Co teaching 2:1 - Conceptualizing a New Model CAEP 2015 presentation

2:1 Co-Teaching: Conceptualizing a New Model for Today’s Teacher

Education Programs

Presentation at 2015 CAEP Conference

Christina M. Tschida, PhDElizabeth A. Fogarty, PhD

Biggest Issues in Teacher Education

We will take 3 minutes for you to talk with the few people gathered around you (or relocate to find some people).

Your group should determine three major issues facing teacher preparation programs in terms of clinical/field experience.

1. 1. 2. 2. 3. 3.

During a time when the relevance and usefulness of teacher education is being challenged on a state and national level, it is vital that we explore new and innovative ways to prepare teachers. Ways that will ensure not only the relevance but also the effectiveness of teacher education. The initiatives within the

Pirate Code offer innovative ways to address the questions and challenges facing teacher education.

The Need for Something Different

Why ECU Decided to Consider New Initiatives

⦿Due to increased teacher accountability, a model for student teaching that allows clinical teachers to remain in their classrooms is imperative.⦿North Carolina Teacher 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.

Why ECU Decided to Explore Co-Teaching

⦿Co-teaching reduces the number of student teaching placements and clinical teachers needed, allowing us to be more selective.

⦿Co-teaching investigates ways to enhance the relationship between the clinical teacher and the intern.

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.

7 Co-Teaching Strategies⦿ One Teach, One Observe

⦿ One Teach, One Assist

⦿ Station Teaching

⦿ Parallel Teaching

⦿ Supplemental Teaching⦿ Alternative (Differentiated)

Teaching

⦿ Team Teaching

+A Short Video on Co-Teaching

YouTube Video Created by: Paulina Genovese, Graduate StudentEast Carolina University http://www.youtube.com/watch?

v=qq5vMsA2_Kw

Co-Teaching Models at ECU

::2:1 Model

2 Interns to 1 Clinical Teacher

1:1 Model

1 Intern to

1 Clinical Teacher

The Student Teaching Experience

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The Cycle of Student

Teaching ExperiencesEvaluation

Student Teaching can be explained as a cycle of events that teacher candidates experience. Each time they travel through the cycle they gain knowledge, experience, and confidence.

Traditional Model of

Student Teaching

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Teaching: TraditionalEvaluation

Clinical TeacherInternUniversity Supervisor

1:1 Co-Teaching M

odel of Student Teaching

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Teaching: Co-Teaching 1:1Evaluation


2:1 Co-Teaching M

odel of Student Teaching

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Planning

Assessment

Reflection

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The Cycle of Student Teaching:

Co-Teaching 2:1Evaluation

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Evolution of Co-Teaching at ECU

Generation 1Fall 2012•ELEMENTARY•SPECIAL EDUCATION

Generation 2Fall 2013•BIRTH-KINDERGARTEN•ELEMENTARY•ENGLISH EDUCATION•FOREIGN LANGUAGE•HISTORY EDUCATION•MATH EDUCATION•MIDDLE GRADES•SPECIAL EDUCATION

Generation 3Fall 2014•BIRTH-KINDERGARTEN •DANCE•ELEMENTARY •ENGLISH EDUCATION •FOREIGN LANGUAGE•HISTORY EDUCATION •MATH EDUCATION•MIDDLE GRADES •SPECIAL EDUCATION

Generation 4Fall 2015•BIRTH-KINDERGARTEN •DANCE•ELEMENTARY •ENGLISH EDUCATION •FOREIGN LANGUAGE•HISTORY EDUCATION •MATH EDUCATION•MIDDLE GRADES •SPECIAL EDUCATION

2011-12 2012-13 2013-14 2014-15 2015-16

Classrooms 1 14 88 76 92

School Districts 1 2 5 8 7

Program Areas 1 2 8 9 8*

Clinical Teachers 1 10 91 88 92

Interns 2 25 111 106 119

Faculty 6 8 30 20 TBDUniversity

Supervisors 1 6 31 41 TBD

Evolution of Co-Teaching at ECU

Examining Data Use and

Collection in Guiding the Innovation

Data Sources•edTPA scores•Interviews with Clinical Teachers•Interviews with Interns•Co-Teaching Survey•Audio Recording

Co-Teaching

74 interns

Non Co-Teaching

237 internsp value

edTPA Task 1 Planning 3.63 3.51 .18edTPA Task 2 Instructions 3.61 3.48 .11edTPA Task 3Assessment 3.59 3.36 .01*Avg 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:

Using the Data to Drive Innovation

“As well or better”

Interns 2 25 111 106 119

Thoughts From Past Clinical Teachers

“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.”

“Everyone in our class is at a different stage. So if you have more trouble with reading, you can get more one-on-one time, and if you’re advanced you can go ahead.” (elementary) “We’ve done a lot of different projects that we

couldn’t have done with just our regular teacher, we needed two grown ups. It’s fun!” (elementary)

Benefits of Co-TeachingCo-teaching provides an excellent experience for Interns, Clinical Teachers, and P-12

Students. Clinical Teachers • CTs are able to host interns without giving up their classroom • CTs report increased time to provide consistent mentoring of

interns • Co-teaching teams are able to reach more students through small

group work and opportunities to differentiate instruction• CTs report better relationships with their intern(s) than the traditional model


•Clinical teachers indicated in interviews that requiring only 5 “ALL DAYS” was not enough – we changed the requirement to 10 ALL DAYS

•Clinical teachers wondered if Co-Teaching was “real life”. We conducted interviews with practicing teachers who were former co-teaching interns.

Interviews with Clinical Teachers

Thoughts From Past ECU 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.”


Students. Intern Benefits • Interns gain a deeper understanding of curriculum

through co-planning• They experience an increased confidence sooner

during internship• There is increased teaching time (starting at the

beginning of the internship rather than later in the semester)

• Interns report improved classroom management skills • There are more opportunities for interns to ask

questions and talk with their CT


Co-Teaching Surveys indicate that Co-Teachers

felt an increasing confidence that the co-

teaching intervention would adequately prepare them for their own classrooms.

Interns began to be more willing to be assigned to

co-teaching.

Justin Huber’s video…

Video Clip of Former ECU Intern

Video clip of Principal

Seth Brown’s Interview


Students. Students • Co-teaching provides enhanced quality of learning for P-12

students• Students receive more individual attention through work in smaller

groups or individual remediation• Questions are answered faster and student work is turned back sooner

• Co-taught classrooms have better behavior and fewer disruptions

• 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:

Impact of Co-Teaching


Audio recordings of the planning sessions of interns and clinical teachers revealed that their planning involved very

little discussion of co-teaching strategies.

The training was changed to include more information on co-planning.

Handouts were used in trainings of interns, clinical teachers, and supervisors to communicate the co-planning process

Christina Tschida [email protected]

Liz Fogarty [email protected]

East Carolina University

mailto:[email protected]




Session Outline

1. Contextualizing co-teaching within the broader initiatives in the Teacher Preparation Program - looking at co-teaching as part of the institution’s Transformative Initiative

2. Conceptualizing 2:1 Co-teaching3. Determining what makes the 2:1 model effective and

transformative*4. Examining data collection and use in guiding the innovation**

* Item #2 will involve small group discussions and participation.** Item #4 will allow participants to evaluate their use of data in

guiding innovation at their institution and contribute to a group discussion

Co teaching 2:1 - Conceptualizing a New Model CAEP 2015 presentation

Education

Transcript of Co teaching 2:1 - Conceptualizing a New Model CAEP 2015 presentation