Uploaded bycrealcsuf
PPTX, PDF1,297 views

Transforming Teacher Preparation: A Collective Case Study of Cooperating Teachers and Teacher Candidates in the Co-Teaching Model of Student Teaching by Dr. Kelly Meyers-Wagner

This study examined the co-teaching model of student teaching using a collective case study of 3 co-teaching teams. Interviews and observations were conducted. Findings showed that participants generally had positive experiences with co-teaching and found the support from their partner and training to be helpful. However, co-teaching was also professionally demanding and time consuming. Participants saw their relationships as collaborative partnerships with shared planning and responsibilities. The co-teaching model helped prepare teacher candidates and improved cooperating teachers' reflective practices. However, some candidates felt they did not learn enough about implementing teaching strategies.

Embed presentation

Downloaded 27 times
O TRANSFORMING TEACHER PREPARATION: A COLLECTIVE CASE STUDY OF COOPERATING TEACHERS AND TEACHER CANDIDATES IN THE CO-TEACHING MODEL OF STUDENT TEACHING Dr. Kelly Meyers-Wagner California State University, Fullerton Monthly Colloquium Series April 8, 2015
RESEARCHER’S BACKGROUND ACADEMIC BACKGROUND Ed.D. Pre K-12 Leadership Candidate (2014) M.A. Special Education B.A. German & Education CREDENTIALS Ryan Multiple Subject LH Special Education Administrative Services (pending) National Board Certified Teacher PROFESSIONAL EXPERIENCE Elementary School Teacher (1991-2003) University Instructor /and Supervisor in Teacher Education (2003-present) SPORT East-Regional Educational Consultant, Suicide Prevention LACOE (2013-2015) Educational Consultant for PROJECT TEAL-Technology Enhanced Arts Learning in Common Core LACOE (2015-present)
Topic Background-History Since 20th C , student teaching practicum and field placement experience has been the standard “Sink or swim approach” Cooperating teachers are randomly assigned to teacher candidates based on subjective judgments about teaching NCLB raised the stature of the teaching profession addressing teacher quality and accountability Need for teacher preparation programs to produce highly skilled teachers meeting the needs of a very diverse U.S. population is significant.
Topic Background-History • Re-thinking the practice of traditional model of student-teaching NCATE Blue Ribbon Report (2010) announced turning teacher education “upside down” • Teaching in isolation is no longer desirable for student teachers • Seeking two professionally prepared educators actively engaged with students Seek a clinical approach to training skilled teachers as in the medical field • Improving Mentor/Mentee communication • Providing professional development as on- going and supportive Universities begin to employ different collaborative teaching models like co-teaching
PROBLEM STATEMENT  The problem this study addressed was the need to improve teacher preparation especially with respect to the collaboration of the cooperating teacher and teacher candidate.
PURPOSE OF THE RESEARCH  The purpose of this study was to investigate the partnership between the cooperating teacher and teacher candidates among participants trained in a variety of co-teaching models from the participating university with a focus on the participants co-teaching interactions and how this is demonstrated in the learning environment.
RESEARCH QUESTIONS 1) How do participants describe their co- teaching experience? 2) How and in what ways do the cooperating teacher and teacher candidate perceive their interaction as collaborative or non-collaborative? 3) How do the participants perceive that the co-teaching model informs the preparation of teacher candidates?
THEORETICAL FOUNDATION Social Constructivism Construct knowledge and the teaching practice is mediated by social interaction Supports the social interaction between the pre-service teachers and their mentors (Gardiner, 2010; Graves, 2010 Vygotsky (1978) focused on the interactive connections between people and the sociocultural context in which they acted. (Crawford, 1996; Creswell, 2013 Recognizes the role of social processes of interaction among individuals to understand the world in which they live and work.
Major Conceptual Areas Highlighted Works Historical Context of Teacher Preparation Labaree (2004); Mehta (2013); Learned et al. (1920) Theoretical Framework Vygotsky (1978); Crawford (1996); Palincsar(1998) Research on Reform Policies • Federal Policy: National Council for Accreditation of Teacher Education; No Child Left Behind and Race to the Top • State Policy: Credentialing and Licensing Exams Hammond-Darling et al. (1999); Darling- Hammond (1997, 2011); Maxie (2003); Smith & Gorad (2007); Carnegie Task Force and Holmes Reports(1986,1990),NCATE (2010) Blue Ribbon Panel Report, NCLB (2001) Criticisms of Traditional Preparation Programs • Teacher Education Status • Lack of Professional Development • Inconsistent Selection of Cooperating Teachers • Teacher Candidate Placement Issues Cuenca (2011); Darling-Hammond (2011); Ediger(2009); Killian & McIntyre (1987); Zimpher & Howey (2005); Wang, Odell & Scheille (2008) Resistance to Change • Organizational Change Boyd et al. (2008); DiMaggio & Powell (1983); Salerno & Brock (2008); Spiro REVIEW OF THE LITERTURE
REVIEW OF THE LITERATURE Major Areas Highlighted Works Alternative Models of Teacher Preparation • Clinical Residency Model • Co-teaching Model California Alliance for Teacher Preparatio Partnerships (2013); Capraro,Caparao & Helfeldt (2010); Comstock (2010); Sivakumaran et al.(2011); Badiali& Titus (2010), Bacharach, Heck & Dahlberg (20 Scruggs, Mastropieri & McDuffie (2007) Co-Teaching Model of Student Teaching Challenges University Coursework School and University Partnerships Professional Development Relationships Advantages Two Trained Professionals Reflective Practice Shared Teaching Co-Teaching Strategies Bacharach (2011); Cook & Friend (1995); Bacharach et al (2008);Stang & Lyons(20 Graham (2006);Goodnough et al.(2009); Darragh, Picanoco & Tully (2011);Crow & Smith (2005);Gardiner (2010); Graves(2010);Kamens (2007); Beninghof (2012).
RESEARCH DESIGN Collective Case Study Stake (1995) states that a collective study is “several cases within the same project”(p.4). One issue or concern is selected, but the inquirer selects multiple cases to illustrate the issues Researcher talks directly to people in their “natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them”(Denzin & Lincoln, 2011, as cited in Creswell, 2013, p.44). Creswell (2013) wrote, “we conduct qualitative research when we want to empower individuals to share their stories, hear their voices...” (p.48).
METHODOLOGY SETTING EDWARDS ELEMENTARY: Large suburban Southern California school district K-6 elementary school with 490 students Celebrated 50th Anniversary Diverse school population – 52.8% White, 31.1% Hispanic, 11.0% Asian/Pacific Islander and 3.3% Black or African American 21.3% student population is lower SES 9% ELs 5.9% identified with disabilities Staff consists of 39 full or part time members 15 Teachers are credentialed and classified as NCLB (2002) “highly qualified” High parent volunteerism and involvement
CONTEXT School district is partnered with the local university implementing the co-teaching model at local school sites. Each participant attended same professional development co- teaching sessions Pairs-training sessions included : • Led by university co- teaching faculty • Held spring and summer trainings preceding 2013- 2014 school year • Co-teaching strategies • Relationship building • Communication and collaboration • Co-planning
PARTICIPANTS Collective Case study included a purposeful sampling of 1 male and 7 female participants. 3 Co-teams: Co-Team A= CT Lorraine, TC Anthony, CT Kaley and TC Mary (K) Co-Team B=CT Debbie and TC Candace (3/4 combination) Co-Team C= CT Katherine and TC Carol (2nd grade) The 4 cooperating teachers have 10+ years of teaching experience. Teaching candidates -1st semester student teachers
PROCEDURES & INSTUMENTATION Audio Recorded Interviews • Two formal 25 min. interviews: week 1 and week 5 • Asked same Open Ended Questions • probed further during interviews for clarification • Transcribed each audio recording Classroom Observation s • Attended weekly 1.5 to 3 hour observations for each co- team over 5 weeks • Wrote descriptive field notes of interactions of TC and CT • Utilized observational protocol for recording description of activities chronologically at each visit • Researcher reflected–memoing after observation -rich narrative description and developing a sense of the data (Creswell, 2013). Informal Interviews • Engaged in informal conversations • Conducted and documented Informal interviews and conversations with CT and/or TC (Creswell, 3013; Yin, 2009)
Managing, Analyzing & Categorizing the Data Miles, Huberman & Saldaña (2014) to ensure credibility and reduce the data
VALIDITY • Researcher applied generic qualitative study procedures (Creswell, 2013) • Triangulation of multiple sources • Observation field notes • Post observation field notes • Interview field notes • Audio interview transcriptions My professional role as supervisor of student teachers could pose the threat to researcher bias
Study Limitations one semester Participants are all at one school site located in a suburban school district Ethnicity:7 of the 8 participants was white Gender: 1 male and 7 females Teachers were not a diverse representatio n of typical California demographic s The 4 TC were randomly placed with CT by the University faculty I depended on level of cooperation , forthrightness and truthfulness of each participant
Co-Teaching Model of Student Teaching STUDY FINDINGS
FINDINGS Question 1:How do participants describe their co-teaching experience? Themes Sub-themes Co-Teaching helpfulness • Supportive benefits • Co-teaching challenges • University sponsored pairs trainings • Teacher candidate boot camp • Co-teaching strategies • Small groups • Partnerships • Extra person & flexibility of strategies • Time management • Professional demands
Question 1 con’t… Themes Sub-themes • Co-teaching professional growth experiences • Personal growth (CT and TC) • Improved mentoring practices • Self-confidence
