 model as one of our options
- #9: LIZ – We use the Friend’s 7 co-teaching strategies in our models
- #10: ??? Do we need to use this video since most everyone will be using co-teaching ??? LIZ – introduce the video http://www.youtube.com/watch?v=qq5vMsA2_Kw
- #11: CT --- TRANSITION SLIDE
- #12: CT --- Typical Student Teaching Experience: Observing the CT and students Planning for Instruction - slowly taking on additional responsibility Teaching lessons - slowly building up to full-days Assessment of student learning Evaluation - typically from outside source CT or US Reflection - typically done alone after evaluation Cycle repeats itself
- #13: CT --- Traditional Model of Student Teaching During the Traditional Student Teaching experience, most interns find themselves working with their Clinical Teacher during the planning and evaluation stages of the cycle. The other stages tend to be done in isolation and with less modeling of instructional choices from the Clinical Teacher and the level of modeling is dependent on a CT’s mentoring skills.
- #14: CT – Our 1:1 Co-Teaching Model The 1:1 Co-Teaching Model of Student Teaching creates more of a team approach to all stages of the student teaching experience. The Clinical Teacher models instructional decision-making more explicitly with the Intern and provides feedback and opportunities for reflecting with the intern across the cycle.
- #15: CT – Our 2:1 Co-Teaching Model The 2:1 Co-Teaching Model of Student Teaching creates an even more dynamic team approach to all stages of the student teaching experience. The Clinical Teacher models instructional decision-making more explicitly with both interns and provides feedback and reflecting across the cycle. Additionally, the two Interns typically work together more closely in planning, teaching, and reflection of their experience. The level of professional discourse increases in the 2:1 model.
- #16: LIZ -- TRANSITION SLIDE
- #17: LIZ
- #18: LIZ
- #19: LIZ
- #20: Liz
- #21: LIZ -- TRANSITION SLIDE
- #22: LIZ – Three focus areas for co-teaching have been collaboration, mentoring, and feedback. Co-Teaching allows for more dynamic interactions among Interns and CTs and creates opportunities for Interns to develop collaborative skills and CTs spaces to provide feedback and mentor interns well. Our definitions of these concepts are …
- #23: LIZ – Data also showed that there were no statistically significant differences among groups on their Task 1, Task 2, or Task 3 scores. These were important data that we used to persuade other programs to try co-teaching (beyond ELEM) and to eventually adopt co-teaching as a viable option for the internship.
- #24: LIZ – Data also showed that there were no statistically significant differences among groups on their Task 1, Task 2, or Task 3 scores. These were important data that we used to persuade other programs to try co-teaching (beyond ELEM) and to eventually adopt co-teaching as a viable option for the internship.
- #25: LIZ – Data also showed that there were no statistically significant differences among groups on their Task 1, Task 2, or Task 3 scores. These were important data that we used to persuade other programs to try co-teaching (beyond ELEM) and to eventually adopt co-teaching as a viable option for the internship.
- #26: CT –
- #27: CT – Overall qualitative data is positive showing strong relationships, greater impact on K-5 students, greater efficacy in their readiness to teach, and stronger collaborative skills.
- #28: CT -- Co-Teaching Survey Qualitative Data COLLABORATION - When comparing co-teaching with traditional placement survey data the co-teaching interns reported greater opportunities to collaborate with not only their CT but other colleagues in the school. MENTORING - analysis was conducted in NVivo looking to identify intern feelings of being supported and mentored by their CT. Co-Teaching interns were 2.5 times more likely to share feelings of being supported and mentored. Within the co-teaching participants, 2:1 interns were nearly 2 times as likely than those in 1:1 placements to share feelings of being supported and mentored. [1:1 =12, 2:1 = 22 (total co-teaching = 34), traditional 13] FEEDBACK - Year 1 had only 2 comments that directly spoke to feedback from the CT. As more importance was placed on co-planning in later years -- with reflection, feedback, and dialogue emphasized in training the number of references to feedback from CTs rose dramatically in the survey data. 2:1 Co-Teaching Interns reported positive experiences with feedback and feelings of support from CT AND a peer experiencing the same things Without the feedback from my teacher and co-intern, I do not think I would be this capable to teach. It gave me the opportunity to not only gain feedback from a professional teacher but also a peer. You had someone to bounce ideas with and who was experiencing the same things. More feedback the better. It allowed for us to share feedback. More feedback on instruction, planning, and I felt more comfortable knowing that I wasn't the only one in the same position. This statement from 2:1 intern sums up experience of many of the co-teaching interns: Yes, I am comfortable moving forward into my future classroom. I am better able to collaborate with colleagues, plan, and teach my students.
- #29: CT - Focus Group Data - Collaboration Collaboration is the most commonly discussed theme among Interns and CTs during the focus group interviews. The collaborative skills gained by Co-Teaching Interns is often a deciding factor for principals hiring our interns. They are looking for beginning teachers who have experience with collaboration and are comfortable working with colleagues. It was clear in Year 1 that CTs in particular did not feel as though co-teaching was the “real world” of teaching and were concerned their intern would not be prepared for their own classroom. We were able to address that upfront in the training the following year to help alleviate those concerns. Interestingly, the same teachers expressing concern also shared within the same discussion how prepared their intern was for collaborating with their peers and using multiple teaching strategies. We speculate that much of this conversation about co-teaching not being the “real world” of teaching can be explained by resistance to change. (the - “It’s not how I did my student teaching” mentality) Story of WGP and WGI – five co-teaching interns hired in one year. Two interns who completed a 2:1 internship were hired to teach in the same school at the same grade level so they could continue to work closely together and plan with one another. Likewise, two other interns in the primary side were hired on after completing their co-teaching internship there as well.
- #30: CT - Focus Group Data - Mentoring The data on mentoring feel into two categories. Mentoring that occurred between CT and intern(s) through dialogue. Conversations were had throughout the day among co-teachers. The CTs in particular found opportunities to share their instructional thinking not only during the co-planning sessions but during the lessons or immediately following the lessons. The second category of mentoring was through demonstration – meaning that CTs were able to mentor their interns in the moment, during a lesson. They were able to stay in the room, stay involved in the lessons, and step in if needed. This gave students a different level of support than in the traditional model.
- #31: CT - Focus Group Data - Feedback In the traditional model, clinical teachers provide feedback to interns following a lesson or more likely, later in the day. Interns may make mistakes or provide inaccurate content that goes uncorrected until the next day. In the Co-Teaching model CTs are able to jump in and correct these issues without it feeling awkward or stopping instruction for the students. Interns feel more supported when they know their CT can and will be this back up for them. The model also provides for opportunities for co-teachers to discuss student learning and co-plan for instruction. CTs can give feedback throughout the day informally and during co-planning sessions more formally. The 2:1 model is where we find the most dynamic feedback. Not only do interns receive feedback from their CT, they provide their co-intern feedback and act as an additional person to dialogue with about students, teaching, and even stressors – as both interns are in a similar situation.
- #32: LIZ – Additional Thoughts from our Interns
- #33: LIZ – Additional Thoughts from our CTs
- #34: Liz – Wrap it up
- #35: CT
- #36: CT Groups Sharing Out
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- #38: CT
- #39: CT