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East Stroudsburg University Co-Teaching in Student Teaching

Training Manual

Dr. Terry Barry tbarry1@esu.edu

Dr. Reuben Yarmus ryarmus@esu.edu

Dr. Caroline Kuchinski ckuchinski@esu.edu

Dr. Caroline DiPipi-Hoy cdipipi-hoy@esu.edu

Dr. Paula Kelberman pkelberman@esu.edu

Follow ESU College of Education (@ESUCollegeofEd)

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Table of Contents

I. Introduction …………………………………………………………………………………………..1

A. Background Knowledge …………………………………………………………………….1

B. Co-Teaching in Student Teaching – A Common Definition ………………….2

C. Video Part I: Introduction to Co-teaching in Student Teaching ………….3

D. Research Findings ……………………………………………………………………………..4

E. Making a Connection to the New PA Teacher Evaluations ………………….6

II. Pair Building Activities ……………………………………………………………………………8

A. Value Cards ……………………………………………………………………………………….8

B. Color of Spectrum – Personality Inventory ………………………………………..9

III. Co-Teaching Strategies …………………………………………………………………………..9

A. Seven Co-Teaching Strategies ……………………………………………………………9

B. Video Part II: Co-Teaching in Student Teaching Strategies ……………….11

C. Selecting Co-Teaching Strategies Based on Student Performance ….…12

1. PVAAS ……………………………………………………………………………………12

2. Benchmark Assessments ………………………………………………………. 13

3. Eligible Content and SAS………………………………………………………...13

4. Selecting a Strategy ………………………………………………………………..14

IV. Are We CoTeachers?...............................................................................16

V. Next Steps…………………………………………………………………………………………….17

VI. Resources……………………………………………………………………………………………..18

VII. Appendices…………………………………………………………………………………………..19

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I. Introduction

A. Background Knowledge

When you hear the term “co-teaching” what comes to mind? ______________________________________________________________________

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What have been your experiences with co-teaching either from observation or from direct implementation? ______________________________________________________________________

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What do you see as the potential drawbacks of co-teaching? ______________________________________________________________________

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What do you see as the potential benefits of co-teaching? ______________________________________________________________________

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B. Co-teaching in Student Teaching – A Common Definition

Student teaching is the

culmination of a teacher

candidate’s journey to

becoming a licensed teacher.

In most cases, the host

teacher, or cooperating

teacher gradually releases

control of the classroom until

the teacher candidate takes full responsibility.

Using a co-teaching model during student teaching is different

than this traditional approach. Although there are times when

the teacher candidate takes full responsibilities for the

classroom and “flies solo”, generally, the cooperating teacher

and the teacher candidate work together throughout the student

teaching assignment. They jointly plan, organize, deliver, and

assess instruction. They select from a variety of co-teaching

strategies based on student needs. They work as a team in an

effort to optimize learning and to maximize teacher

development. They both remain actively engaged with

students as much as possible. Usually, when planning for co-

teaching, the cooperating teacher takes the lead in the

beginning and the teacher candidate assumes the lead as the

student teaching assignment progresses.

“The most important trip you may take in life is meeting people halfway.”

~Henry Boye

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C. Video Part I: Introduction to Co-teaching in Student Teaching

Notes: ___________________________________________________________________

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“We can’t direct the wind but we can adjust the sails.”

~Anonymous

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D. Research Findings

Heck et al. (2010) of St. Cloud University secured a five million dollar grant to study the academic achievement of students involved in co-taught student teaching classrooms in comparison to those in traditional student teaching classrooms and to those in classrooms without student teachers. Using both state assessment data and data from The Woodcock-Johnson Research Assessment, gain scores were calculated for all students in reading and mathematics. The study revealed, with a statistical level of significance [p<.05], that the academic gains of students involved in co-taught student teaching classrooms outpaced their counterparts in both traditional student teaching classrooms and in classrooms taught by teachers who elected not to take a student teacher.

