east stroudsburg university · 4sight). 3. i d e n _____ 3. “eligible ontent” and standards...
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East Stroudsburg University Co-Teaching in Student Teaching
Training Manual
Dr. Terry Barry [email protected]
Dr. Reuben Yarmus [email protected]
Dr. Caroline Kuchinski [email protected]
Dr. Caroline DiPipi-Hoy [email protected]
Dr. Paula Kelberman [email protected]
Follow ESU College of Education (@ESUCollegeofEd)
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Table of Contents
I. Introduction …………………………………………………………………………………………..1
A. Background Knowledge …………………………………………………………………….1
B. Co-Teaching in Student Teaching – A Common Definition ………………….2
C. Video Part I: Introduction to Co-teaching in Student Teaching ………….3
D. Research Findings ……………………………………………………………………………..4
E. Making a Connection to the New PA Teacher Evaluations ………………….6
II. Pair Building Activities ……………………………………………………………………………8
A. Value Cards ……………………………………………………………………………………….8
B. Color of Spectrum – Personality Inventory ………………………………………..9
III. Co-Teaching Strategies …………………………………………………………………………..9
A. Seven Co-Teaching Strategies ……………………………………………………………9
B. Video Part II: Co-Teaching in Student Teaching Strategies ……………….11
C. Selecting Co-Teaching Strategies Based on Student Performance ….…12
1. PVAAS ……………………………………………………………………………………12
2. Benchmark Assessments ………………………………………………………. 13
3. Eligible Content and SAS………………………………………………………...13
4. Selecting a Strategy ………………………………………………………………..14
IV. Are We CoTeachers?...............................................................................16
V. Next Steps…………………………………………………………………………………………….17
VI. Resources……………………………………………………………………………………………..18
VII. Appendices…………………………………………………………………………………………..19
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I. Introduction
A. Background Knowledge
When you hear the term “co-teaching” what comes to mind? ______________________________________________________________________
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What have been your experiences with co-teaching either from observation or from direct implementation? ______________________________________________________________________
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What do you see as the potential drawbacks of co-teaching? ______________________________________________________________________
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What do you see as the potential benefits of co-teaching? ______________________________________________________________________
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B. Co-teaching in Student Teaching – A Common Definition
Student teaching is the
culmination of a teacher
candidate’s journey to
becoming a licensed teacher.
In most cases, the host
teacher, or cooperating
teacher gradually releases
control of the classroom until
the teacher candidate takes full responsibility.
Using a co-teaching model during student teaching is different
than this traditional approach. Although there are times when
the teacher candidate takes full responsibilities for the
classroom and “flies solo”, generally, the cooperating teacher
and the teacher candidate work together throughout the student
teaching assignment. They jointly plan, organize, deliver, and
assess instruction. They select from a variety of co-teaching
strategies based on student needs. They work as a team in an
effort to optimize learning and to maximize teacher
development. They both remain actively engaged with
students as much as possible. Usually, when planning for co-
teaching, the cooperating teacher takes the lead in the
beginning and the teacher candidate assumes the lead as the
student teaching assignment progresses.
“The most important trip you may take in life is meeting people halfway.”
~Henry Boye
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C. Video Part I: Introduction to Co-teaching in Student Teaching
Notes: ___________________________________________________________________
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“We can’t direct the wind but we can adjust the sails.”
~Anonymous
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D. Research Findings
Heck et al. (2010) of St. Cloud University secured a five million dollar grant to study the academic achievement of students involved in co-taught student teaching classrooms in comparison to those in traditional student teaching classrooms and to those in classrooms without student teachers. Using both state assessment data and data from The Woodcock-Johnson Research Assessment, gain scores were calculated for all students in reading and mathematics. The study revealed, with a statistical level of significance [p<.05], that the academic gains of students involved in co-taught student teaching classrooms outpaced their counterparts in both traditional student teaching classrooms and in classrooms taught by teachers who elected not to take a student teacher.
