Co-Teaching: A win-win for public school classrooms and teacher
preparation programs
Co-Teaching: A mutually beneficial school-university partnership
for preparing teacher candidates67th Annual AACTE Meeting
2015Atlanta, Georgia
Symposium SessionBall State UniversityEast Carolina University
Southeast Missouri State University Vivian1PurposeThe purpose of
this symposium session is to present a series of papers that
together highlight the development of Co-Teaching initiatives
within Colleges of Education at three universities in partnership
with local school districts.
Vivian2Genesis of Collaboration St. Cloud State University
Co-Teaching Training 2011Regional Teacher Quality Partnership
Un-Conference hosted by Winthrop University 2012ECU Co-Teaching
Webinar Fall 2013 AACTE Annual Meeting 2014 Co-Teaching TAG
2015Vivian3Principles of Co-TeachingEach institution agrees firmly
in the following principles Co-Teaching training is
essential.Co-Teaching is collaborative.Co-teaching enhances the
performance of college of education graduates.Co-Teaching enhances
learning of P-12 students.Co-Teaching requires co-planning,
co-assessing, and co-reflecting on practice.
Vivian4Co-Teaching: A win-win for public school classrooms and
teacher preparation programsEast Carolina UniversityVivian
Covington - DiscussantElizabeth Fogarty - PresenterJudith Smith-
PresenterChristina Tschida - Presenter
Judy5 Why ECU Decided to Explore Co-TeachingReduces 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 imperativeInvestigates ways to enhance the
relationship between the clinical teacher and the intern
Judy6 Overview of Co-TeachingCo-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.
Judy7 Evolution of Co-Teaching At ECU
Judy8
University/Public School Partnerships
2011-122012-132013-142014-15Classrooms1148876School
Districts1258Program Areas1289Clinical
Teachers1109188Interns225111106Faculty683020University
Supervisors163141
Judy9
Research Questions RQ1. What has been the impact of Co-Teaching
on public school classroomsRQ2. What has been the impact of
Co-Teaching on the preparation of teacher candidates?
Liz10Literature Review P-12 Student AchievementSeveral studies
have shown that students in the classroom benefit when a
co-teaching arrangement is present. Kamenss (2007) study reported
that the co-teaching positively impacted the students in the class
because students were able to receive individualized support.
Teacher candidates also reported that they believed co-teaching
yielded better outcomes for their students (Goodnough et al.,
2009).Cumulative student achievement data gathered from 2003-2007
at St. Cloud State University found statistically significant gains
in reading and math proficiency when 35,000 P-12 students were
compared in Co-Taught and Not Co-Taught student teaching settings
(Bacharach, Heck, Dahlberg, 2010).
Liz11Literature Review Teacher PreparationOne of the most
promising aspects of co-teaching is that both teachers plan and
deliver lessons together based on student needs. As a result of
sharing ideas and strategies both partners benefit from the support
and collaboration. (Sileo, 2005).A study completed by Kamens (2004)
found that:Participants thought it was beneficial to have two
cooperating teachers in the class because of the increased support
for lesson planning, working with the children, and behavior
management.Teacher candidates found it advantageous to have
multiple people to plan with because they were better able to plan
for the diverse range of abilities in the classroom. At the end of
the year, teacher candidates felt more confident of their teaching
and more aware of their abilities.
Liz12
Quantitative Analysis of edTPA scores
Co-Teaching74 internsNon Co-Teaching237 internsp valueedTPA Task
1 Planning3.633.51.18edTPA Task 2 Instructions3.613.48.11edTPA Task
3Assessment3.593.36.01*Ave score across all 15
rubrics3.613.45.03**p
