This document summarizes a study on implementing co-teaching models during student teaching placements. It discusses:
- Implementing 1:1 and 2:1 co-teaching models over 4 years, expanding to more programs each year
- Data showing co-teaching did not negatively impact performance on edTPA assessments compared to traditional placements
- Feedback indicating co-teaching interns felt more supported through collaboration, mentoring and feedback from clinical teachers
- Positive impacts on interns' readiness to teach, collaboration skills, and students' learning from additional support in classrooms
- The program has now adopted co-teaching as an official option based on the pilot study's successful results.
Utilizing Rubrics in Audio/Visual ProductionCorey Anderson
During the 2016-2017 school year, it became apparent to me that my students at Watkins Overton High School in Memphis, TN, might enjoy a greater sense of academic achievement if they had a better understanding of what was required to receive a rating of Proficient or Advanced when their artifacts are assessed. In the Audio/Visual Production field, these artifacts are almost always something the student must create. I am specifically interested in improving their commercials and public service announcements. Although, high school students have a lot of competing interests, providing rubrics for assignments would give them a way to focus their energy when completing projects and provide a way for them to assess the quality of their own work before submitting it for assessment. Their attention to detail and quality has further implications for post-secondary success. Rallying behind the mantra, Destination 2025! In the year, 2025, our school district’s goal is to have 80% of graduates, college and career ready, 90% graduating on time and 100% of college and career ready graduates will enroll in post-secondary opportunities (Shelby County Schools, n.d.). What tools can I actively use to help my students get the advantage in life and become champions at work? The purpose of this paper is to determine can developing and utilizing rubrics with my high school A/V Production students help improve the quality of their films for public service announcements and commercials. These are my Next Steps.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
EL7003-8 Assignment 1: Instructional Design and Engaging E-Learning Activitieseckchela
This is a North Central University course (EL 7003-8) Assignment 1: Instructional Design and Engaging E-Learning Activities. It is written in APA format, has been graded by Dr. Brian Oddi (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
The 5th annual MoodleMoot Virtual Conference (MMVC16) for 2016 is a free annual online event that will take place from August 5-7, 2016 on MMVC16 WizIQ and on MoodleMoot Moodle learning environments. Join MMVC16: http://moodlemoot.integrating-technology.org/course/view.php?id=2
Utilizing Rubrics in Audio/Visual ProductionCorey Anderson
During the 2016-2017 school year, it became apparent to me that my students at Watkins Overton High School in Memphis, TN, might enjoy a greater sense of academic achievement if they had a better understanding of what was required to receive a rating of Proficient or Advanced when their artifacts are assessed. In the Audio/Visual Production field, these artifacts are almost always something the student must create. I am specifically interested in improving their commercials and public service announcements. Although, high school students have a lot of competing interests, providing rubrics for assignments would give them a way to focus their energy when completing projects and provide a way for them to assess the quality of their own work before submitting it for assessment. Their attention to detail and quality has further implications for post-secondary success. Rallying behind the mantra, Destination 2025! In the year, 2025, our school district’s goal is to have 80% of graduates, college and career ready, 90% graduating on time and 100% of college and career ready graduates will enroll in post-secondary opportunities (Shelby County Schools, n.d.). What tools can I actively use to help my students get the advantage in life and become champions at work? The purpose of this paper is to determine can developing and utilizing rubrics with my high school A/V Production students help improve the quality of their films for public service announcements and commercials. These are my Next Steps.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
EL7003-8 Assignment 1: Instructional Design and Engaging E-Learning Activitieseckchela
This is a North Central University course (EL 7003-8) Assignment 1: Instructional Design and Engaging E-Learning Activities. It is written in APA format, has been graded by Dr. Brian Oddi (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
The 5th annual MoodleMoot Virtual Conference (MMVC16) for 2016 is a free annual online event that will take place from August 5-7, 2016 on MMVC16 WizIQ and on MoodleMoot Moodle learning environments. Join MMVC16: http://moodlemoot.integrating-technology.org/course/view.php?id=2
