Co-TeachingProvost’s CouncilMeeting

November 14, 2014

Vivian Covington Judy Smith

Christina Tschida

ECU COLLEGE OF EDUCATION PIRATE CODE GOALSPirate CODE

Develop the Research on Practice model, codifying its steps and developing an implementation model to institutionalize innovations within programs.

Document the implementation of research-based innovations in the teacher education curricula with concerted efforts to expand implementation into all ITPs at the institution.

Develop and engage in practice-based research surrounding the seven Pirate CODE project innovations.

Document and communicate the process, the successes, and the challenges of the Pirate CODE by contributing to the research literature through publications, presentations, and collegial conversations at the institution, state, and national levels.

WHY ECU DECIDED TO EXPLORE CO-TEACHING

Reduces the number of student teaching placements and clinical teachers needed, allowing us to be more selective

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

Investigates ways to enhance the relationship between the clinical teacher and the intern

OVERVIEW OF CO-TEACHING

Co-Teaching initially began as a collaborative between general education and special education in response to PL 94-142 (IDEA) legislation. (Cook & Friend, 1995; Vaughn, Schumm, & Arguelle, 1997; Austin, 2001; Boucka,  2007; Hang & Rabren, 2008)

Carefully designed student teaching experiences, specifically Co-Teaching, can effectively prepare clinical interns while positively impacting student achievement.

During Co-Teaching,all teachers are actively involved and engaged

in all aspects of planning, instruction and assessment.

CO-TEACHING 101

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

YouTube Video Created by: Paulina Genovese, Graduate StudentEast Carolina University

7 CO-TEACHING STRATEGIES

One Teach, One

Observe

One Teach, One Assist

Station Teaching

Parallel Teaching

Supplemental

Teaching Alternative

(Differentiated) Teaching

Team Teaching

Sharing Responsibility

Clinical Teacher

Intern

Planning

Teaching

Assessment

CO-TEACHING AT ECU

:

:

2:1 Model2 Interns to

1 Clinical Teacher

1:1 Model

1 Intern to

1 Clinical Teacher

RESEARCH

St. Cloud State UniversitySt. Cloud, Minnesota

Cumulative DataReading Proficiency

• Minnesota Comprehensive Assessment• Compares Co-Taught and Not Co-Taught student teaching settings

Copyright 2011, St. Cloud State University,Research Funded by a US Department of Education, Teacher Quality Enhancement

Grant

Cumulative Data Math Proficiency

• Minnesota Comprehensive Assessment• Compares Co-Taught and Not Co-Taught student teaching settings

Copyright 2011, St. Cloud State University,Research Funded by a US Department of Education, Teacher Quality Enhancement

Grant

IMPLEMENTING

CO-TEACHING

East Carolina University

EVOLUTION OF CO-TEACHINGAT ECU

Generation 1

Fall 2011• ELEMENTARY

Generation 2

Fall 2012• ELEMENTARY• SPECIAL

EDUCATION

Generation 3

Fall 2013• BIRTH-

KINDERGARTEN• ELEMENTARY• ENGLISH

EDUCATION• FOREIGN

LANGUAGE• HISTORY

EDUCATION• MATH EDUCATION• MIDDLE GRADES• SPECIAL

EDUCATION

Generation 4

Fall 2014• BIRTH-

KINDERGARTEN • DANCE• ELEMENTARY • ENGLISH

EDUCATION • HISTORY

EDUCATION • MATH EDUCATION• MIDDLE GRADES • SPECIAL

EDUCATION

SCALING UP THE MODEL

2011-12 2012-13 2013-14

2014-15

Classrooms 1 14 88 85

School Districts 1 2 5 9

Program Areas 1 2 8 9

Clinical Teachers 1 10 91 88

Interns 2 25 111 115

Faculty 6 8 30 20

University Supervisors 1 6 31 TBD

ENROLLMENT FALL 2014Program Area Enrollment School Districts

Birth-Kindergarten 3 Johnston, Martin, Pitt

Dance Education 1 Pitt

English Education 12 Pitt

History Education 13 Beaufort, Greene Pitt

Mathematics Education

14 Beaufort, Pitt, Wayne

Middle Grades Education

7 Pitt

Special Education 8 Greene, Pitt

Elementary Education 51 Beaufort, Edgecombe

Greene, Lenoir, Martin, Pitt,

Wilson

Total 115 9

RESEARCH

Impact of Co-Teaching at East Carolina University

INTERNAL FINDINGS: TEACHING ABILITY

p value = 0.0485*

p value = 0.0283*

012345

Non Co-TeachingCo-Teaching

SD 0.889SD 0.510

SD 0.968

SD 0.671

CO-TEACHING SURVEY RESULTS

Sample included all Elementary and Special Education interns in the Spring 2013 semester.

Co-Teaching Internsn=23

Non Co-Teaching Internsn=160

F SigM SD M SD

Q5 Preferred Solo

6.22 2.295 7.09 1.568 5.439 0.021*

Q9 Differentiation

8.70 0.635 8.19 0.998 5.620 0.019*

Q11 Classroom Management

8.48 0.730 8.00 0.932 5.560 0.019*

* alpha set to p < .05

FUTURE DIRECTIONS FOR RESEARCH

Comparing growth trajectories of beginning teachers and P-12 students

Fidelity of research Looking for patterns across

program areas Compatibilities of interns

THOUGHTS FROM INTERNS

"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.”

"Certain lessons work really well when they are co-taught. It is a good feeling to pump out a great lesson cooperatively, knowing that the lesson would not have been as dynamic if it had not been co-taught.”

"There is more

creativity because you are able to talk ideas

through and make them

great by having the

two perspectives.

"

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.”

QUESTIONS/ DISCUSSION

THANK YOU!