Co-teaching with AIG for NCAGT Conference

1. Heart to Heart:
Coteaching with the AIG
and Regular Education
Teacher
Liz Fogarty

2. 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.

3.  Building better relationships
 Communication/Collaboration
 Co-Teaching/Co-Planning
 Use expertise of clinical teacher
 Best way to meet student needs
 Active vs. Passive
 Attitude
At the Heart of Co-Teaching…

4. +A Short Video on
Co-Teaching
YouTube Video Created by:
Paulina Genovese, Graduate Student
East Carolina University http://www.youtube.com/watch?v=qq5v
MsA2_Kw

5. Co-Teaching is
Sharing Responsibility
Students

6. Co-Teaching Strategies
One Teach, One Observe
One Teach, One Assist
Station Teaching
Parallel Teaching
Supplemental Teaching
Alternative or Differentiated
Teaching
Team Teaching

7. Short History of Co-Teaching
 PL94-142 (Now IDEA) – Least Restrictive Environment
 SPED and General ED teacher needed to work together
 1995 – Cook and Friend – models of co-teaching
 Kansas State (1999)
 Virginia Consortium (2002)
 St. Cloud State University (2003 – 2010)
 Georgia State University, Kennesaw State University, Winthrop University, East Carolina University (2009 –
2014)

8. 1-6 Reading Gains
• Woodcock Johnson III – Research Edition
• Individually administered
• Pre/Post test
• Statistically significant gains in all four years
Woodcock Johnson III
Research Edition
W Score Gains
Co-Taught
Not
Co-Taught
p
2004-2005
15.7
N=221
9.9
N=99
.001
2005-2006
24.4
N=225
18.7
N=124
.024
2006-2007
14.8
N=322
11.8
N=172
.010
2007-2008
19.6
N=245
14.8
N=182
.001
Copyright 2011, St. Cloud State University,
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

9. • Minnesota Comprehensive Assessment
• NCLB proficiency test for Minnesota
• Statistically significant findings in all four years
1-6 Reading Proficiency
Copyright 2011, St. Cloud State University,
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
MCA Reading
Proficiency
Co-Taught
Not
Co-Taught
χ²
2004-2005
82.1%
N=318
74.7%
N=1035
.007
2005-2006
78.7%
N=484
72.7%
N=1757
.008
2006-2007
75.5%
N=371
64.1%
N=1964
< .001
2007-2008
80.8%
N=261
61.4%
N=2246
<.001

10. Copyright 2011, St. Cloud State University,
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
 Woodcock Johnson III – Research Edition
 Individually administered, pre/post test
 Statistically significant gains in 2 of 4 years; positive trend in
each year
1-6 Math Gains
Woodcock Johnson
III Research Edition
W Score Gains
Co-Taught
Not
Co-Taught p
2004-2005
17.2
N=221
13.9
N=99
.039
2005-2006
20.3
N=206
17.4
N=143
.075
2006-2007
14.3
N=313
12.1
N=182
.045
2007-2008
17.9
N=250
16.0
N=177
.089

11. 1-6 Math Proficiency
 Minnesota Comprehensive Assessment
 NCLB Approved proficiency test for Minnesota
 Statistically significant findings in all four years
MCA Math
Proficiency
Co-Taught
Not
Co-Taught
χ²
2004-2005
82.3%
N=317
75.3%
N=1032
.009
2005-2006
68.9%
N=524
64.1%
N=1831
.041
2006-2007
69.0%
N=364
61.5%
N=1984
.007
2007-2008
74.5%
N=314
59.9%
N=2217
<.001
Copyright 2011, St. Cloud State University,
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

12. Type of Classroom
Reading Proficiency
Copyright 2011, St. Cloud State University,
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
0
20
40
60
80
100
Co-Teaching
Candidate
(N=318)
One Teacher
(N=934)
Non Co-
Teaching
Candidate
(N=101)
82.1
75.7
65.3
PercentofStudents
MCA Reading Proficiency
2004-2005
0
20
40
60
80
100
Co-
Teaching
Candidate
(N=484)
One
Teacher
(N=1597)
Non Co-
Teaching
Candidate
78.7 73.5
65.0
PercentofStudents
MCA Reading Proficiency
2005-2006
χ² (2 df, N=1353) = 12.79, p = .002 χ² (2 df, N=2241) = 12.54, p = 002