Question 1: The Co-Teaching Experience “Helpfulness” • We [teacher candidate and cooperating teacher] got to know each other’s personalities and probably learning styles…fears, strengths and challenges that we were comfortable with….We were able to talk about ways to communicate when in the classroom...and ways to give constructive criticism….just having that communication with my student teacher before we’re even in the classroom is [was] so helpful (Cooperating Teacher Lorraine, April 2014). • …it [the pairs-training] would have been a little bit awkward not really knowing each other [in the classroom]…. it got me to meet my master teacher and we got to build some rapport which was really nice….I liked just being able to see those [co-teaching] strategies and then just go out and try to employ them in the classroom (Teacher Candidate Anthony, April 2014.
FINDINGS Question 2: How and in what ways do the cooperating teacher and teacher candidate perceive their interaction as collaborative or non-collaborative? Theme Sub-themes • Collaborative professional relationships • Teacher candidate instructional position • Professional relationships • Partnership of support for candidates • candidate input • Insight in candidates role as developing teacher • Shared responsibility • Perceptions of classroom community
Question 2: Co-teaching Interactions “Professional Relationships” • Cooperating Teacher Katherine said, “it’s [co- teaching] like a partnership but I have more experience….I’m there to support her but if not she tries it on her own and the best way to learn to be a teacher is to make those mistakes and try it and find out what to do” (April, 2014). • Cooperating Teacher Debbie explained, “I’m there to support them [teacher candidates] and that every idea that I give them to not take it personal. You [teacher candidate] are going to make mistakes. And don’t worry if I jump into help or whatever….We need to have a conversation so that we can move forward for our job. It’s not like a family, it is different. This is our professional life” (May, 2014).
Question 2: Co-teaching Interactions “Professional Relationships” Teacher Candidate Candace stated in her interview, It is very professional…she can take me seriously. I don’t want to come across as being too open about personal things…. I wouldn’t just come in and just do whatever I wanted….We’re doing it together…we’re co-teaching… We do collaborate…on the lessons that we are going to teach. She [Debbie] has them pretty much planned already…because it is so far into the school year, she knows what she needs to be teaching, but she will say what do you want to put into this lesson? I can go home and create something on my own…and find a new idea because we have collaborated ( April, 2014)
FINDINGS Question 3:How do the participants perceive that the co-teaching model informs the preparation of teacher candidates? Themes Sub-themes • University support and communication • Relevancy of co-teaching strategies • Impressions of the co-teaching model • University faculty and staff role • Type of communication • On-going feedback • Reinforces collaboration • Individual strategies • Station Teaching • One-teach, One-observe • One-teach, One assist • Co-teaching timeline • Comparisons to traditional Preparation models
Question 3: Perception of the Co-Teaching Model “University Support and Communication” • Cooperating Teacher Kaley “faculty sent weekly emails …this is what you should be working on this week. Here are videos to see…go with it, if you are not sure what was modeled…(April, 2014)” • Cooperating Teacher Debbie reported that the university sent her emails to inform her, for example, “of this new link that we can go to if we need to see models [co-teaching strategies] and they gave us a folder with all sorts of information.(April, 2014)
Question 3: Perception of the Co-Teaching Model “University Support and Communication” O I don’t feel like I learned much this semester which is unfortunate. I do not feel like I was taught to teach…I was taught about teaching but not given any methods on really how to implement and how to teach…Throughout the semester our professors should have invited maybe one of our other professors…to come and model these [co-teaching strategies] for us….Aside from the readings we did at home in the book….I really don’t feel like we applied or even talked much about the strategies….(Teacher Candidate Carol, May 2014).
INTERPRETATION Co- teaching experience Overall positive growth experience University sponsored pairs trainings well received TC and CT attend the same trainings to build rapport TC increased self- confidence Beneficial Small groupings and flexibility w/ Strategies Extra person Ongoing TC support, no sink or swim Helpful Understanding best co teaching practices strategies via trainings Develop better communication skills Question 1 How do the participants describe their co-teaching experience?
INTERPRETATION Co- Teaching Challenges Professionally demanding Time consuming
INTERPRETATION Co-teaching Interactions Feedback and reflective dialogue with TC Professional partnership of trust and respect TC s are actively involved in co- planning & shared responsibilities A sense of professional equality and status develops Being included within classroom community CT’s became more reflective of their own teaching practices TCs showed that with more interaction and feedback with CT, confidence increased Question 2: How and in what ways do the CT and TC perceive their interactions as collaborative or non-collaborative?
TEACHER COLLABORATION & INTERACTION We both enjoyed having the interaction and we thought it was great for the kids [students] to see how we cooperate…how we discuss things to work in a cooperative manner, how we would treat each other….We modeled for them appropriate behavior working together as a team….Kids are seeing the collaboration that is going on, the cooperation that is going on between the two teachers…like were are doing the tag team…how we can show respect to each other…through the models [strategies]that we are doing. (Cooperating Teacher Lorraine, May, 2014)
INTERPRETATION Perceptions of the Co-Teaching Model Support in Higher Education and on-going communication Communication was direct by university faculty CTs satisfied with support Utilized weekly emails of expectations and resources University asked for TC updates On-going supervisor weekly visits TCs more critical of the prep program and methods courses Co-teaching model and strategies questionably taught Transference of the concept of co- teaching was not apparent until applied in classroom with CT. Co-teaching practices Using co- teaching strategies led to increased interaction and positive teaching experiences Strategies allow for positive use of class time- mentoring is immediate Lower student to teacher ratioQuestion 3: How do the participants perceive that the co-teaching model informs the preparation of teacher candidates?
IMPLICATION FOR POLICY Focus on Collaborative Teacher Preparation Models Develop policy mission statements in support of collaborative models Update current policies regarding teacher training- • Include a vision, philosophy, rationale and goals for training program and credentialing requirements • Consider policy language that strengthens the district and university partnership • Reinforce a stronger commitment to ongoing professional development of CTs and TCs • Increase purposeful placement of pre-service teachers • Create criteria & selection of cooperating teachers that are objective an procedurally clear
IMPLICATION FOR PRACTICE Continue high quality professional development and on-going support for CTs and TCs Facilitate and develop collaborative skills between CTs and TCs at professional development university trainings Repeat opportunities for the CTs and TCs to reflect and communicate during co- teaching. Show willingness and commitment from CTs to interact and work with TCs. Critically evaluate the successes and limitations of co-teaching partnerships
IMPLICATION FOR FUTURE RESERACH Survey district administrators and principals about their perceptions of the co-teaching model and how resources are used Conduct in-depth interviews with principals about communication and efforts by the local university as support Examine the array of co-teaching components and assess effectiveness of ongoing professional development and trainings prior to student teaching. Conduct focus-group interviews on teacher candidates perceptions of co-teaching model when taught in a university course.
RECOMMENDATION 1 ON-GOINGTEACHING PROFESSIONALDEVELOPMENT Support for university- sponsored PD between CT and TC with presence of administrators TC informally interview the cooperating teacher at trainings Build on Leadership potential and qualities for CT
RECOMMENDATION 2 RESTURCTURING COURSEWORK Train Education faculty to teach and model P-12 co- teaching practices in methods courses Hire cooperating teachers as adjunct faculty Design coursework activities and assignments to include co- teaching strategies and lessons ideas
RECOMMENDATION 3 COMMITMENTTOCO- TEACHINGPRACTICES Attend more to teacher prep by promoting collaborative and professional relationships Choose cooperating teachers who willingly collaborate and believe in efforts of co- teaching Secure placements by cooperating teachers who have been trained and actively engage with new candidates.
When my principal brought it [co-teaching] to the table initially, it sounded intriguing. It sounded different, but now that we’re [the teachers] in the midst of it, it’s blown my expectation away as far as the positiveness of how this program is so much different than the one of years past…I hope it’s one that’s taken by other universities because I can just see how much more positive it is in so many different ways than just the typical student teaching plan that I went through (Cooperating Teacher Lorraine, April, 2014). CONCLUSION
REFERENCES Corbin, J., & Strauss, A. (2008). Basics of qualitative research (3rd ed.). Thousand Oaks, CA: Sage. Creswell, J. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Los Angeles: Sage. Denzin, N., & Lincoln, Y. (2005). Introduction: The discipline and practice of qualitative research. In N. Denzin, & Y. Lincoln, The Sage Handbook of Qualitative Research (3rd ed., pp. 1-32). Thousand Oaks: Sage. Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco: Josey- Bass Publishers. Miles, M., & Huberman, A. & Saldaña (2014). Qualitative data analysis (3rd ed.). Thousand Oaks, CA: Sage. Yin, R. (2009). Case study research design and methods (4th ed.). Thousand Oaks, CA: Sage.
THANK YOU

