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 is Sharing Responsibility

Intern

Clinical TeacherPlanning

Teaching

AssessmentStudents

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

fogartye@ecu.edu

Dr. Judy Smith

smithjud@ecu.edu

Dr. Christina Tschida

tschidac@ecu.edu

Dr. Vivian Covington

covingtonv@ecu.edu

Ms. Susan Morgan

morgans@ecu.edu

East Carolina University