Reading Gain Scores
Woodcock-
Johnson III
Research Edition
with Score Gains
Co-Taught
Not
Co-Taught
P
2004-2005 15.7 9.9 .001
2005-2006 24.4 18.7 .024
2006-2007 14.8 11.8 .010
2007-2008 19.6 14.8 .001
Reading Proficiency – State Examination
MCA Reading
Proficiency
Co-Taught Not
Co-Taught
P
2004-2005 82.1% 74.7% .007
2005-2006 78.7% 72.7% .008
2006-2007 75.5% 64.1% <.001
2007-2008 80.8% 61.4% <.001
Heck et al. (2010)
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Math Gain Scores
Woodcock
Johnson III
Research Edition
With Gain Scores
Co-Taught Not
Co-Taught
P
2004-2005 17.2 13.9 .039
2005-2006 20.3 17.4 .075
2006-2007 14.3 12.1 .045
2007-2008 17.9 16.0 .089
Math Proficiency—State Examination
MCA Math
Proficiency
Co-Taught Not
Co-Taught
P
2004-2005 82.3% 75.3% ..009
2005-2006 68.9% 64.1% .041
2006-2007 69% 61.5% .007
2007-2008 74.5% 59.9% <.001
Heck et al. (2010)
Student achievement [gain scores] in reading and
mathematics increased significantly more in
classes that used co-teaching with teacher
candidates than in classrooms where teachers
taught alone or used a student teacher in the
traditional manner.
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E. Making a Connection to the New PA Teacher Evaluations
Teacher Evaluation If You
Teach a Tested Subject
Observation/Practice
Elective Data
Teacher Specific Data
Building Level Data
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If you teach a tested subject, 15% of the evaluation is
related to “building-level” performance (PVAAS) and
15% is related to the performance of the students in
your class. As such, using a co-teaching model with
your student teacher is likely to improve your
evaluation.
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Teacher Evaluation If You Don't
Teach a Tested Subject
Observation/Practice
Elective Data
Building Level Data
If you don’t teach a tested subject, 15% of the
evaluation is related to “building-level” performance
(PVAAS) and 35% of your evaluation is tied to Student
Learning Objectives. These objectives are measureable
and, once again, can be positively affected using co-
teaching as a model for student teaching.
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II. Pair Building Activities
Success in co-teaching depends upon relationship-building based upon the core value of student-centeredness, acceptance of difference, mutual respect, trust, conversation, reflection and willingness to share. Success is about attitude. A. Value Cards
Clear expectations Visualizing Comfort
Problem solving Power Health
Service (to others) Sincerity Variety
Political activism Adventure Reading
Challenge Self-Improvement Leisure
Punctuality Trustworthiness Approval
Flair Change Routine
Solitude Wisdom Safety
Simplicity Independence Socializing
Working under
pressure
Competition Arts
“A combined effort can break down the wall of impossibility!”
~ Daniel Alexander Traint
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B. Color of Spectrum – Personality Inventory
III. Co-Teaching Strategies
A. Seven Co-Teaching Strategies
Seven co-teaching strategies are proposed. During planning time, all seven strategies should be considered and particular strategies selected based upon student needs. Driving questions should include: Why are we choosing this strategy – data, learner characteristics, content, classroom setting, etc.? How will the strategy selected impact learning?
“Teamwork can turn difficulties into opportunities!”
~Anonymous
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Co-Teaching Strategies
Strategy Definition/Example
One Teach,
One Observe
One teacher has primary responsibility while the other gathers specific
observational information on students or the (instructing) teacher. The key
to this strategy is to focus the observation – where the teacher doing the
observation is observing specific behaviors.
Example: The classroom teacher can observe the teacher candidate for
their use of “higher order” questioning.
One Teach,
One Assist
One teacher has primary instructional responsibility while the other assists
students with their work or monitors behaviors.
Example: The classroom teacher teaches and the teacher candidate
circulates and checks for understanding.
Station
Teaching
The co-teaching pair divides the instructional content into parts – Each
teacher instructs one of the groups, groups then rotate or spend a
designated amount of time at each station – often an independent station will
be used along with the teacher led stations.
Example: The classroom teacher leads a station where the students play
a money game, the teacher candidate runs a store, and independent
stations are used to reinforce this same concept.
Parallel
Teaching
Each teacher instructs half the students. The two teachers are addressing
the same instructional material and presenting the material using the same
teaching strategy. The greatest benefit of this strategy is the reduction in
student/teacher ratio.
Example: Both teachers are leading a question and answer discussion on
specific current events and the impact they have on our economy (more
students will have an opportunity to answer).
Supplemental
Teaching
This strategy allows one teacher to work with students at their expected
grade level, while the other teacher works with those students who need the
information or instruction remediated or extended.
Example: one teacher may work with students who need re-teaching of a
concept while the other teacher works with the rest of the students on
enrichment.
Alternative or
Differentiated
Alternative teaching strategies provide two different approaches to teach
the same information. The learning outcome is the same for all students
however the avenue for getting there is different.