More Related Content

PPTX
"Exploring Perceptions of Inclusion with Preservice Teachers in Poland" pres...
bycrealcsuf
 
PPTX
Family Literacy Community of Practice: Community Mapping and Critical Teacher...
bycrealcsuf
 
PPTX
"Reading Achievement of ELLS and Response to Intervention Model" presented by...
bycrealcsuf
 
PPTX
Examining the Student Teacher Relationship (STR) for Children with and Withou...
bycrealcsuf
 
PDF
Peterson et al. (2016). teachers' expliicit and implicit biases
byNelly Zafeiriades
 
PDF
Heterosexual Students’ Experiences in Sexual
byDuane Breijak, LMSW-Macro
 
PDF
How Can Relationships and Relevance Influence the Scholastic Attitudes of Bla...
byDr. Richard Glass, Jr.
 
PPTX
Dr. Basanta Adhikari
byDr, Basanta Adhikari
 
"Exploring Perceptions of Inclusion with Preservice Teachers in Poland" pres...
bycrealcsuf
 
Family Literacy Community of Practice: Community Mapping and Critical Teacher...
bycrealcsuf
 
"Reading Achievement of ELLS and Response to Intervention Model" presented by...
bycrealcsuf
 
Examining the Student Teacher Relationship (STR) for Children with and Withou...
bycrealcsuf
 
Peterson et al. (2016). teachers' expliicit and implicit biases
byNelly Zafeiriades
 
Heterosexual Students’ Experiences in Sexual
byDuane Breijak, LMSW-Macro
 
How Can Relationships and Relevance Influence the Scholastic Attitudes of Bla...
byDr. Richard Glass, Jr.
 
Dr. Basanta Adhikari
byDr, Basanta Adhikari
 

What's hot

PPT
Middle Years Programming at Don Ross
bysd48seatosky
 
PDF
Diversity and inclusive education
byArvin Kim Arnilla
 
PDF
PBL and girls presentation
byCarmel Schettino
 
PPT
Allington powerpoint april 14
byjatkins8
 
PDF
What the Research says about Reading
byDes Floyd
 
PPTX
Cuomo Dissertation Defense
byMic Cuomo
 
PPT
Carn Paper On Participatory action research
byAlana James
 
PDF
Utrecht sb- ora kwo
byIAU_Past_Conferences
 
DOCX
FINAL CASE STUDY
byStefani Messick
 
PDF
Exploring classroom teachers' awareness of pupils with learning disabilities ...
byAlexander Decker
 
PDF
Identifying the attitudes and traits of teachers with an at-risk student popu...
byMastura Kamal
 
PPT
Action Research Y R I B A R R E N R
byCSU Fresno
 
PPTX
Team 1
bymariethuicedu
 
PDF
Adult EFL Students' Preferred Learning Styles and Motivation
byMastura Kamal
 
PDF
12th ICMBS 2014 (Uploaded)
byOxana Rosca
 
PPTX
Khalid
byyounes Anas
 
PPT
Diversity in Education
byLexter Adao
 
PPTX
Inclusion and diversity
byedsrpp
 
PDF
Diversity in united states teacher education programs in literacy and reading...
bysa3sharm
 
PPT
CARN paper on action research as professional development
byDoctoralNet Limited
 
Middle Years Programming at Don Ross
bysd48seatosky
 
Diversity and inclusive education
byArvin Kim Arnilla
 
PBL and girls presentation
byCarmel Schettino
 
Allington powerpoint april 14
byjatkins8
 
What the Research says about Reading
byDes Floyd
 
Cuomo Dissertation Defense
byMic Cuomo
 
Carn Paper On Participatory action research
byAlana James
 
Utrecht sb- ora kwo
byIAU_Past_Conferences
 
FINAL CASE STUDY
byStefani Messick
 
Exploring classroom teachers' awareness of pupils with learning disabilities ...
byAlexander Decker
 
Identifying the attitudes and traits of teachers with an at-risk student popu...
byMastura Kamal
 
Action Research Y R I B A R R E N R
byCSU Fresno
 
Team 1
bymariethuicedu
 
Adult EFL Students' Preferred Learning Styles and Motivation
byMastura Kamal
 
12th ICMBS 2014 (Uploaded)
byOxana Rosca
 
Khalid
byyounes Anas
 
Diversity in Education
byLexter Adao
 
Inclusion and diversity
byedsrpp
 
Diversity in united states teacher education programs in literacy and reading...
bysa3sharm
 