13. 0
PercentofStudents
MCA Reading Proficiency
2006-2007
Type of Classroom
Reading Proficiency
Copyright 2011, St. Cloud State University,
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
Insufficient Data
to Analyze
0
20
40
60
80
100
Co-Teaching
Candidate
(N=261)
One Teacher
(N=1977)
Non Co-
Teaching
Candidate
(N=269)
80.8
61.4 62.1
PercentofStudents
MCA Reading Proficiency
2007-2008
χ² (2 df, N=2507) = 38.01, p <.001

14. Type of Classroom
Math Proficiency
Copyright 2011, St. Cloud State University,
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
0
20
40
60
80
100
Co-Teaching
Candidate
(N=317)
One Teacher
(N=927)
Non Co-
Teaching
Candidate
(N=105)
82.3
75.8
70.5
PercentofStudents
MCA Math Proficiency
2004-2005
0
20
40
60
80
100
Co-Teaching
Candidate
(N=524)
One Teacher
(N=1660)
Non Co-
Teaching
Candidate
(N=171)
68.9
64.7
57.9
PercentofStudents
MCA Math Proficiency
2005-2006
χ² (2 df, N=2355) = 7.35, p=.025χ² (2 df, N=1349) = 8.31, p=.016

15. Type of Classroom
Math Proficiency
Copyright 2011, St. Cloud State University,
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
0
PercentofStudents
MCA Math Proficiency
2006-2007
Insufficient Data
to Analyze
0
20
40
60
80
100
Co-
Teaching
Candidate
(N=314)
One
Teacher
(N=1939)
Non Co-
Teaching
Candidate
(N=278)
74.5
59.5
62.6
PercentofStudents
MCA Math Proficiency
2007-2008
χ² (2 df, N=1939) = 26.04, p <.001

16. Cumulative Data 2004-2008
(N=1,686)
4
43.1
45
46.1
50.9
51.2
60.3
65.8
66.4
68.9
79.7
0 10 20 30 40 50 60 70 80 90 100
No Benefits
More in-depth knowledge
Better discussions
More energy between teachers
Assignments graded & returned faster
More creative lessons
Teachers build off each other
Get 2 perspectives
More indiv attention
Different styles of teaching
More help with questions
Percent of Responses
Copyright 2011, St. Cloud State University,
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

17. 7-12 Survey
Drawbacks of Co-Teaching
Copyright 2011, St. Cloud State University,
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
7.1%
8.3%
8.8%
11.6%
13.0%
13.5%
18.8%
0.0% 25.0% 50.0% 75.0% 100.0%
Less material covered
Candidate too dependent
Teachers interrupt each other
Contradicting information
Grading Issues
Confusing who to go to
Confusing with 2 explanations
Percent of Responses
Cumulative Data 2004-2008
N=1,686

18. Co-Teaching is an Attitude
Co-Teaching is an attitude of sharing
the classroom and the students!
Co-Teachers must always be thinking…
WE’RE
BOTH
TEACHING!!

19. Co-Teaching Strategies
One Teach, One Observe
One Teach, One Assist
Station Teaching
Parallel Teaching
Supplemental Teaching
Alternative (Differentiated) Teaching
Team Teaching

20. One Teach, One Observe
One teacher has primary
instructional responsibility while
the other gathers specific
observational information on
students or the (instructing)
teacher.

21. One Teach, One Observe
Examples Non-examples
One teaches, one
observes students for
understanding of
directions.
One teaches, one tracks
behavior of specific
student.
One teaches, one
watches the lesson.
One teaches, one cuts
out pictures for the
bulletin board.
Advantages
Provides observation or
data collection
Provides additional
disciplinarian when
needed

22. One Teach, One Assist
One teacher has primary
instructional responsibility
while the other assists
students’ with their work,
monitors behaviors, or
corrects assignments.