Reading Gain Scores

Woodcock-

Johnson III

Research Edition

with Score Gains

Co-Taught

Not

Co-Taught

P

2004-2005 15.7 9.9 .001

2005-2006 24.4 18.7 .024

2006-2007 14.8 11.8 .010

2007-2008 19.6 14.8 .001

Reading Proficiency – State Examination

MCA Reading

Proficiency

Co-Taught Not

Co-Taught

P

2004-2005 82.1% 74.7% .007

2005-2006 78.7% 72.7% .008

2006-2007 75.5% 64.1% <.001

2007-2008 80.8% 61.4% <.001

Heck et al. (2010)

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Math Gain Scores

Woodcock

Johnson III

Research Edition

With Gain Scores

Co-Taught Not

Co-Taught

P

2004-2005 17.2 13.9 .039

2005-2006 20.3 17.4 .075

2006-2007 14.3 12.1 .045

2007-2008 17.9 16.0 .089

Math Proficiency—State Examination

MCA Math

Proficiency

Co-Taught Not

Co-Taught

P

2004-2005 82.3% 75.3% ..009

2005-2006 68.9% 64.1% .041

2006-2007 69% 61.5% .007

2007-2008 74.5% 59.9% <.001

Heck et al. (2010)

Student achievement [gain scores] in reading and

mathematics increased significantly more in

classes that used co-teaching with teacher

candidates than in classrooms where teachers

taught alone or used a student teacher in the

traditional manner.

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E. Making a Connection to the New PA Teacher Evaluations

Teacher Evaluation If You

Teach a Tested Subject

Observation/Practice

Elective Data

Teacher Specific Data

Building Level Data

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If you teach a tested subject, 15% of the evaluation is

related to “building-level” performance (PVAAS) and

15% is related to the performance of the students in

your class. As such, using a co-teaching model with

your student teacher is likely to improve your

evaluation.

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Teacher Evaluation If You Don't

Teach a Tested Subject

Observation/Practice

Elective Data

Building Level Data

If you don’t teach a tested subject, 15% of the

evaluation is related to “building-level” performance

(PVAAS) and 35% of your evaluation is tied to Student

Learning Objectives. These objectives are measureable

and, once again, can be positively affected using co-

teaching as a model for student teaching.

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II. Pair Building Activities

Success in co-teaching depends upon relationship-building based upon the core value of student-centeredness, acceptance of difference, mutual respect, trust, conversation, reflection and willingness to share. Success is about attitude. A. Value Cards

Clear expectations Visualizing Comfort

Problem solving Power Health

Service (to others) Sincerity Variety

Political activism Adventure Reading

Challenge Self-Improvement Leisure

Punctuality Trustworthiness Approval

Flair Change Routine

Solitude Wisdom Safety

Simplicity Independence Socializing

Working under

pressure

Competition Arts

“A combined effort can break down the wall of impossibility!”

~ Daniel Alexander Traint

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B. Color of Spectrum – Personality Inventory

III. Co-Teaching Strategies

A. Seven Co-Teaching Strategies

Seven co-teaching strategies are proposed. During planning time, all seven strategies should be considered and particular strategies selected based upon student needs. Driving questions should include: Why are we choosing this strategy – data, learner characteristics, content, classroom setting, etc.? How will the strategy selected impact learning?

“Teamwork can turn difficulties into opportunities!”

~Anonymous

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Co-Teaching Strategies

Strategy Definition/Example

One Teach,

One Observe

One teacher has primary responsibility while the other gathers specific

observational information on students or the (instructing) teacher. The key

to this strategy is to focus the observation – where the teacher doing the

observation is observing specific behaviors.

Example: The classroom teacher can observe the teacher candidate for

their use of “higher order” questioning.

One Teach,

One Assist

One teacher has primary instructional responsibility while the other assists

students with their work or monitors behaviors.

Example: The classroom teacher teaches and the teacher candidate

circulates and checks for understanding.

Station

Teaching

The co-teaching pair divides the instructional content into parts – Each

teacher instructs one of the groups, groups then rotate or spend a

designated amount of time at each station – often an independent station will

be used along with the teacher led stations.

Example: The classroom teacher leads a station where the students play

a money game, the teacher candidate runs a store, and independent

stations are used to reinforce this same concept.

Parallel

Teaching

Each teacher instructs half the students. The two teachers are addressing

the same instructional material and presenting the material using the same

teaching strategy. The greatest benefit of this strategy is the reduction in

student/teacher ratio.

Example: Both teachers are leading a question and answer discussion on

specific current events and the impact they have on our economy (more

students will have an opportunity to answer).

Supplemental

Teaching

This strategy allows one teacher to work with students at their expected

grade level, while the other teacher works with those students who need the

information or instruction remediated or extended.

Example: one teacher may work with students who need re-teaching of a

concept while the other teacher works with the rest of the students on

enrichment.

Alternative or

Differentiated

Alternative teaching strategies provide two different approaches to teach

the same information. The learning outcome is the same for all students

however the avenue for getting there is different.