CARN paper on action research as professional development
byDoctoralNet Limited
 

Viewers also liked

PDF
Final Draft:Dissertation
byTodd Beasley
 
PPT
See the trees: Concept mapping for text analysis
byLawrie Hunter
 
PPT
The General Teaching Council of England
byIMI PQ NET Romania
 
PPTX
Teachers preparation and knowledge
byAshley Evans
 
PDF
HRS' Employee Testing and Selection Solutions: Startups’ Problems?
byetcases
 
PPTX
Each is Great in His Own Place
byDr. Vickram Aadityaa
 
PPTX
Pre school teachers training institute crash course 2015
byPSTTI
 
PPTX
Case study
byMirea Mizushima
 
PPTX
Comparison of teacher education in France, England and Germany
byA Being Blog
 
PPTX
MEd: EAL pupils and classroom teachers' attitudes to class withdrawal vs main...
byKamil Trzebiatowski
 
PDF
A 21st Century STEM Teacher Preparation Model ITEEA 2012 v0.6ac
byBob Lurker
 
PPT
Case study
byVikram Jeet
 
PPTX
Shipra hr
byShipra Srivastava
 
PPTX
A Case Study on Employee Motivation
bykiumbajohn
 
DOCX
Case Study CBT Laura S
byLaura Steiner
 
PDF
GLENMARK EMPLOYEE ENGAGEMENT MICROSITE
byFutuready Media
 
PPT
Case study final
byhinanwr
 
PPTX
Ethics of scientific research rc d ec 2014
byresearchcenterm
 
PPTX
Case Study method
byKishore Raveendran
 
PPTX
Innovation in service teachers training program
byNur Ali Tejani
 
Final Draft:Dissertation
byTodd Beasley
 
See the trees: Concept mapping for text analysis
byLawrie Hunter
 
The General Teaching Council of England
byIMI PQ NET Romania
 
Teachers preparation and knowledge
byAshley Evans
 
HRS' Employee Testing and Selection Solutions: Startups’ Problems?
byetcases
 
Each is Great in His Own Place
byDr. Vickram Aadityaa
 
Pre school teachers training institute crash course 2015
byPSTTI
 
Case study
byMirea Mizushima
 
Comparison of teacher education in France, England and Germany
byA Being Blog
 
MEd: EAL pupils and classroom teachers' attitudes to class withdrawal vs main...
byKamil Trzebiatowski
 
A 21st Century STEM Teacher Preparation Model ITEEA 2012 v0.6ac
byBob Lurker
 
Case study
byVikram Jeet
 
Shipra hr
byShipra Srivastava
 
A Case Study on Employee Motivation
bykiumbajohn
 
Case Study CBT Laura S
byLaura Steiner
 
GLENMARK EMPLOYEE ENGAGEMENT MICROSITE
byFutuready Media
 
Case study final
byhinanwr
 
Ethics of scientific research rc d ec 2014
byresearchcenterm
 
Case Study method
byKishore Raveendran
 
Innovation in service teachers training program
byNur Ali Tejani
 

Similar to Transforming Teacher Preparation: A Collective Case Study of Cooperating Teachers and Teacher Candidates in the Co-Teaching Model of Student Teaching by Dr. Kelly Meyers-Wagner

PPTX
Co-Teaching: A mutually beneficial school-university partnership for preparin...
byLiz Fogarty
 
PPTX
Individual paper AACTE ppt
byLiz Fogarty
 
DOCX
Research Proposal: Resolving Conflict Resolution among Co-Teachers
byDr. Janet Van Heck
 
PPTX
How Co-Teaching Saved Student Teaching
byLiz Fogarty
 
PPTX
CSUSM Co-Teaching in Clinical Practice
bypstall
 
PPT
Marrie's Thesis PowerPoint
byMarriemc
 
PPTX
Under the Microscope Examining Multiple Data Points to Determine the Effects...
byLiz Fogarty
 
PPTX
collaborative teaching
byDr. Janet Van Heck
 
PPTX
Working in Teams as Co-Educators: A Shared Responsibility
byDr. Janet Van Heck
 
PPT
Case Studies In Co Teaching In The Content Areas
byBrent Daigle, Ph.D.
 
PPTX
Co teaching presentation
byJbella1980
 
PPT
Cooperative teaching
byRamil Polintan
 
PPTX
Co teaching in the middle school classroom
bytjury15
 
PPTX
Moving Beyond Sink or Swim: 2:1 CoTeaching Model for AERA 2016 Roundtable
byLiz Fogarty
 
PPT
Developing Lasting Visions of Effective Teaching
byNicole Rigelman
 
PPTX
Co-teaching presentation for TESOL 2017 PreK-12 Teacher Day
byDr. Kate Mastruserio Reynolds
 
PPT
Collaboration and co teaching strategies for effective classroom practice
byFarjana Ferdous
 
PDF
Teaching Cooperative Learning The Challenge For Teacher Education
bylightblue2010
 
PPT
Coteaching psu 2012_4
byJulie Wise
 
PPT
Understanding Co-teaching at the Secondary School Level
byMuizaz88
 
Co-Teaching: A mutually beneficial school-university partnership for preparin...
byLiz Fogarty
 
Individual paper AACTE ppt
byLiz Fogarty
 
Research Proposal: Resolving Conflict Resolution among Co-Teachers
byDr. Janet Van Heck
 
How Co-Teaching Saved Student Teaching
byLiz Fogarty
 
CSUSM Co-Teaching in Clinical Practice
bypstall
 
Marrie's Thesis PowerPoint
byMarriemc
 
Under the Microscope Examining Multiple Data Points to Determine the Effects...
byLiz Fogarty
 
collaborative teaching
byDr. Janet Van Heck
 
Working in Teams as Co-Educators: A Shared Responsibility
byDr. Janet Van Heck
 
Case Studies In Co Teaching In The Content Areas
byBrent Daigle, Ph.D.
 
Co teaching presentation
byJbella1980
 
Cooperative teaching
byRamil Polintan
 
Co teaching in the middle school classroom
bytjury15
 
Moving Beyond Sink or Swim: 2:1 CoTeaching Model for AERA 2016 Roundtable
byLiz Fogarty
 
Developing Lasting Visions of Effective Teaching
byNicole Rigelman
 
Co-teaching presentation for TESOL 2017 PreK-12 Teacher Day
byDr. Kate Mastruserio Reynolds
 
Collaboration and co teaching strategies for effective classroom practice
byFarjana Ferdous
 
Teaching Cooperative Learning The Challenge For Teacher Education
bylightblue2010
 
Coteaching psu 2012_4
byJulie Wise
 
Understanding Co-teaching at the Secondary School Level
byMuizaz88
 

More from crealcsuf

PDF
Teaching Across Cultural Strenghts
bycrealcsuf
 
PDF
Teaching and Supporting Migrant Children in Our Schools: A Culturally Profici...
bycrealcsuf
 
PPTX
Homage to India’s Educational Lineages: Tibetanization of Diaspora Schooling ...
bycrealcsuf
 
PPTX
The Decision-Making Process of Adult Learners Who are Nearing Completion of T...
bycrealcsuf
 
PPTX
National Resource Center for Asian Languages
bycrealcsuf
 
PPTX
Korean American Parents: Perceptions of School-Readiness and Preparing Childr...
bycrealcsuf
 
PPTX
Persistence in Math: How Initial Math Placement Derails Progress Towards a Ma...
bycrealcsuf
 
PPTX
Factors that Support Successful African American Male Student-Athletes at a C...
bycrealcsuf
 