23. One Teach, One Assist
Examples Non-examples
One teaches, one
becomes the “voice” for
students who are having
difficulty understanding.
One teaches, one drifts
among students
checking student work.
One teaches, one puts
up the bulletin board
while watching the
lesson and students.
One teaches, one pulls
two students to the side
for remedial work.
Advantages
Provides assistance to
students needing
additional information
or clarification
Provides feedback to
students on their work
Provides additional
disciplinarian when
needed

24. Station Teaching
Each teacher instructs
one of the groups,
groups then rotate or
spend a designated
amount of time at
each station.
The co-teaching pair
divide the instructional
content into parts.

25. Station Teaching
Examples Non-examples
One station allows
students to play a
money math game,
another is a mock store
where students
purchase items and
make change.
Both teachers are
teaching the same
concept/skill in the
same way with two
small groups.
One teacher works with
class, another tutors
two students.
Advantages
Provides active learning
format
Increases response rate
Encourages cooperation
and independence
Increases small-group
attention
Allows strategic grouping

26. Parallel Teaching
In this approach, each
teacher instructs half the
students.
The two teachers are
addressing the same
instructional material using
the same teaching
strategies.

27. Parallel Teaching
Examples Non-examples
Students are divided
into mixed ability
groups, both teachers
lead a question/answer
discussion on a specific
current event and the
impact it has on the
economy.
Students are divided
into two groups,
teaching responsibilities
and tasks are divided
between two teachers.
Students are divided by
ability, both teachers
teach a concept or skill
using different teaching
strategies.
Advantages
Provides effective review
format
Encourages student
responses
Reduces pupil-teacher
ratio for group
instruction/review

28. 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 and/or
materials extended or
remediated.

29. Supplemental Teaching
Examples Non-examples
One works with most of the
students on proofreading
their stories, the other pulls
five students for a remedial
lesson on punctuation.
One teaches a lesson on the
Sit-Ins, the other pulls a
group of three to help
research on the computer
the men involved in the
Greensboro Sit-In and then
report to the whole class.
One teaches a small group a
remedial lesson on fractions,
while the other brings the
rest of the class outside for
recess.
One’s person’s ideas prevail
regarding what will be
taught and how it will be
taught.
Advantages
Provides additional
support for struggling
students
Facilitates enrichment
opportunities
Offers absent students
“catch up” time
Offers time to develop
missing skills
Keeps individuals and the
class on pace

30. Alternative or Differentiated
Teaching
Alternative teaching strategies
provide two different
approaches to teaching the
same information.
The learning outcome is the
same for all students however
the avenue for getting there
is different.

31. Alternative or Differentiated
Teaching
Examples Non-examples
One leads a group in
predicting prior to
reading by doing a
picture walk, the other
has the same outcome
with her group, where
students predict by
connecting items pulled
from a bag with the
story.
One teaches fractions
by dividing chocolate
bars, the other has
students using M&Ms to
calculate their fractions.
Both teachers use the
same strategy with two
groups of students
Advantages
Offers more
individualized learning
Different learning styles
can be considered in
planning of activities
Provides possibility for
more hands-on
activities

32. Team Teaching
Well planned, team taught lessons, exhibit an
invisible flow of instruction with no prescribed
division of authority.
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.

33. Team Teaching
Examples Non-examples
Both teachers share the
reading of a story or
poem so students hear
two voices.
Both teachers conduct a
demonstration in
science, modeling
proper use of materials
and how to follow
directions.
Both teachers facilitate
a review game where
one reads all of the
questions and the other
monitors student
behavior.
One teacher teaches
one subject followed by
another who teaches a
different subject.
Advantages
Promotes role and
content sharing
Facilitates appropriate
academic, social, and
help-seeking behaviors
Teaches question
asking
Provides clarification
(concepts, rules,
vocabulary, etc.)