Wikis and blogs for collaborative English language learning activities for pr...CITE
4 March 2010 (Thursday) | 16:40 - 17:00 | http://citers2010.cite.hku.hk/abstract/27 | SZE, Paul M.M.; YAU, Pik Kei Peggy; WONG, Hoi Lam; WONG, Kin Ming; Department of Curriculum and Instruction, The Chinese University of Hong Kong
Kurt Kohn, Collaborative Authentication - A Social Constructivist Perspective...Kurt Kohn
My talk is placed against the backdrop of the English language rapidly becoming a global lingua franca for a wide range of communication contexts and purposes including English for Special Purposes (ESP). Based on a social constructivist understanding of language learning and teaching, I first discuss some of the pedagogical implications of English as a lingua franca (ELF) (Kohn 2011). In this connection, special attention is given to the concept and principle of collaborative authentication and its manifestation in content and language integrated learning (CLIL). From a complementary angle, I then explore the pedagogical potential of web 2 enhanced virtual learning environments (VLEs) for supporting language learning and teaching in general and collaborative authentication in particular. In a third step, I move on to pedagogically designed web corpora of video-recorded ‘natural narrative’ interviews available from the European Lifelong Learning project BACKBONE (Kohn 2012). The interviews were conducted with native and non-native speakers of English and cover a wide range of general and specific subjects. Since they have been annotated with regard to pedagogically relevant thematic and linguistic characteristics, they can be flexibly searched for ESP learning and teaching purposes from listening comprehension to topic-related lexical and phraseological explorations. Pedagogical integration of BACKBONE corpus activities within e.g. a Moodle-enhanced blended learning environment offers further possibilities for written and spoken communicative interaction, thus creating a basis for truly collaborative and authenticated language learning experiences.
Kohn, Kurt. 2011. English as a lingua franca and the Standard English misunderstanding. In Annick De Hower & Antje Wilton (eds.), English in Europe today. Sociocultural and educational perspectives, 71-94. Amsterdam & Philadelphia: John Benjamins.
Kohn, Kurt. 2012. Pedagogic corpora for content and language integrated learning: insights from the BACKBONE project. The Eurocall Review 20 (2). [http://www.eurocall-languages.org/review/20_2/index.html]
These instructional slides will take you through the steps to help you with the application process for the English Program in Korea (EPIK) and the Seoul Metropolitan Office of Education (SMOE).
This presentation explores how teacher collaboration can become an effective schoolwide practice to accommodate the needs of diverse English Language learners (ELLs) and to help all students meet national and state learning standards. In addition, a co-teaching approach to instruction is showcased in conjunction with
various co-teaching models for ELLs.
Best Practices for Teaching English to Young Learners by Joan ShinVenezuela TESOL
Workshop offered to English Language teachers in Venezuela as part of the Methodology of the ELT Tour 2011-2 organized by VenTESOL and sponsored by the US Embassy
Evaluating the impact of the Pandemic on departmental uses of learning techno...RichardM_Walker
The coronavirus pandemic led to a dramatic increase in the use of online learning tools and techniques across the globe as higher education providers moved to maintain teaching provision through lockdowns and social distancing requirements. Emergency Remote Teaching (ERT) required teaching staff to engage with new skills as online learning designers and tutors with unprecedented speed, whilst students were expected to equally quickly develop the skills to engage as fully online learners.
As the sector moved out of the remote phase of the pandemic, there has been a lively debate about what the lasting impact of this ‘crash course’ ERT experience might be on learning supported through the use of technologies. Up to now, however, much of the research attempting to take stock of the post-pandemic impact has been anecdotal and theoretical. There has been little empirical research and questions remain over how pandemic experiences might inform future practice and a sustainable use of learning technology.
This presentation reports on research undertaken at the University of York, exploring how experiences of ERT were carried forward into the academic years 2021-22 and 2022-23. Our study focused on the Departments of Psychology and Biology which took contrasting approaches to the development and delivery of post-pandemic provision. Through structured interviews with teaching leaders in each department, we explored the factors shaping decisions and we compared staff experiences of ERT and its legacy with the perceptions of students and their expectations for how learning technology should be used in the future.