PPTX
Fostering Professional Partnerships between Universities and Informal Science...
bycrealcsuf
 
PPTX
Effective Partnerships from Noncredit to Credit in Mathematics
bycrealcsuf
 
PPTX
A Framework for Examining Tailored Longitudinal Data to Advance Institutional...
bycrealcsuf
 
PPTX
The Development of Competencies in the Student Affairs Profession– The Proces...
bycrealcsuf
 
PPTX
Immigrant Nigerian Women and Formal Education: Exploring Their Narratives in ...
bycrealcsuf
 
PPT
Nuestra Familia es Nuestra Fuerza: Building on the Strengths of Migrant Famil...
bycrealcsuf
 
PPTX
AB 540: Tuition waiver policy in California. How student affairs professional...
bycrealcsuf
 
PPTX
Development of Teacher Educators for a Global Society
bycrealcsuf
 
PPTX
Non-European “Immigrants?”: First-Generation Schooling Experiences in Post-Co...
bycrealcsuf
 
PPTX
Response to Intervention: A Personal Problem
bycrealcsuf
 
PPTX
Supporting Patients with Autism Spectrum Disorders in Medical Settings
bycrealcsuf
 
PPTX
The Influence of Progress: Monitoring Data Presentations on Educator's’ Decis...
bycrealcsuf
 
Teaching Across Cultural Strenghts
bycrealcsuf
 
Teaching and Supporting Migrant Children in Our Schools: A Culturally Profici...
bycrealcsuf
 
Homage to India’s Educational Lineages: Tibetanization of Diaspora Schooling ...
bycrealcsuf
 
The Decision-Making Process of Adult Learners Who are Nearing Completion of T...
bycrealcsuf
 
National Resource Center for Asian Languages
bycrealcsuf
 
Korean American Parents: Perceptions of School-Readiness and Preparing Childr...
bycrealcsuf
 
Persistence in Math: How Initial Math Placement Derails Progress Towards a Ma...
bycrealcsuf
 
Factors that Support Successful African American Male Student-Athletes at a C...
bycrealcsuf
 
Fostering Professional Partnerships between Universities and Informal Science...
bycrealcsuf
 
Effective Partnerships from Noncredit to Credit in Mathematics
bycrealcsuf
 
A Framework for Examining Tailored Longitudinal Data to Advance Institutional...
bycrealcsuf
 
The Development of Competencies in the Student Affairs Profession– The Proces...
bycrealcsuf
 
Immigrant Nigerian Women and Formal Education: Exploring Their Narratives in ...
bycrealcsuf
 
Nuestra Familia es Nuestra Fuerza: Building on the Strengths of Migrant Famil...
bycrealcsuf
 
AB 540: Tuition waiver policy in California. How student affairs professional...
bycrealcsuf
 
Development of Teacher Educators for a Global Society
bycrealcsuf
 
Non-European “Immigrants?”: First-Generation Schooling Experiences in Post-Co...
bycrealcsuf
 
Response to Intervention: A Personal Problem
bycrealcsuf
 
Supporting Patients with Autism Spectrum Disorders in Medical Settings
bycrealcsuf
 
The Influence of Progress: Monitoring Data Presentations on Educator's’ Decis...
bycrealcsuf
 

Recently uploaded

PPTX
Payment Follow-Up via WhatsApp in Odoo 18.1 Accounting
byCeline George
 
PPTX
West Hatch High School: Year 9 Art Course
byWestHatch
 
PPTX
COMMUNICATION ITS PROCESS ELEMENTS & BARRIER .pptx
byPoojaSen20
 
PDF
Bishan_Singh_Presentation - Toba tek Singh
bygopalsinhchauhan9313
 
PPTX
PREVENTIVE PEDIATRICS.pptx
byBANDITA PATRA
 
PPTX
Drug Distribution in Pharmacology: Mechanisms, Barriers, Factors & Volume of ...
byamrin3379
 
PPTX
Day 2 ppt english.powerpoint presentation ppt
byJeahMaeMedez
 
PPTX
HABIT. Cognitive process. I Semester Shilpa Hotakar pptx
bySHILPA HOTAKAR
 
PPTX
'Colonial Mentality and Social Identity in Karma by Khushwant Singh'
byKrishnarajsinh Parmar
 
PDF
Chapter 05 Drug Acting on CNS Sedatives & Hypnotics | Antipsychotics.pdf
bySandeshSul
 
PPTX
Appreciations - Jan 26 01.pptxkkkmmkmkmkmkm
bypreetheshparmar
 
PPTX
Unit 3- Culture.pptx....................
byAkanksha Kotangale
 
PPTX
Mohan - "A man of silence and authority"
bynidhibachauhan46
 
PPTX
Definition of communication skills and it's process.
bypurvrajsinhsarvaiya0
 
PPTX
28 January 2026 Rebecca Frankum Are high-stakes exams and assessments still r...
byEduSkills OECD
 
PPTX
That long silence - Novel by Shashi Deshapande
bysanjanavaghela65
 
PPTX
MENTAL STATUS EXAMINATION Part-1.Shilpa hotakar.pptx
bySHILPA HOTAKAR
 
PPTX
West Hatch High School -- GCSE Geography
byWestHatch
 
PPTX
Grade 9 and 10 learner Fuse and Switch.pptx
byCarlJohnCabayao
 
PPTX
Central Line Associated Bloodstream Infection
bynabinabhaila40
 
Payment Follow-Up via WhatsApp in Odoo 18.1 Accounting
byCeline George
 
West Hatch High School: Year 9 Art Course
byWestHatch
 
COMMUNICATION ITS PROCESS ELEMENTS & BARRIER .pptx
byPoojaSen20
 
Bishan_Singh_Presentation - Toba tek Singh
bygopalsinhchauhan9313
 
PREVENTIVE PEDIATRICS.pptx
byBANDITA PATRA
 
Drug Distribution in Pharmacology: Mechanisms, Barriers, Factors & Volume of ...
byamrin3379
 
Day 2 ppt english.powerpoint presentation ppt
byJeahMaeMedez
 
HABIT. Cognitive process. I Semester Shilpa Hotakar pptx
bySHILPA HOTAKAR
 
'Colonial Mentality and Social Identity in Karma by Khushwant Singh'
byKrishnarajsinh Parmar
 
Chapter 05 Drug Acting on CNS Sedatives & Hypnotics | Antipsychotics.pdf
bySandeshSul
 
Appreciations - Jan 26 01.pptxkkkmmkmkmkmkm
bypreetheshparmar
 
Unit 3- Culture.pptx....................
byAkanksha Kotangale
 
Mohan - "A man of silence and authority"
bynidhibachauhan46
 
Definition of communication skills and it's process.
bypurvrajsinhsarvaiya0
 
28 January 2026 Rebecca Frankum Are high-stakes exams and assessments still r...
byEduSkills OECD
 
That long silence - Novel by Shashi Deshapande
bysanjanavaghela65
 
MENTAL STATUS EXAMINATION Part-1.Shilpa hotakar.pptx
bySHILPA HOTAKAR
 
West Hatch High School -- GCSE Geography
byWestHatch
 
Grade 9 and 10 learner Fuse and Switch.pptx
byCarlJohnCabayao
 
Central Line Associated Bloodstream Infection
bynabinabhaila40
 

Transforming Teacher Preparation: A Collective Case Study of Cooperating Teachers and Teacher Candidates in the Co-Teaching Model of Student Teaching by Dr. Kelly Meyers-Wagner