34. What Co-Teaching Might Look Like in
the Classroom

35. Benefits to K-12 Students
Focus Groups (N=546)
Increased student engaged time
 Able to work in smaller groups
 Receive more individual attention
 Get questions answered faster
 Get papers and grades back faster
 Students behave better
 Fewer class disruptions (for passing out papers,
having projects checked, other housekeeping tasks)Copyright 2011, St. Cloud State University,
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

36. Co-Planning
During Co-Planning Teachers 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

37. 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

38. Baby Boomers’ Cultural
Icons:
Captain Kangaroo Romper Room
The peace sign
Fall out shelters
The Laugh-In Show
Hula hoops
Bell bottom pants
The Ed Sullivan Show

39. Generation X’s Cultural
Icons:
The Brady Bunch
Cabbage Patch Kids
Microwave Ovens
Sesame Street
Jaws
Pet Rocks
MTV
Izod Shirts
The Simpsons
ET

40. Millennials’ Cultural Icons:
Barney
Cell phones
Pokemon
Michael Jordan
The Internet
Beanie Babies
Bill Gates
The X Games
Princess Diana
The Teenage Mutant Ninja Turtles

41. Stages of Teacher Development
Beginning teachers have legitimate learning needs that cannot
be grasped in advance or outside of the context of teaching.
Sharon Feiman-Nemser in “What New Teachers Need to Learn”
Educational Leadership
Three developmental levels
of teacher concerns:
1. Survival
2. Task
3. Impact
Frances Fuller (1969)

42. Survival Stage
The New Teacher
Focus on Self
Asking questions like…
• How am I doing?
• Will the students like me?
• Can I handle discipline
problems?
• Will I make it?
• Do others approve of my
performance?
New Teacher Concerns…
Concerns with Survival
include…
• classroom management
• mastery of content
• supervisor evaluations
• demands and limitations
of teaching
• learning to transfer their
own learning to a
classroom teaching
situation
• not knowing how to
respond to students’ needs
Stress level is high
The Clinical Teacher
Coaching Strategies
• focused observation
• provide very specific
things to work on
• demonstrations of wanted
practices – model the
teaching you want in them
• review data about
performance – provide
them with evidence
• recommended practice
Encourage them often

43. Survival Stage

44. Task Stage
The New Teacher
Focus on performance
Asking questions like…
• Am I prepared for the
lesson?
• Have I chosen the right
strategy?
• Is there a better way?
• Will I get finished?
• Will I have time left over?
• How can I improve this?
Coaching
Example questions to ask …
• What did you notice about
how the students
responded to the lesson?
• What do the students need
to know next?
• What assessment method
will you use to determine
the effectiveness of the
lesson?
The Clinical Teacher
Coaching Strategies
• Assist by organizing
materials and providing
planning ideas
• Ask questions to help the
intern move to the next
stage
•Provide time management
suggestions
Keep encouraging them

45. Task Stage

46. Impact Stage
The New Teacher
Change in focus…
As confidence in teaching
grows, the intern moves
from a strong focus on
themselves and their
teaching to a focus on
instructional decisions
and student learning.
The Clinical Teacher
Coaching Strategies
• Use reflective questioning
• Peer dialogue
The New Tacher
Asking questions like…
• Are students learning?
• Are the students bored?
• Are the students
motivated?
• Am I reaching everyone?
• Is the content
appropriate for the
students?
• How can I raise
achievement levels?

47. Impact Stage

48. Implementing Co-Teaching
One Teach,
One Assist
Team Teaching
Station Teaching
Parallel Teaching

49. Creating an Environment
for Co-Teaching

50. Sharing Planning
The Intern and Clinical Teacher will share:
 What content to teach
 What co-teaching strategies to use
 Who will lead different parts of the lesson
 How to assess student learning
 Materials and resources

51. Sharing Instruction
While Co-Teaching, the Regular Ed
Teacher and the AIG Teacher will:
 Share leadership in the classroom
 Work with all students
 Use a variety of co-teaching strategies
 Be seen as equal partners
 Manage the classroom together
 Make changes as needed during a lesson

52. Sharing Assessment
While Co-Assessing, the Intern, and
Clinical Teacher will:
 Both participate in the assessment of students
 Share the workload of daily grading
 Provide formative and summative assessment
for students
 Jointly determine grades

53. Welcome to Co-
Teaching
Graphics and photos obtained from Google Images

54. Dr. Liz Fogarty fogartye@ecu.edu
East Carolina University