How Co-Teaching Saved Student Teaching: Data and Decision-Making in

a Critical TimeAACTE

February 26, 2015

Vivian Covington Liz FogartyJudy 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.

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 AT ECU

:

:

2:1 Model2 Interns to

1 Clinical Teacher

1:1 Model

1 Intern to

1 Clinical Teacher

CONCEPTUAL FRAMEWORK

One Teach, One

Observe

One Teach, One Assist

Station Teaching

Parallel Teaching

Supplemental

Teaching Alternative

(Differentiated) Teaching

Team Teaching

Cook & Friend, 2001

NC TEACHER EVALUATION – THE 6TH STANDARD

ADVANCING THE IMPERATIVE

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

BACKGROUND LITERATURE

Definitions and conceptual framework (Friend, 1993; DeBoer & Fister, 1995; Gately & Gately, 2001)

Co-teaching positively influences students in K-12 classrooms (Goodnough et al., 2009; Kamen, 2007; Murphy et al., 2012)

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

Planning

Teaching

Assessment

5 hours of training using the St. Cloud Co-Teaching model

3 hour Foundation Training 2 hour Pairs Training

Also invited to participate in the training sessions:

university supervisors instructional coaches faculty

CO-TEACHING TRAINING

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 MODEL2011-12 2012-13 2013-

142014-

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 41

RESEARCH

Impact of Co-Teaching at East Carolina University

RESEARCH QUESTIONS

RQ1: What effects does co-teaching have on the teaching readiness of elementary teacher candidates?

RQ2: What are teacher candidates’ and clinical teachers’ opinions of co-teaching?

edTPA

Co-Teaching Survey, Focus Group Interviews

RQ1: WHAT EFFECTS DOES CO-TEACHING HAVE ON THE TEACHING READINESS OF ELEMENTARY TEACHER CANDIDATES?

p value = 0.0485* p value = 0.0283*

012345

Non Co-TeachingCo-Teaching

SD 0.889

SD 0.510

SD 0.968

SD 0.671

2012-2013 dataset

n=21

n=141

RQ1: WHAT EFFECTS DOES CO-TEACHING HAVE ON THE TEACHING READINESS OF ELEMENTARY TEACHER CANDIDATES?

edTPACo-Teaching

n=74Non Co-

Teaching n=237 p

Mean Mean

Task 1 Planning 3.63 3.51 .18

Task 2 Instruction

3.61 3.48 .11

Task 3 Assessment

3.59 3.36 .01

Overall Scores 3.61 3.45 .03

* p < .05 2012-2014 datasets

RQ2: WHAT ARE TEACHER CANDIDATES’ AND CLINICAL TEACHERS’ OPINIONS OF CO-TEACHING?

Elementary and Special Education interns (Spring 2013)

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

RQ2: WHAT ARE TEACHER CANDIDATES’ OPINIONS OF CO-

TEACHING?

"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.

"

RQ2: WHAT ARE CLINICAL TEACHERS’ OPINIONS OF CO-

TEACHING?

“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.”

RQ2: WHAT ARE

CLINICAL TEACHERS’

OPINIONS OF CO-

TEACHING?

THEME 1: The Effect of Co-Teaching on Students

“It impacted My students immensely”

THEME 2: Preparation for Teaching

“I worry about them in the real world”

THEME 3:Relationship Building in Co-Teaching

“Breathing each other’s air”

THEME 4:Collaboration in the Classroom

“They’re master collaborators by the time they finish”

CURRENT & FUTURE RESEARCH

What are the experiences of candidates in a 2:1 scenario as compared to those in a 1:1 scenario?

Comparing growth trajectories of beginning teachers and P-12 students

Fidelity of implementation research Looking for patterns across program areas Compatibilities of interns

QUESTIONS/ DISCUSSION

THANK YOU!

REFERENCESDeBoer, A., & Fister, S. (1995). Working together: Tools for

collaborative teaching. Longmount, CO: Sopris West.Friend, M. (1993). Co-teaching: An overview of the past, a glimpse at

the present, and considerations for the future. Preventing School Failure, 37(4), 6.

Gately, S. E., & Gately, F. J. (2001). Understanding co-teaching components. Teaching Exceptional Children, 33(4), 40.

Goodnough, K., Osmond, P., Dibbon, D., Glassman, M.,& Stevens, K. (2009). Exploring a triad model of student teaching: Pre-service teacher and cooperating teacher perceptions. Teaching and Teacher Education, 25, 285-296.

Kamens, M. W. (2007). Learning about co-teaching: A collaborative experience for pre-service teachers. Teacher Education and Special Education, 30(3), 155-166.

Murphy, C., Beggs, J., Carlisle, K., & Greenwood, J. (2012). Students as ‘catalysts’ in the classroom: The impact of co-teaching between science student teachers and primary classroom teachers on children’s enjoyment and learning of science. International Journal of Science Education, 26(8), 1023-1035.