  • 1.
    O TRANSFORMING TEACHER PREPARATION: ACOLLECTIVE CASE STUDY OF COOPERATING TEACHERS AND TEACHER CANDIDATES IN THE CO-TEACHING MODEL OF STUDENT TEACHING Dr. Kelly Meyers-Wagner California State University, Fullerton Monthly Colloquium Series April 8, 2015
  • 2.
    RESEARCHER’S BACKGROUND ACADEMIC BACKGROUND Ed.D. PreK-12 Leadership Candidate (2014) M.A. Special Education B.A. German & Education CREDENTIALS Ryan Multiple Subject LH Special Education Administrative Services (pending) National Board Certified Teacher PROFESSIONAL EXPERIENCE Elementary School Teacher (1991-2003) University Instructor /and Supervisor in Teacher Education (2003-present) SPORT East-Regional Educational Consultant, Suicide Prevention LACOE (2013-2015) Educational Consultant for PROJECT TEAL-Technology Enhanced Arts Learning in Common Core LACOE (2015-present)
  • 3.
    Topic Background-History Since 20thC , student teaching practicum and field placement experience has been the standard “Sink or swim approach” Cooperating teachers are randomly assigned to teacher candidates based on subjective judgments about teaching NCLB raised the stature of the teaching profession addressing teacher quality and accountability Need for teacher preparation programs to produce highly skilled teachers meeting the needs of a very diverse U.S. population is significant.
  • 4.
    Topic Background-History • Re-thinkingthe practice of traditional model of student-teaching NCATE Blue Ribbon Report (2010) announced turning teacher education “upside down” • Teaching in isolation is no longer desirable for student teachers • Seeking two professionally prepared educators actively engaged with students Seek a clinical approach to training skilled teachers as in the medical field • Improving Mentor/Mentee communication • Providing professional development as on- going and supportive Universities begin to employ different collaborative teaching models like co-teaching
  • 5.
    PROBLEM STATEMENT  Theproblem this study addressed was the need to improve teacher preparation especially with respect to the collaboration of the cooperating teacher and teacher candidate.
  • 6.
    PURPOSE OF THERESEARCH  The purpose of this study was to investigate the partnership between the cooperating teacher and teacher candidates among participants trained in a variety of co-teaching models from the participating university with a focus on the participants co-teaching interactions and how this is demonstrated in the learning environment.
  • 7.
    RESEARCH QUESTIONS 1) Howdo participants describe their co- teaching experience? 2) How and in what ways do the cooperating teacher and teacher candidate perceive their interaction as collaborative or non-collaborative? 3) How do the participants perceive that the co-teaching model informs the preparation of teacher candidates?
  • 8.
    THEORETICAL FOUNDATION Social Constructivism Construct knowledgeand the teaching practice is mediated by social interaction Supports the social interaction between the pre-service teachers and their mentors (Gardiner, 2010; Graves, 2010 Vygotsky (1978) focused on the interactive connections between people and the sociocultural context in which they acted. (Crawford, 1996; Creswell, 2013 Recognizes the role of social processes of interaction among individuals to understand the world in which they live and work.
  • 9.
    Major Conceptual AreasHighlighted Works Historical Context of Teacher Preparation Labaree (2004); Mehta (2013); Learned et al. (1920) Theoretical Framework Vygotsky (1978); Crawford (1996); Palincsar(1998) Research on Reform Policies • Federal Policy: National Council for Accreditation of Teacher Education; No Child Left Behind and Race to the Top • State Policy: Credentialing and Licensing Exams Hammond-Darling et al. (1999); Darling- Hammond (1997, 2011); Maxie (2003); Smith & Gorad (2007); Carnegie Task Force and Holmes Reports(1986,1990),NCATE (2010) Blue Ribbon Panel Report, NCLB (2001) Criticisms of Traditional Preparation Programs • Teacher Education Status • Lack of Professional Development • Inconsistent Selection of Cooperating Teachers • Teacher Candidate Placement Issues Cuenca (2011); Darling-Hammond (2011); Ediger(2009); Killian & McIntyre (1987); Zimpher & Howey (2005); Wang, Odell & Scheille (2008) Resistance to Change • Organizational Change Boyd et al. (2008); DiMaggio & Powell (1983); Salerno & Brock (2008); Spiro REVIEW OF THE LITERTURE
  • 10.
    REVIEW OF THELITERATURE Major Areas Highlighted Works Alternative Models of Teacher Preparation • Clinical Residency Model • Co-teaching Model California Alliance for Teacher Preparatio Partnerships (2013); Capraro,Caparao & Helfeldt (2010); Comstock (2010); Sivakumaran et al.(2011); Badiali& Titus (2010), Bacharach, Heck & Dahlberg (20 Scruggs, Mastropieri & McDuffie (2007) Co-Teaching Model of Student Teaching Challenges University Coursework School and University Partnerships Professional Development Relationships Advantages Two Trained Professionals Reflective Practice Shared Teaching Co-Teaching Strategies Bacharach (2011); Cook & Friend (1995); Bacharach et al (2008);Stang & Lyons(20 Graham (2006);Goodnough et al.(2009); Darragh, Picanoco & Tully (2011);Crow & Smith (2005);Gardiner (2010); Graves(2010);Kamens (2007); Beninghof (2012).
  • 11.
    RESEARCH DESIGN Collective Case Study Stake(1995) states that a collective study is “several cases within the same project”(p.4). One issue or concern is selected, but the inquirer selects multiple cases to illustrate the issues Researcher talks directly to people in their “natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them”(Denzin & Lincoln, 2011, as cited in Creswell, 2013, p.44). Creswell (2013) wrote, “we conduct qualitative research when we want to empower individuals to share their stories, hear their voices...” (p.48).
  • 12.
    METHODOLOGY SETTING EDWARDS ELEMENTARY: Large suburban SouthernCalifornia school district K-6 elementary school with 490 students Celebrated 50th Anniversary Diverse school population – 52.8% White, 31.1% Hispanic, 11.0% Asian/Pacific Islander and 3.3% Black or African American 21.3% student population is lower SES 9% ELs 5.9% identified with disabilities Staff consists of 39 full or part time members 15 Teachers are credentialed and classified as NCLB (2002) “highly qualified” High parent volunteerism and involvement
  • 13.
    CONTEXT School district is partneredwith the local university implementing the co-teaching model at local school sites. Each participant attended same professional development co- teaching sessions Pairs-training sessions included : • Led by university co- teaching faculty • Held spring and summer trainings preceding 2013- 2014 school year • Co-teaching strategies • Relationship building • Communication and collaboration • Co-planning
  • 14.
    PARTICIPANTS Collective Case studyincluded a purposeful sampling of 1 male and 7 female participants. 3 Co-teams: Co-Team A= CT Lorraine, TC Anthony, CT Kaley and TC Mary (K) Co-Team B=CT Debbie and TC Candace (3/4 combination) Co-Team C= CT Katherine and TC Carol (2nd grade) The 4 cooperating teachers have 10+ years of teaching experience. Teaching candidates -1st semester student teachers
  • 15.
    PROCEDURES & INSTUMENTATION Audio Recorded Interviews •Two formal 25 min. interviews: week 1 and week 5 • Asked same Open Ended Questions • probed further during interviews for clarification • Transcribed each audio recording Classroom Observation s • Attended weekly 1.5 to 3 hour observations for each co- team over 5 weeks • Wrote descriptive field notes of interactions of TC and CT • Utilized observational protocol for recording description of activities chronologically at each visit • Researcher reflected–memoing after observation -rich narrative description and developing a sense of the data (Creswell, 2013). Informal Interviews • Engaged in informal conversations • Conducted and documented Informal interviews and conversations with CT and/or TC (Creswell, 3013; Yin, 2009)
  • 16.
    Managing, Analyzing & Categorizingthe Data Miles, Huberman & Saldaña (2014) to ensure credibility and reduce the data
  • 17.
    VALIDITY • Researcher appliedgeneric qualitative study procedures (Creswell, 2013) • Triangulation of multiple sources • Observation field notes • Post observation field notes • Interview field notes • Audio interview transcriptions My professional role as supervisor of student teachers could pose the threat to researcher bias
  • 18.
    Study Limitations one semester Participants are allat one school site located in a suburban school district Ethnicity:7 of the 8 participants was white Gender: 1 male and 7 females Teachers were not a diverse representatio n of typical California demographic s The 4 TC were randomly placed with CT by the University faculty I depended on level of cooperation , forthrightness and truthfulness of each participant
  • 19.
    Co-Teaching Model of StudentTeaching STUDY FINDINGS
  • 20.
    FINDINGS Question 1:How doparticipants describe their co-teaching experience? Themes Sub-themes Co-Teaching helpfulness • Supportive benefits • Co-teaching challenges • University sponsored pairs trainings • Teacher candidate boot camp • Co-teaching strategies • Small groups • Partnerships • Extra person & flexibility of strategies • Time management • Professional demands
  • 21.
    Question 1 con’t… ThemesSub-themes • Co-teaching professional growth experiences • Personal growth (CT and TC) • Improved mentoring practices • Self-confidence
  • 22.
    Question 1: TheCo-Teaching Experience “Helpfulness” • We [teacher candidate and cooperating teacher] got to know each other’s personalities and probably learning styles…fears, strengths and challenges that we were comfortable with….We were able to talk about ways to communicate when in the classroom...and ways to give constructive criticism….just having that communication with my student teacher before we’re even in the classroom is [was] so helpful (Cooperating Teacher Lorraine, April 2014). • …it [the pairs-training] would have been a little bit awkward not really knowing each other [in the classroom]…. it got me to meet my master teacher and we got to build some rapport which was really nice….I liked just being able to see those [co-teaching] strategies and then just go out and try to employ them in the classroom (Teacher Candidate Anthony, April 2014.
