4. I just can’t risk turning over my classroom
to a novice any longer.
5. Due to increased teacher accountability, a model
for student teaching that allows clinical teachers
to remain in their classrooms is imperative.
North CarolinaTeacher 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.
6. 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
7. 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
8. ⦿ OneTeach, One Observe
⦿ OneTeach, One Assist
⦿ StationTeaching
⦿ ParallelTeaching
⦿ SupplementalTeaching
⦿ Alternative (Differentiated)Teaching
⦿ TeamTeaching
(Cook & Friend, 1995; Friend, 1993, 2001)
11. Observing
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
12. 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)
Observing
The Cycle of
StudentTeaching:
TraditionalEvaluation
Clinical
Teacher
Intern
University
Supervisor
13. The Cycle of
Student Teaching:
Co-Teaching 1:1
Evaluation
Clinical
Teacher
Intern
University
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
14. Observing
The Cycle of
Student Teaching:
Co-Teaching 2:1
Evaluation
D i s c o u r s e
D i s c o u r s e
D i s c o u r s e
D i s c o u r s
e
D i s c o u r s e
Clinical
Teacher
Intern
University
Supervisor
D i s c o u r s e
2 Interns : 1 Clinical Teacher
Reflection occurs on
multiple levels between
all 3 co-teachers
Level of professional
discourse increases
More dynamic team
approach
15.
16. 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
17. Squishy
2011-12
Year 1
2012-13
Year 2
2013-14
Year 3
2014-15
Year 4
2015-16
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
18. 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
19. 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.
20.
21. 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.
22. 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-wayANOVAs for each ofYears 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.
23. Control
1:1 Co-
Teaching
2:1 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.
24. Note:Year 1 data were scored locally.Years 2 and 3 are Pearson scores.
25. Data Source: Interns complete a Co-Teaching Survey at the end of their
internship. Interns, ClinicalTeachers, 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.
26. 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
27. Collaboration: 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.”
28. 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.”
29. 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.”
30. “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)
31. “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.”
32. “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.”
33. 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
34.
35. 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?
36. 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?
37. 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?
38. 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 observations
VAM data edTPA
What do you consider when deciding on this?
LIZ –
Explain the situation in NC pushed us to consider our need to make changes to student teaching/internship
LIZ -- CONTEXTUALIZING CO-TEACHING
The current climate of assessment and its impact on relationships between ECU and partnering schools
Clinical teachers began saying they didn’t want to take our students for internships.
Why ECU Decided to Explore Co-Teaching
Reduces the number of student teaching placements needed (2:1 model)
Limits the number of clinical teachers needed, allowing us to be more selective (2:1 model)
Investigates ways to enhance the relationship between the clinical teacher and the intern
Allows clinical teachers to remain in their classrooms due to increased teacher accountability requirements
LIZ -- CONTEXTUALIZING CO-TEACHING
Share how our co-teaching work fit within the innovations of the Pirate CODE and the TQP grant
LIZ –
Introduce our models (by name and short explanation) and our definition of co-teaching…
Emphasis on the fact that we have a 2:1 model as one of our options
LIZ –
We use the Friend’s 7 co-teaching strategies in our models
??? Do we need to use this video since most everyone will be using co-teaching ???
LIZ – introduce the video
http://www.youtube.com/watch?v=qq5vMsA2_Kw
CT --- TRANSITION SLIDE
CT --- Typical Student Teaching Experience:
Observing the CT and students
Planning for Instruction - slowly taking on additional responsibility
Teaching lessons - slowly building up to full-days
Assessment of student learning
Evaluation - typically from outside source CT or US
Reflection - typically done alone after evaluation
Cycle repeats itself
CT --- Traditional Model of Student Teaching
During the Traditional Student Teaching experience, most interns find themselves working with their Clinical Teacher during the planning and evaluation stages of the cycle. The other stages tend to be done in isolation and with less modeling of instructional choices from the Clinical Teacher and the level of modeling is dependent on a CT’s mentoring skills.
CT – Our 1:1 Co-Teaching Model
The 1:1 Co-Teaching Model of Student Teaching creates more of a team approach to all stages of the student teaching experience. The Clinical Teacher models instructional decision-making more explicitly with the Intern and provides feedback and opportunities for reflecting with the intern across the cycle.
CT – Our 2:1 Co-Teaching Model
The 2:1 Co-Teaching Model of Student Teaching creates an even more dynamic team approach to all stages of the student teaching experience. The Clinical Teacher models instructional decision-making more explicitly with both interns and provides feedback and reflecting across the cycle. Additionally, the two Interns typically work together more closely in planning, teaching, and reflection of their experience. The level of professional discourse increases in the 2:1 model.
LIZ -- TRANSITION SLIDE
LIZ
LIZ
LIZ
Liz
LIZ -- TRANSITION SLIDE
LIZ –
Three focus areas for co-teaching have been collaboration, mentoring, and feedback. Co-Teaching allows for more dynamic interactions among Interns and CTs and creates opportunities for Interns to develop collaborative skills and CTs spaces to provide feedback and mentor interns well.