Example: One instructor may lead a group in predicting prior to reading

by looking at the cover of the book and the illustrations, etc. The other

instructor accomplishes the same outcome but with his/her group, the

students predict by connecting items pulled out of a bag to the story.

Team Teaching

Well planned, team taught lessons exhibit an invisible flow of instruction with no

prescribed division of authority. Using a team teaching strategy, both teachers are

actively involved in the lesson. From a student’s perspective, there is no clearly

defined leader as both teachers share the instruction, are free to interject

information, and available to assist students and answer questions.

Example: Both instructors can share the reading of a story or text so that

the students are hearing two voices.

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B. Video Part II: Co-teaching in Student Teaching

As you watch the video, jot down ideas of how you could use each strategy in your classroom.

Strategy Classroom Applications

One Teach,

One Observe

One Teach,

One Assist

Station

Teaching

Parallel

Teaching

Supplemental

Teaching

Alternative or

Differentiated

Team Teaching

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C. Selecting Co-teaching Strategies Based on Student Performance

As noted earlier, co-teaching strategies should be purposefully selected based on the instructional needs of your students. The instructional needs of your students can be determined in a number of ways. Teachers should use data gathered from sources such as observations, classwork, curriculum-based assessments, and benchmark assessments, to determine the strategy that will work best. Strategies should not be selected simply to use the strategy, but rather as a purposeful response to the data. 1. PVAAS (Pennsylvania Value Added Assessment System)

PVAAS measure the academic growth of students while they are in your classroom (or school).

You should review the state’s “scatter plot” to determine the current growth of your students.

Notes on PVAAS _____________________________________________________________________

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2. Benchmark Assessments

Once you’ve determined the growth of your students, you should then review classroom benchmark assessments to determine where your students are struggling (Study Island; 4Sight).

3.

Iden 3. “Eligible Content” and Standards Aligned System (SAS):

Once you’ve determined the instructional needs of your students using benchmark assessment data, it’s helpful to review the State’s SAS site to determine the eligible content by grade/subject. Access this information at: www.pdesas.org .

Notes on Benchmark Assessments ___________________________________________________________________

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“Joint undertakings stand a better chance.”

~Euripides

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4. Selecting a Strategy

Once you’ve identified the academic needs by student and reviewed the Eligible Content, it’s important to select the co-teaching strategy or strategies that will best address your students’ academic needs.

Selecting a Co-teaching Strategy

Notes on Eligible Content and SAS _____________________________________________________________________

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Notes on Selecting a Strategy _____________________________________________________________________

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Directions: Read the items below with your partner and agree upon a co-teaching

strategy that you would implement to address the classroom scenario. Provide a

rationale for your decision. Eligible Content Classroom

Scenarios

Strategy

Selected

Rationale

M05.A-F.1.1.1: Add and

subtract fractions

(including mixed

numbers) with unlike

denominators. (May

include multiple methods

and representations.)

Example: 2/3 + 5/4 = 8/12

+ 15/12 = 23/12

Five students in your

class continue to

struggle finding the

common denominator

to add unlike fractions.

M08.C-G.2.1.2: Apply

the Pythagorean theorem

to determine unknown

side lengths in right

triangles in real-world and

mathematical problems in

two and three dimensions.

All students are

struggling with the

Pythagorean Theorem.

Interpret figurative

language (simile,

metaphor, personification,

and hyperbole) in context

You would like to

review figurative

language in context

with your class.

5.3.5.A: Describe the

responsibilities and

powers of the three

branches of government.

You are introducing

this topic to your

students.

E04.B-K.1.1.2: Determine the main idea

of a text and explain how

it is supported by key

details; summarize the

text.

Half of the class

struggles with main

idea while the other

half grasps this concept

well.

N/A

You would like to

identify the percentage

of higher-order

questions you use while

teaching.

S5.A.2.1.1: Design a

simple, controlled

experiment (fair test)

identifying the

independent and

dependent variables, how

the dependent variable

will be measured and

which variables will be

held.

You are introducing an

experiment to your

students. You want

them to relate the effect

of variables [mass,

release height, length of

string] to the number of

swings of a pendulum

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IV. Are We Co-Teachers?

Co-Teaching Checklist

1. As we prepare for co-teaching, do we . . .

have both teacher’s names on the board/door.

have space for both teachers.

have comparable desks and materials for both teachers.

2. We share responsibility for determining . . .

what to teach.

what teaching strategy(s) to use.

who teaches what part of the lesson.

how to assess student learning.