  • 23.
    FINDINGS Question 2: Howand in what ways do the cooperating teacher and teacher candidate perceive their interaction as collaborative or non-collaborative? Theme Sub-themes • Collaborative professional relationships • Teacher candidate instructional position • Professional relationships • Partnership of support for candidates • candidate input • Insight in candidates role as developing teacher • Shared responsibility • Perceptions of classroom community
  • 24.
    Question 2: Co-teachingInteractions “Professional Relationships” • Cooperating Teacher Katherine said, “it’s [co- teaching] like a partnership but I have more experience….I’m there to support her but if not she tries it on her own and the best way to learn to be a teacher is to make those mistakes and try it and find out what to do” (April, 2014). • Cooperating Teacher Debbie explained, “I’m there to support them [teacher candidates] and that every idea that I give them to not take it personal. You [teacher candidate] are going to make mistakes. And don’t worry if I jump into help or whatever….We need to have a conversation so that we can move forward for our job. It’s not like a family, it is different. This is our professional life” (May, 2014).
  • 25.
    Question 2: Co-teachingInteractions “Professional Relationships” Teacher Candidate Candace stated in her interview, It is very professional…she can take me seriously. I don’t want to come across as being too open about personal things…. I wouldn’t just come in and just do whatever I wanted….We’re doing it together…we’re co-teaching… We do collaborate…on the lessons that we are going to teach. She [Debbie] has them pretty much planned already…because it is so far into the school year, she knows what she needs to be teaching, but she will say what do you want to put into this lesson? I can go home and create something on my own…and find a new idea because we have collaborated ( April, 2014)
  • 26.
    FINDINGS Question 3:How dothe participants perceive that the co-teaching model informs the preparation of teacher candidates? Themes Sub-themes • University support and communication • Relevancy of co-teaching strategies • Impressions of the co-teaching model • University faculty and staff role • Type of communication • On-going feedback • Reinforces collaboration • Individual strategies • Station Teaching • One-teach, One-observe • One-teach, One assist • Co-teaching timeline • Comparisons to traditional Preparation models
  • 27.
    Question 3: Perceptionof the Co-Teaching Model “University Support and Communication” • Cooperating Teacher Kaley “faculty sent weekly emails …this is what you should be working on this week. Here are videos to see…go with it, if you are not sure what was modeled…(April, 2014)” • Cooperating Teacher Debbie reported that the university sent her emails to inform her, for example, “of this new link that we can go to if we need to see models [co-teaching strategies] and they gave us a folder with all sorts of information.(April, 2014)
  • 28.
    Question 3: Perceptionof the Co-Teaching Model “University Support and Communication” O I don’t feel like I learned much this semester which is unfortunate. I do not feel like I was taught to teach…I was taught about teaching but not given any methods on really how to implement and how to teach…Throughout the semester our professors should have invited maybe one of our other professors…to come and model these [co-teaching strategies] for us….Aside from the readings we did at home in the book….I really don’t feel like we applied or even talked much about the strategies….(Teacher Candidate Carol, May 2014).
  • 29.
    INTERPRETATION Co- teaching experience Overall positive growth experience University sponsored pairs trainings wellreceived TC and CT attend the same trainings to build rapport TC increased self- confidence Beneficial Small groupings and flexibility w/ Strategies Extra person Ongoing TC support, no sink or swim Helpful Understanding best co teaching practices strategies via trainings Develop better communication skills Question 1 How do the participants describe their co-teaching experience?
  • 30.
  • 31.
    INTERPRETATION Co-teaching Interactions Feedback and reflectivedialogue with TC Professional partnership of trust and respect TC s are actively involved in co- planning & shared responsibilities A sense of professional equality and status develops Being included within classroom community CT’s became more reflective of their own teaching practices TCs showed that with more interaction and feedback with CT, confidence increased Question 2: How and in what ways do the CT and TC perceive their interactions as collaborative or non-collaborative?
  • 32.
    TEACHER COLLABORATION & INTERACTION Weboth enjoyed having the interaction and we thought it was great for the kids [students] to see how we cooperate…how we discuss things to work in a cooperative manner, how we would treat each other….We modeled for them appropriate behavior working together as a team….Kids are seeing the collaboration that is going on, the cooperation that is going on between the two teachers…like were are doing the tag team…how we can show respect to each other…through the models [strategies]that we are doing. (Cooperating Teacher Lorraine, May, 2014)
  • 33.
    INTERPRETATION Perceptions of the Co-TeachingModel Support in Higher Education and on-going communication Communication was direct by university faculty CTs satisfied with support Utilized weekly emails of expectations and resources University asked for TC updates On-going supervisor weekly visits TCs more critical of the prep program and methods courses Co-teaching model and strategies questionably taught Transference of the concept of co- teaching was not apparent until applied in classroom with CT. Co-teaching practices Using co- teaching strategies led to increased interaction and positive teaching experiences Strategies allow for positive use of class time- mentoring is immediate Lower student to teacher ratioQuestion 3: How do the participants perceive that the co-teaching model informs the preparation of teacher candidates?
  • 34.
    IMPLICATION FOR POLICY Focuson Collaborative Teacher Preparation Models Develop policy mission statements in support of collaborative models Update current policies regarding teacher training- • Include a vision, philosophy, rationale and goals for training program and credentialing requirements • Consider policy language that strengthens the district and university partnership • Reinforce a stronger commitment to ongoing professional development of CTs and TCs • Increase purposeful placement of pre-service teachers • Create criteria & selection of cooperating teachers that are objective an procedurally clear
  • 35.
    IMPLICATION FOR PRACTICE Continue highquality professional development and on-going support for CTs and TCs Facilitate and develop collaborative skills between CTs and TCs at professional development university trainings Repeat opportunities for the CTs and TCs to reflect and communicate during co- teaching. Show willingness and commitment from CTs to interact and work with TCs. Critically evaluate the successes and limitations of co-teaching partnerships
  • 36.
    IMPLICATION FOR FUTURE RESERACH Surveydistrict administrators and principals about their perceptions of the co-teaching model and how resources are used Conduct in-depth interviews with principals about communication and efforts by the local university as support Examine the array of co-teaching components and assess effectiveness of ongoing professional development and trainings prior to student teaching. Conduct focus-group interviews on teacher candidates perceptions of co-teaching model when taught in a university course.
  • 37.
    RECOMMENDATION 1 ON-GOINGTEACHING PROFESSIONALDEVELOPMENT Support foruniversity- sponsored PD between CT and TC with presence of administrators TC informally interview the cooperating teacher at trainings Build on Leadership potential and qualities for CT
  • 38.
    RECOMMENDATION 2 RESTURCTURING COURSEWORK Train Educationfaculty to teach and model P-12 co- teaching practices in methods courses Hire cooperating teachers as adjunct faculty Design coursework activities and assignments to include co- teaching strategies and lessons ideas
  • 39.
    RECOMMENDATION 3 COMMITMENTTOCO- TEACHINGPRACTICES Attend moreto teacher prep by promoting collaborative and professional relationships Choose cooperating teachers who willingly collaborate and believe in efforts of co- teaching Secure placements by cooperating teachers who have been trained and actively engage with new candidates.
  • 40.
    When my principalbrought it [co-teaching] to the table initially, it sounded intriguing. It sounded different, but now that we’re [the teachers] in the midst of it, it’s blown my expectation away as far as the positiveness of how this program is so much different than the one of years past…I hope it’s one that’s taken by other universities because I can just see how much more positive it is in so many different ways than just the typical student teaching plan that I went through (Cooperating Teacher Lorraine, April, 2014). CONCLUSION
  • 41.
    REFERENCES Corbin, J., &Strauss, A. (2008). Basics of qualitative research (3rd ed.). Thousand Oaks, CA: Sage. Creswell, J. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Los Angeles: Sage. Denzin, N., & Lincoln, Y. (2005). Introduction: The discipline and practice of qualitative research. In N. Denzin, & Y. Lincoln, The Sage Handbook of Qualitative Research (3rd ed., pp. 1-32). Thousand Oaks: Sage. Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco: Josey- Bass Publishers. Miles, M., & Huberman, A. & Saldaña (2014). Qualitative data analysis (3rd ed.). Thousand Oaks, CA: Sage. Yin, R. (2009). Case study research design and methods (4th ed.). Thousand Oaks, CA: Sage.
  • 42.