Our definitions of these concepts are …
LIZ –
Data also showed that there were no statistically significant differences among groups on their Task 1, Task 2, or Task 3 scores.
These were important data that we used to persuade other programs to try co-teaching (beyond ELEM) and to eventually adopt co-teaching as a viable option for the internship.
LIZ –
Data also showed that there were no statistically significant differences among groups on their Task 1, Task 2, or Task 3 scores.
These were important data that we used to persuade other programs to try co-teaching (beyond ELEM) and to eventually adopt co-teaching as a viable option for the internship.
LIZ –
Data also showed that there were no statistically significant differences among groups on their Task 1, Task 2, or Task 3 scores.
These were important data that we used to persuade other programs to try co-teaching (beyond ELEM) and to eventually adopt co-teaching as a viable option for the internship.
CT –
CT –
Overall qualitative data is positive showing strong relationships, greater impact on K-5 students, greater efficacy in their readiness to teach, and stronger collaborative skills.
CT -- Co-Teaching Survey Qualitative Data
COLLABORATION - When comparing co-teaching with traditional placement survey data the co-teaching interns reported greater opportunities to collaborate with not only their CT but other colleagues in the school.
MENTORING - analysis was conducted in NVivo looking to identify intern feelings of being supported and mentored by their CT. Co-Teaching interns were 2.5 times more likely to share feelings of being supported and mentored. Within the co-teaching participants, 2:1 interns were nearly 2 times as likely than those in 1:1 placements to share feelings of being supported and mentored. [1:1 =12, 2:1 = 22 (total co-teaching = 34), traditional 13]
FEEDBACK - Year 1 had only 2 comments that directly spoke to feedback from the CT. As more importance was placed on co-planning in later years -- with reflection, feedback, and dialogue emphasized in training the number of references to feedback from CTs rose dramatically in the survey data.
2:1 Co-Teaching Interns reported positive experiences with feedback and feelings of support from CT AND a peer experiencing the same things
Without the feedback from my teacher and co-intern, I do not think I would be this capable to teach.
It gave me the opportunity to not only gain feedback from a professional teacher but also a peer.
You had someone to bounce ideas with and who was experiencing the same things. More feedback the better.
It allowed for us to share feedback.
More feedback on instruction, planning, and I felt more comfortable knowing that I wasn't the only one in the same position.
This statement from 2:1 intern sums up experience of many of the co-teaching interns:
Yes, I am comfortable moving forward into my future classroom. I am better able to collaborate with colleagues, plan, and teach my students.
CT - Focus Group Data - Collaboration
Collaboration is the most commonly discussed theme among Interns and CTs during the focus group interviews.
The collaborative skills gained by Co-Teaching Interns is often a deciding factor for principals hiring our interns. They are looking for beginning teachers who have experience with collaboration and are comfortable working with colleagues.
It was clear in Year 1 that CTs in particular did not feel as though co-teaching was the “real world” of teaching and were concerned their intern would not be prepared for their own classroom. We were able to address that upfront in the training the following year to help alleviate those concerns. Interestingly, the same teachers expressing concern also shared within the same discussion how prepared their intern was for collaborating with their peers and using multiple teaching strategies. We speculate that much of this conversation about co-teaching not being the “real world” of teaching can be explained by resistance to change. (the - “It’s not how I did my student teaching” mentality)
Story of WGP and WGI – five co-teaching interns hired in one year. Two interns who completed a 2:1 internship were hired to teach in the same school at the same grade level so they could continue to work closely together and plan with one another. Likewise, two other interns in the primary side were hired on after completing their co-teaching internship there as well.
CT - Focus Group Data - Mentoring
The data on mentoring feel into two categories. Mentoring that occurred between CT and intern(s) through dialogue. Conversations were had throughout the day among co-teachers. The CTs in particular found opportunities to share their instructional thinking not only during the co-planning sessions but during the lessons or immediately following the lessons.
The second category of mentoring was through demonstration – meaning that CTs were able to mentor their interns in the moment, during a lesson. They were able to stay in the room, stay involved in the lessons, and step in if needed. This gave students a different level of support than in the traditional model.
CT - Focus Group Data - Feedback
In the traditional model, clinical teachers provide feedback to interns following a lesson or more likely, later in the day. Interns may make mistakes or provide inaccurate content that goes uncorrected until the next day. In the Co-Teaching model CTs are able to jump in and correct these issues without it feeling awkward or stopping instruction for the students. Interns feel more supported when they know their CT can and will be this back up for them. The model also provides for opportunities for co-teachers to discuss student learning and co-plan for instruction. CTs can give feedback throughout the day informally and during co-planning sessions more formally.
The 2:1 model is where we find the most dynamic feedback. Not only do interns receive feedback from their CT, they provide their co-intern feedback and act as an additional person to dialogue with about students, teaching, and even stressors – as both interns are in a similar situation.
