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The Co-Teaching Model of Student
Teaching: New Directions in
Teacher Preparation
Vivian CovingtonLiz Fogarty
Susan MorganJudy Smith
Christina Tschida
What is Co-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.
+A Short Video
on Co-Teaching
YouTube Video Created by: Paulina Genovese, Graduate Student
East Carolina University http://www.youtube.com/watch?v=qq5vMsA2_Kw
Co-Teaching Strategies
One Teach, One Observe
One Teach, One Assist
Station Teaching
Parallel Teaching
Supplemental Teaching
Alternative or
Differentiated Teaching
Team Teaching
Co-PlanningDuring Co-Planning the Intern and Clinical Teacher will Work Together to Determine: • What content to teach• What co-teaching strategies to use and
when• Who will lead different parts of the lesson• How to assess student learning• The materials and resources needed for
the lesson
During Co-Planning Interns are Expected to: • Contribute ideas from the beginning of
internship• Be involved in deciding which strategies
will work when and why• Help decide which lessons to co-teach
prior to and after Full Days and participate fully in co-teaching of those lessons
Why Co-Teaching?Co-teaching provides an excellent
experience for interns, Clinical Teachers, and P-12 Students.Interns
• Deeper understanding of curriculum through co-planning
• Increased confidence sooner during internship
• Improved classroom management skills
• Increased teaching time
• More opportunities to ask questions
Clinical Teachers
• Time to provide consistent mentoring of interns
• Host interns without giving up their classroom
• Able to reach more students through small group work
• Better relationship with their intern
Students
• Enhanced quality of learning for P-12 students
• Receive more individual attention through work in smaller groups
• Get questions answered faster and work back sooner
• Better behavior/fewer disruptions
ECU Co-Teaching Study
•Squishy Pilot – 2011-2012 1 classroom – 2 interns – 1 school district
•Year One – 2012-201314 classrooms – 25 interns – 2 school districts
•Year Two – 2013-2014 89 classrooms – 111 interns – 5 school districts
•Year Three – 2014-2015 85 classrooms – 115 interns – 9 school districts
Evolution of Co-Teaching at 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 • FOREIGN LANGUAGE• HISTORY EDUCATION • MATH EDUCATION• MIDDLE GRADES • SPECIAL EDUCATION
Co-Teaching Models at ECU
:
:
2:1 Model
2 Interns to 1 Clinical Teacher
1:1 Model
1 Intern to
1 Clinical Teacher
Co-Teaching
74 interns
Non Co-Teaching
237 interns
p value
edTPA Task 1 Planning 3.63 3.51 .18
edTPA Task 2 Instructions
3.61 3.48 .11
edTPA Task 3Assessment
3.59 3.36 .01*
Ave score across all 15 rubrics
3.61 3.45 .03*
Impact of Co-Teaching
2012-2013 – Higher mean scores on 11 of the 15 edTPA rubrics than non-co-teaching interns
2013-2014 – All 15 rubrics higher means scores except Rubric 8 where scores were the same
Preliminary findings from analysis of interns’ edTPA scores show positive trends for those participating in Co-Teaching:
Impact of Co-Teaching
•Stronger relationships with their co-teachers•Greater impact on P-12 students•Efficacy in their readiness to teach•Gains in collaborative skills
Preliminary findings from analysis of co-teaching survey and focus group interviews reveal positive trends for those participating in Co-Teaching:
"We both were leaders in our own respects and at different times.”
"There is more creativity because you are able to talk ideas through and make them great by having the two perspectives."
“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.”
TABLE 1 Why Co-
Teaching?Vivian Covington
The story of why we decided to try Co-Teaching in our Internship.
The dilemma of the Sixth Standard What makes Co-Teaching during student
teaching so attractive?
TABLE 2 Training in Co-
TeachingJudy Smith
Who needs to be trained in co-teaching?How do you conduct co-teaching training?
Lessons we’ve learned along the way about training
Table 3 Logistical Issues with Co-
TeachingSusan Morgan
Concerns of Interns during their student teaching?
How do you place interns using the co-teaching model?
What are the logistical issues you need to consider and those we didn’t think of before
we began?
Table 4 Growing Co-Teaching &
Getting Buy-InLiz Fogarty
How do you get clinical teachers and schools to participate?
What concerns do stakeholders have and how do we address them?
How do you move from pilot to larger scale implementation?
Table Topics1. Why Co-Teaching?
2. Training in Co-Teaching
3. Logistical Issues with Co-Teaching
4. Growing Co-Teaching and Getting
Buy-In
Sharing of Table Discussions
Highlights from the dialogue at your table
What did you learn?What was memorable?
What new questions do you have?
Dr. Liz Fogarty
Dr. Judy Smith
Dr. Christina Tschida
Dr. Vivian Covington
Ms. Susan Morgan
East Carolina University