Editor's Notes

  • #4 Assuming that if one is a good teacher, this expertise will carry over to work with all pre-service teachers
  • #9 where the learner, the pre-service teacher, monitors their own practice and effectiveness through their exchange with the master teacher
  • #12 The study allow individual teachers to voice their thoughts about effective teaching practice of mentoring new teachers. The study allow individual teachers to voice their thoughts about effective teaching practice of mentoring new teachers. more detailed understanding of the issues
  • #15 Attended co-teaching pairs training before beginning fieldwork Learned about co-teaching model in their course work Met CT at pairs-training to build rapport
  • #16 “document the connection between specific pieces of evidence and various issues in the case study” by providing important insight(Yin,2009, p.122) more informal conversations-allows for a forum of discussion about co-teaching. (Creswell,2013;Yin,2009). record stories from individuals and conversations. )
  • #18 Applying rigorous, sufficient and systematic data collection Analyzing throughout data collection period Researcher applied generic qualitative study procedures (Creswell, 2013) Increase credibility and trustworthiness Rich, thick description (detailed descriptions of observations of TC and CT) Transferability ------other researchers can apply my findings to their study (Yin, 2009) Triangulation of multiple sources enhance the quality of the data and address a broader range of issues & validity of the results (Merriam, 1998; Yin, 2009): Observation field notes Post observation field notes Interview field notes Audio interview transcriptions
  • #21  Participants interviews and observed by the reseracher described their co-teaching experiences during a 5 week student teaching period. The analysis revealed 4 themes Perceptions of co-teaching helpfulness Supportive benefits Co-teaching challenges Co-teaching professional growth experiences
  • #24 How and in what ways do the cooperating teacher and teacher candidate perceive their interaction as collaborative or non-collaborative?
  • #27 How do the participants perceive that the co-teaching model informs the preparation of teacher candidates?
  • #30 Though the model is relatively new to general education student teaching experience(Bacharach et al) the co-teaching model was Benefiticial Helpful Overall positive experience for CT and TC POSITIVE HELPFUL-result of the training support for CT and mentor –university sponsored summer and pairs training was meaningful to their understanding of the best co teaching practices-better communication skills to mentor TC
  • #32 ¾ TCs reported activie invovlement and reseracher observations confirmed positive interactions and collaborative effots to instructionally share responsibility of planning and instruction of students
  • #35 Darling Hammond (2011) argue that the increasing diversity of today’s schools and prevalence of teacher accountability issues means Traditional models of learning to teach in isolation are no longer feasible NCLB and RTT—focused on accountability in requring more teaching exams and tightening teacher liscening OTHER REFORMS Wake up calls through NCQT, BRP and NCATE are wake up calls at the national level for teacher prep to internally re-evaluatie their teacher education progrmas STATE LEVEL-teacher licensing agencies, and education state legislatures-CTC that can drive change by promoting and opening the dialogue with school districts, local and state school boards of educ and universities to work more closely in developing policy mission statements among education state legislatures like teacher credentialing can drive change by opening dialogue with school districts, local and state school boards of education & state licensing agencies, and univeristiy to Focus on Collaborative Teacher Preparation Models develop policy mission statements in support of collaborative models for training and preparing teacher candidates update current policies regarding teacher training Include a vision, philosophy, rationale and goals for training program and credentialing requirements Consider policy language that strengthens the district and university partnership to be stated similar Reinforce a stronger commitment to ongoing professional development of CTs and TCs Change teacher methodology course and curriculum to emphasize consistency in co-teaching practices Encourage and recognize highly accomplished teachers to become mentors Increase the transparency of purposeful placement of pre-service teachers and the selection of cooperating teachers be procedurally clear -
  • #36 Continue high quality professional development and on-going support for CTs and TCs as it resulted in productive and positive classroom communication University training of CTs alongside their TC is crucial to facilitating and developing collaborative skills to alleviate tensions Repeat opportunities for the CTs and TCs to reflect and communicate during co-teaching. CT must show willingness to interact and work with TC. Universities and partners districts need to critically evaluate the successes and limitations of co-teaching partnerships TCs practice opportunities to observe & collaborate within their university courses. Assign faculty to model co-teaching at the school sites or hire CTs as adjunct to model co-teaching strategies.
  • #37 Surveys can provodice a broader perspective about whether districts are implementing collaborative models of teacher preparation and inform policy makers Surveying TCs and CTs for their perceptions of the trainings (pt 3) Include faculty to describe their input and perceptions of challenges and benefits of co-teaching in methods courses. (pt 4)