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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!