Example: One instructor may lead a group in predicting prior to reading
by looking at the cover of the book and the illustrations, etc. The other
instructor accomplishes the same outcome but with his/her group, the
students predict by connecting items pulled out of a bag to the story.
Team Teaching
Well planned, team taught lessons exhibit an invisible flow of instruction with no
prescribed division of authority. Using a team teaching strategy, both teachers are
actively involved in the lesson. From a student’s perspective, there is no clearly
defined leader as both teachers share the instruction, are free to interject
information, and available to assist students and answer questions.
Example: Both instructors can share the reading of a story or text so that
the students are hearing two voices.
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B. Video Part II: Co-teaching in Student Teaching
As you watch the video, jot down ideas of how you could use each strategy in your classroom.
Strategy Classroom Applications
One Teach,
One Observe
One Teach,
One Assist
Station
Teaching
Parallel
Teaching
Supplemental
Teaching
Alternative or
Differentiated
Team Teaching
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C. Selecting Co-teaching Strategies Based on Student Performance
As noted earlier, co-teaching strategies should be purposefully selected based on the instructional needs of your students. The instructional needs of your students can be determined in a number of ways. Teachers should use data gathered from sources such as observations, classwork, curriculum-based assessments, and benchmark assessments, to determine the strategy that will work best. Strategies should not be selected simply to use the strategy, but rather as a purposeful response to the data. 1. PVAAS (Pennsylvania Value Added Assessment System)
PVAAS measure the academic growth of students while they are in your classroom (or school).
You should review the state’s “scatter plot” to determine the current growth of your students.
Notes on PVAAS _____________________________________________________________________
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2. Benchmark Assessments
Once you’ve determined the growth of your students, you should then review classroom benchmark assessments to determine where your students are struggling (Study Island; 4Sight).
3.
Iden 3. “Eligible Content” and Standards Aligned System (SAS):
Once you’ve determined the instructional needs of your students using benchmark assessment data, it’s helpful to review the State’s SAS site to determine the eligible content by grade/subject. Access this information at: www.pdesas.org .
Notes on Benchmark Assessments ___________________________________________________________________
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“Joint undertakings stand a better chance.”
~Euripides
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4. Selecting a Strategy
Once you’ve identified the academic needs by student and reviewed the Eligible Content, it’s important to select the co-teaching strategy or strategies that will best address your students’ academic needs.
Selecting a Co-teaching Strategy
Notes on Eligible Content and SAS _____________________________________________________________________
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Notes on Selecting a Strategy _____________________________________________________________________
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Directions: Read the items below with your partner and agree upon a co-teaching
strategy that you would implement to address the classroom scenario. Provide a
rationale for your decision. Eligible Content Classroom
Scenarios
Strategy
Selected
Rationale
M05.A-F.1.1.1: Add and
subtract fractions
(including mixed
numbers) with unlike
denominators. (May
include multiple methods
and representations.)
Example: 2/3 + 5/4 = 8/12
+ 15/12 = 23/12
Five students in your
class continue to
struggle finding the
common denominator
to add unlike fractions.
M08.C-G.2.1.2: Apply
the Pythagorean theorem
to determine unknown
side lengths in right
triangles in real-world and
mathematical problems in
two and three dimensions.
All students are
struggling with the
Pythagorean Theorem.
Interpret figurative
language (simile,
metaphor, personification,
and hyperbole) in context
You would like to
review figurative
language in context
with your class.
5.3.5.A: Describe the
responsibilities and
powers of the three
branches of government.
You are introducing
this topic to your
students.
E04.B-K.1.1.2: Determine the main idea
of a text and explain how
it is supported by key
details; summarize the
text.
Half of the class
struggles with main
idea while the other
half grasps this concept
well.
N/A
You would like to
identify the percentage
of higher-order
questions you use while
teaching.
S5.A.2.1.1: Design a
simple, controlled
experiment (fair test)
identifying the
independent and
dependent variables, how
the dependent variable
will be measured and
which variables will be
held.
You are introducing an
experiment to your
students. You want
them to relate the effect
of variables [mass,
release height, length of
string] to the number of
swings of a pendulum
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IV. Are We Co-Teachers?
Co-Teaching Checklist
1. As we prepare for co-teaching, do we . . .
have both teacher’s names on the board/door.
have space for both teachers.
have comparable desks and materials for both teachers.
2. We share responsibility for determining . . .
what to teach.
what teaching strategy(s) to use.
who teaches what part of the lesson.
how to assess student learning.