3. In planning, we . . .

we have regularly scheduled times to meet and discuss work.

use our meeting time productively.

share teaching materials and resources.

communicate freely our concerns.

each contribute to the planning process.

decide which co-teaching model to use in a lesson based on the needs of our students.

4. While co-teaching . . .

we both have a lead role in the classroom.

we both work with all students.

we use a variety of co-teaching approaches.

students see both teachers as equal partners in the classroom.

we both participate in the assessment of the students.

we teach different students at the same time.

we read non-verbal cues from one another.

we actively enforce classroom rules together.

5. After co-teaching we . . .

provide feedback to one another on what goes on in the classroom.

celebrate the process of co-teaching and the outcomes and successes.

make improvements in our lessons based on what happens in the classroom.

6. Overall, do we . . .

explain the benefits of co-teaching to the students and their families?

depend on one another to follow through on tasks and responsibilities?

have both co-teachers participate in parent teacher conferences?

model collaboration and teamwork for our students?

have a process for dealing with any disagreements we may have?

continue to pursue additional training to make our co-teaching better?

provide mentoring to others who want to co-teach?

communicate our needs as co-teachers to administration, supervisors and ESU?

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V. Next Steps

A. Spend a minimum of one hour per week planning for implementation of one of the seven strategies.

B. Plan for use of all seven strategies at least once by the end of the

student teaching quarter. C. Keep university supervisors informed of implementation dates and

times so that they can observe at least one co-teaching strategy in action.

D. Triad Responsibilities 1. Teacher Candidate

Maintain a Co-Teaching Planning and Implementation Calendar as evidence of co-teaching planning times and co-teaching strategy implementation. Complete two formative reflections on co-teaching in student teaching, one at the end of week two and one at the end of week five. Complete a TK-20 summative assessment survey on co-teaching.

2. Cooperating Teacher and University Supervisor

Review and initial the teacher candidate’s calendar and reflections. Complete a TK-20 summative assessment survey on co-teaching.

“Remember, if you try to go it alone, then the fence that shuts others out

shuts you in.”

~Anonymous

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VI. Resources

Print

Barger-Anderson, R., Isherwood, R. S., & Merjaut, J. (2013). Strategic Co-teaching in your school: Using the

co-teaching model. Paul H. Brookes Publishing.

Friend, M. (2013). Co-teach! A handbook for creating and sustaining classroom partnerships in inclusive

schools. 2nd Edition.

Heck, T., Bacharach, N., Dahlberg, K., Ofstedal, K., Mann, B., Wellik, J., & Dank, M. (2010). Mentoring

Teacher Candidates Through Co-Teaching: Collaboration that makes a difference. St. Cloud, MN:

Teacher Quality Enhancement Center.

Nevin, A. I., Thousand, J. S., & Villa, R. A. (2009). The role of paraeducators in co-taught classrooms.

Thousand Oaks, CA: Corwin Press.

Rytivaara, A., & Kershner, R. (2012). Co-teaching as a context for teachers' professional learning and joint

knowledge construction. Teaching and Teacher Education, 28(7), 999-1008.

Villa, R. A., Thousand, J. S., & Nevin, A. I. (2008). A guide to co-teaching: Practical tips for facilitating

student learning, 2nd Edition. Thousand Oaks, CA, Corwin Press.

Villa, R. A., & Thousand, J. A. (2005). Creating and inclusive school, 2nd Edition. Alexandria, VA: Association

for Supervision and Curriculum Development.

Media

Heck, T., Bacharach, N., Dahlberg, K., Ofstedal, K., Mann, B., Wellik, J., & Dank, M. (2010). Changing

Student Teaching Through Co-Teaching. Compact Disc. St. Cloud, MN: Academy for Co-teaching

and Collaboration.

Villa, R. A., Thousand, J. S., & Nevin, A. I. (2008). Co-teaching: A multimedia kit for professional

development. Thousand Oaks, CA: Corwin Press.

Villa, R. (2002). Collaborative teaching: The co-teaching model. Videotape. Port Chester, NY: National

Professional Resources.

