How Co-Teaching Saved Student

TeachingElizabeth A. Fogarty

University of MinnesotaChristina M. Tschida

East Carolina University

① Discuss the innovations② Share study results③ Discuss conclusions④ Generate take-aways

SESSION GOALS:

Think Tank Discussion:

What challenges did you face that brought about the use of

co-teaching?

The Situation in NC

I just can’t risk turning over my classroom

to a novice any longer.

Addressing the Concerns Due to increased teacher

accountability, a model for student teaching that allows clinical teachers to remain in their classrooms is imperative.

North Carolina Teacher 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.

ECU College of Education PIRATE CODE

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

ECU’s Models of Student Teaching

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

Co-Teaching Strategies

⦿ One Teach, One Observe⦿ One Teach, One Assist⦿ Station Teaching⦿ Parallel Teaching⦿ Supplemental Teaching⦿ Alternative (Differentiated)

Teaching⦿ Team Teaching(Cook & Friend, 1995; Friend, 1993,

2001)

YouTube Video Created by: Paulina Genovese, Graduate Student

East Carolina University

A Short Video on Co-Teaching

http://www.youtube.com/watch?v=qq5vMsA2_Kw

Our Twist on Co-Teaching

:

1:1 Model1 Intern to

1 Clinical Teacher :2:1 Model

2 Interns to 1 Clinical Teacher

Experiences During Student Teaching

z

z

Observing

Planning

Assessment

Refle

ction

Teaching

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

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)

Experiences During Traditional

Student Teachingz

z

Observing

Planning

Assessment

Refle

ctio

n

Teaching

The Cycle of Student

Teaching: Traditional

Evaluation

Clinical TeacherInternUniversity Supervisor

Experiences During 1:1 Co-Teaching

z

z

Observing

Planning

Assessment

Reflectio

n

Teachi

ng

The Cycle of Student Teaching:

Co-Teaching 1:1Evaluation

Clinical TeacherInternUniversity 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

z

z

Observing

Planning

Assessment

Reflection

Teaching

The Cycle of Student Teaching:

Co-Teaching 2:1Evaluation

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Clinical TeacherIntern

University Supervisor

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Experiences During 2:1 Co-Teaching

2 Interns : 1 Clinical Teacher

Reflection occurs on multiple levels between all 3 co-teachers

Level of professional discourse increases

More dynamic team approach

Building Co-Teaching at ECU

CO-TE N

GACH

I

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

The Evolution of Co-Teaching

The Evolution of Co-Teaching

Squishy2011-12

Year 12012-13

Year 22013-14

Year 32014-15

Year 42015-16

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

Co-Teaching in the Elementary Program

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

From Pilot to Program Implementation

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.

The Impact of Co-Teaching

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.

Co-Teaching Allows for More Dynamic Interactions

edTPA Data

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-way ANOVAs for each of Years 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.

Control1:1 Co-

Teaching2:1 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.

edTPA Data

edTPA Data

Note: Year 1 data were scored locally. Years 2 and 3 are Pearson scores.

Survey and Focus Group Data

Data Source: Interns complete a Co-Teaching Survey at the end of their internship. Interns, Clinical Teachers, 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.

Survey and Focus Group Data

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

Co-Teaching SurveyCollaboration: 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.”

Focus Group Data - Collaboration

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.”

Focus Group Data - Mentoring

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.”

Focus Group Data - Feedback

“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)

Thoughts from Interns

“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.”

Thoughts from Clinical Teachers

“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.”

The Impact of Co-Teaching

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

Think Tank Discussions

Think Tank Take-Aways

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?

Think Tank Discussion: Co-Teaching Models

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?

Think Tank Discussion: Coaching within Co-

Teaching

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?

Think Tank Discussion: Evaluating Impact

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 observationsVAM data edTPA

What do you consider when deciding on this?

How Co-Teaching Saved Student

TeachingChristina M. Tschida tschidac@ecu.eduElizabeth A. Fogarty foga0017@umn.edu