3. In planning, we . . .
we have regularly scheduled times to meet and discuss work.
use our meeting time productively.
share teaching materials and resources.
communicate freely our concerns.
each contribute to the planning process.
decide which co-teaching model to use in a lesson based on the needs of our students.
4. While co-teaching . . .
we both have a lead role in the classroom.
we both work with all students.
we use a variety of co-teaching approaches.
students see both teachers as equal partners in the classroom.
we both participate in the assessment of the students.
we teach different students at the same time.
we read non-verbal cues from one another.
we actively enforce classroom rules together.
5. After co-teaching we . . .
provide feedback to one another on what goes on in the classroom.
celebrate the process of co-teaching and the outcomes and successes.
make improvements in our lessons based on what happens in the classroom.
6. Overall, do we . . .
explain the benefits of co-teaching to the students and their families?
depend on one another to follow through on tasks and responsibilities?
have both co-teachers participate in parent teacher conferences?
model collaboration and teamwork for our students?
have a process for dealing with any disagreements we may have?
continue to pursue additional training to make our co-teaching better?
provide mentoring to others who want to co-teach?
communicate our needs as co-teachers to administration, supervisors and ESU?
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V. Next Steps
A. Spend a minimum of one hour per week planning for implementation of one of the seven strategies.
B. Plan for use of all seven strategies at least once by the end of the
student teaching quarter. C. Keep university supervisors informed of implementation dates and
times so that they can observe at least one co-teaching strategy in action.
D. Triad Responsibilities 1. Teacher Candidate
Maintain a Co-Teaching Planning and Implementation Calendar as evidence of co-teaching planning times and co-teaching strategy implementation. Complete two formative reflections on co-teaching in student teaching, one at the end of week two and one at the end of week five. Complete a TK-20 summative assessment survey on co-teaching.
2. Cooperating Teacher and University Supervisor
Review and initial the teacher candidate’s calendar and reflections. Complete a TK-20 summative assessment survey on co-teaching.
“Remember, if you try to go it alone, then the fence that shuts others out
shuts you in.”
~Anonymous
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VI. Resources
Barger-Anderson, R., Isherwood, R. S., & Merjaut, J. (2013). Strategic Co-teaching in your school: Using the
co-teaching model. Paul H. Brookes Publishing.
Friend, M. (2013). Co-teach! A handbook for creating and sustaining classroom partnerships in inclusive
schools. 2nd Edition.
Heck, T., Bacharach, N., Dahlberg, K., Ofstedal, K., Mann, B., Wellik, J., & Dank, M. (2010). Mentoring
Teacher Candidates Through Co-Teaching: Collaboration that makes a difference. St. Cloud, MN:
Teacher Quality Enhancement Center.
Nevin, A. I., Thousand, J. S., & Villa, R. A. (2009). The role of paraeducators in co-taught classrooms.
Thousand Oaks, CA: Corwin Press.
Rytivaara, A., & Kershner, R. (2012). Co-teaching as a context for teachers' professional learning and joint
knowledge construction. Teaching and Teacher Education, 28(7), 999-1008.
Villa, R. A., Thousand, J. S., & Nevin, A. I. (2008). A guide to co-teaching: Practical tips for facilitating
student learning, 2nd Edition. Thousand Oaks, CA, Corwin Press.
Villa, R. A., & Thousand, J. A. (2005). Creating and inclusive school, 2nd Edition. Alexandria, VA: Association
for Supervision and Curriculum Development.
Media
Heck, T., Bacharach, N., Dahlberg, K., Ofstedal, K., Mann, B., Wellik, J., & Dank, M. (2010). Changing
Student Teaching Through Co-Teaching. Compact Disc. St. Cloud, MN: Academy for Co-teaching
and Collaboration.
Villa, R. A., Thousand, J. S., & Nevin, A. I. (2008). Co-teaching: A multimedia kit for professional
development. Thousand Oaks, CA: Corwin Press.
Villa, R. (2002). Collaborative teaching: The co-teaching model. Videotape. Port Chester, NY: National
Professional Resources.