Villa, R. (2002). Collaborative planning: Transforming theory into practice. Videotape. Port Chester, NY:

National Professional Resources

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Appendix A

Co-Teaching Planning and Implementation Calendar

Week

Plan

nin

g Sessio

n D

ate/Time

P

lann

ed Strategy

Imp

lemen

tation

Date

C

om

men

ts

Co

op

erating Teach

er In

itials

Un

iversity Sup

ervisor

Initials

1

2

3

4

5

6

7

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Appendix B

Student Teacher Reflections on Co-Teaching in Student Teaching

At the end of week two and week five, answer the following questions:

1. Briefly describe your co-teaching experiences.

2. What have been the challenges in planning and implementing co-teaching strategies?

3. Which strategy or strategies have been least comfortable for you? Why?

4. What have been the successes in planning and implementing co-teaching strategies?

5. Which strategy or strategies have been most comfortable for you? Why?

6. When you think about your co-teaching experiences to date, what has impressed,

distressed, interested or enlightened you?

7. How has your “teacher lens” evolved through co-teaching?

*Share your written reflections with your cooperating teacher and your university supervisor.

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Appendix C

TK-20 Survey on Co-Teaching in Student Teaching – Student Teacher

1. What were the challenges of co-teaching for you, the student teacher?

2. What were the challenges of co-teaching for the cooperating teacher?

3. What were the challenges of co-teaching for the university supervisor?

4. What were the challenges of co-teaching for the P-12 students?

5. What were the benefits of co-teaching for you, the student teacher?

6. What were the benefits of co-teaching for the cooperating teacher?

7. What were the benefits of co-teaching for the university supervisor?

8. What were the benefits of co-teaching for the P-12 students?

9. How did the relationship between you and the cooperating teacher develop through co-

teaching?

10. What impact did co-teaching have on student attendance, behavior and achievement?

11. What were the highlights of the co-teaching in student teaching experience for you?

12. What other stories can you share about co-teaching?

13. Some critics of co-teaching claim that student teachers are not adequately prepared

because they do not teach “independently”. How would you respond to this claim based

upon your own experience?

14. How was your experience co-planning with your cooperating teacher?

15. How could you have been supported more as a student teacher in a co-teaching

placement?

16. What advice would you give in preparing future student teachers for co-teaching or in

providing support for them while they are in their co-teaching placements?

17. Do you have any other feedback regarding your co-teaching experience to share with us?

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Appendix D

TK-20 Survey on Co-Teaching in Student Teaching – Cooperating Teacher

1. What were the challenges of co-teaching for the teacher candidate?

2. What were the challenges of co-teaching for you, the cooperating teacher?

3. What were the challenges of co-teaching for the university supervisor?

4. What were the challenges of co-teaching for the P-12 students?

5. What were the benefits of co-teaching for the teacher candidate?

6. What were the benefits of co-teaching for you, the cooperating teacher?

7. What were the benefits of co-teaching for the university supervisor?

8. What were the benefits of co-teaching for the P-12 students?

9. How did the relationship between you and the student teacher develop through co-

teaching?

10. What impact did co-teaching have on student attendance, behavior and achievement?

11. What were the highlights of the co-teaching in student teaching experience for you?

12. What other stories can you share about co-teaching?

13. Some critics of co-teaching claim that student teachers are not adequately prepared

because they do not teach “independently”. How would you respond to this claim based

upon your own experience?

14. How was your experience co-planning with your student teacher?

15. How could you have been supported more as a cooperating teacher in a co-teaching

program?

16. What advice would you give in preparing future cooperating teachers for co-teaching or

in providing support for them while they are involved in a co-teaching program?

17. Do you have any other feedback regarding your co-teaching experience to share with us?

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Appendix E

TK-20 Survey on Co-Teaching in Student Teaching – University Supervisor

1. What were the challenges of co-teaching for the teacher candidate?

2. What were the challenges of co-teaching for the cooperating teacher?

3. What were the challenges of co-teaching for you, the university supervisor?

4. What were the challenges of co-teaching for the P-12 students?

5. What were the benefits of co-teaching for the teacher candidate?

6. What were the benefits of co-teaching for the cooperating teacher?

7. What were the benefits of co-teaching for you, the university supervisor?

8. What were the benefits of co-teaching for the P-12 students?

9. How did the relationship between the teacher candidate and the cooperating teacher in

the co-taught classroom that you observed this quarter compare to the relationship

between the teacher candidate and the cooperating teacher in the traditional model of

student teaching that you observed in previous quarters?

10. What stories can you share about co-teaching?

11. Some critics of co-teaching claim that student teachers are not adequately prepared

because they do not teach “independently”. How would you respond to this claim based

upon your own experience?

12. How could you have been supported more as a university supervisor involved in a co-

teaching program?

13. What advice would you give in preparing future university supervisors for co-teaching or

in providing support for them while they are involved in a co-teaching program?

14. Do you have any other feedback regarding your co-teaching supervisory experience to

share with us?