Villa, R. (2002). Collaborative planning: Transforming theory into practice. Videotape. Port Chester, NY:
National Professional Resources
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Appendix A
Co-Teaching Planning and Implementation Calendar
Week
Plan
nin
g Sessio
n D
ate/Time
P
lann
ed Strategy
Imp
lemen
tation
Date
C
om
men
ts
Co
op
erating Teach
er In
itials
Un
iversity Sup
ervisor
Initials
1
2
3
4
5
6
7
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Appendix B
Student Teacher Reflections on Co-Teaching in Student Teaching
At the end of week two and week five, answer the following questions:
1. Briefly describe your co-teaching experiences.
2. What have been the challenges in planning and implementing co-teaching strategies?
3. Which strategy or strategies have been least comfortable for you? Why?
4. What have been the successes in planning and implementing co-teaching strategies?
5. Which strategy or strategies have been most comfortable for you? Why?
6. When you think about your co-teaching experiences to date, what has impressed,
distressed, interested or enlightened you?
7. How has your “teacher lens” evolved through co-teaching?
*Share your written reflections with your cooperating teacher and your university supervisor.
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Appendix C
TK-20 Survey on Co-Teaching in Student Teaching – Student Teacher
1. What were the challenges of co-teaching for you, the student teacher?
2. What were the challenges of co-teaching for the cooperating teacher?
3. What were the challenges of co-teaching for the university supervisor?
4. What were the challenges of co-teaching for the P-12 students?
5. What were the benefits of co-teaching for you, the student teacher?
6. What were the benefits of co-teaching for the cooperating teacher?
7. What were the benefits of co-teaching for the university supervisor?
8. What were the benefits of co-teaching for the P-12 students?
9. How did the relationship between you and the cooperating teacher develop through co-
teaching?
10. What impact did co-teaching have on student attendance, behavior and achievement?
11. What were the highlights of the co-teaching in student teaching experience for you?
12. What other stories can you share about co-teaching?
13. Some critics of co-teaching claim that student teachers are not adequately prepared
because they do not teach “independently”. How would you respond to this claim based
upon your own experience?
14. How was your experience co-planning with your cooperating teacher?
15. How could you have been supported more as a student teacher in a co-teaching
placement?
16. What advice would you give in preparing future student teachers for co-teaching or in
providing support for them while they are in their co-teaching placements?
17. Do you have any other feedback regarding your co-teaching experience to share with us?
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Appendix D
TK-20 Survey on Co-Teaching in Student Teaching – Cooperating Teacher
1. What were the challenges of co-teaching for the teacher candidate?
2. What were the challenges of co-teaching for you, the cooperating teacher?
3. What were the challenges of co-teaching for the university supervisor?
4. What were the challenges of co-teaching for the P-12 students?
5. What were the benefits of co-teaching for the teacher candidate?
6. What were the benefits of co-teaching for you, the cooperating teacher?
7. What were the benefits of co-teaching for the university supervisor?
8. What were the benefits of co-teaching for the P-12 students?
9. How did the relationship between you and the student teacher develop through co-
teaching?
10. What impact did co-teaching have on student attendance, behavior and achievement?
11. What were the highlights of the co-teaching in student teaching experience for you?
12. What other stories can you share about co-teaching?
13. Some critics of co-teaching claim that student teachers are not adequately prepared
because they do not teach “independently”. How would you respond to this claim based
upon your own experience?
14. How was your experience co-planning with your student teacher?
15. How could you have been supported more as a cooperating teacher in a co-teaching
program?
16. What advice would you give in preparing future cooperating teachers for co-teaching or
in providing support for them while they are involved in a co-teaching program?
17. Do you have any other feedback regarding your co-teaching experience to share with us?
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Appendix E
TK-20 Survey on Co-Teaching in Student Teaching – University Supervisor
1. What were the challenges of co-teaching for the teacher candidate?
2. What were the challenges of co-teaching for the cooperating teacher?
3. What were the challenges of co-teaching for you, the university supervisor?
4. What were the challenges of co-teaching for the P-12 students?
5. What were the benefits of co-teaching for the teacher candidate?
6. What were the benefits of co-teaching for the cooperating teacher?
7. What were the benefits of co-teaching for you, the university supervisor?
8. What were the benefits of co-teaching for the P-12 students?
9. How did the relationship between the teacher candidate and the cooperating teacher in
the co-taught classroom that you observed this quarter compare to the relationship
between the teacher candidate and the cooperating teacher in the traditional model of
student teaching that you observed in previous quarters?
10. What stories can you share about co-teaching?
11. Some critics of co-teaching claim that student teachers are not adequately prepared
because they do not teach “independently”. How would you respond to this claim based
upon your own experience?
12. How could you have been supported more as a university supervisor involved in a co-
teaching program?
13. What advice would you give in preparing future university supervisors for co-teaching or
in providing support for them while they are involved in a co-teaching program?
14. Do you have any other feedback regarding your co-teaching supervisory experience to
share with us?