In this presentation we provide an overview of the staff and student focus group findings which suggest that the impact of the pandemic itself was shaped as much by factors which were already in play when it emerged. To differing degrees and at different times, it served to both interrupt and accelerate progress in the integration of learning technologies within departmental learning, teaching and assessment approaches by:
• Changing attitudes and approaches to standardisation, and the management and organisation of teaching and use of learning technologies;
• Re-focusing attention on the importance of academic community building;
• Influencing the ways in which departments perceive student needs, preferences, and engagement patterns;
• Changing how they conceive of and deliver student support and inclusive learning and assessment practices in a flexible way, and the place of blended learning in these endeavours.
Teacher Observations: The Case for Arts for All Public Charter School Policy ...Tiffany Brooks
Teacher observations are essential for ensuring that teachers are successfully preparing students for success. Teacher observations should be conducted frequently, and serve as a way for teachers to improve upon their own practices as well as implement new and innovative strategies within’ the classroom. Unfortunately, this is not translated across all education institutions. What is being found is that a lot of schools are either not conducting them frequently and/or properly. This policy memo seeks to address the effects of decreased informative observations, and proposing a few recommendations for improving observation quality at a public charter school in NE, Washington, DC.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
4. I just can’t risk turning over my classroom
to a novice any longer.
5. Due to increased teacher accountability, a model
for student teaching that allows clinical teachers
to remain in their classrooms is imperative.
North CarolinaTeacher Evaluation:
The Sixth Standard
The first 5 measures on NC
Teacher Evaluation measure
teacher performance.
The sixth standard is based
on individual growth of a
teacher’s students and the
school-wide growth value.
6. Development of an implementation
model at ECU to institutionalize
innovations within programs
Practice-based research
surrounding the seven Pirate
CODE project innovations
Document and communicate
the process, successes, and
challenges by contributing to
the research literature
7. 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.
…Or three
traditional co-teaching 1:1 co-teaching 2:1
8. ⦿ OneTeach, One Observe
⦿ OneTeach, One Assist
⦿ StationTeaching
⦿ ParallelTeaching
⦿ SupplementalTeaching
⦿ Alternative (Differentiated)Teaching
⦿ TeamTeaching
(Cook & Friend, 1995; Friend, 1993, 2001)
11. Observing
The Cycle of
Student Teaching
ExperiencesEvaluation
Six-stage cycle Interns go
through during student
teaching
Intern observes for a period
of time, begins teaching 1
subject, and slowly takes on
more responsibility
Intern completes a period of
full-day teaching
Intern releases instructional
responsibility back to the CT
12. Planning is guided
by the Clinical
Teacher (CT) but
rarely done together
Most work is done
by the Intern in
isolation
Limited modeling of
instructional choices
from CT (dependent
upon their individual
skills at mentoring)
Observing
The Cycle of
StudentTeaching:
TraditionalEvaluation
Clinical
Teacher
Intern
University
Supervisor
13. The Cycle of
Student Teaching:
Co-Teaching 1:1
Evaluation
Clinical
Teacher
Intern
University
Supervisor
Co-teaching creates a
team approach to all six
stages
Emphasis on Clinical
Teacher explicitly
modeling instructional
decision-making
Increased feedback and
reflection opportunities
14. Observing
The Cycle of
Student Teaching:
Co-Teaching 2:1
Evaluation
D i s c o u r s e
D i s c o u r s e
D i s c o u r s e
D i s c o u r s
e
D i s c o u r s e
Clinical
Teacher
Intern
University
Supervisor
D i s c o u r s e
2 Interns : 1 Clinical Teacher
Reflection occurs on
multiple levels between
all 3 co-teachers
Level of professional
discourse increases
More dynamic team
approach
15.
16. Year 1
2012-2013
• ELEMENTARY
• SPECIAL
EDUCATION
Year 2
2013-2014
• BIRTH-KINDERGARTEN
• ELEMENTARY
• ENGLISH EDUCATION
• FOREIGN LANGUAGE
• HISTORY EDUCATION
• MATH EDUCATION
• MIDDLE GRADES
• SPECIAL EDUCATION
Year 3
2014-2015
• BIRTH-KINDERGARTEN
• DANCE
• ELEMENTARY
• ENGLISH EDUCATION
• FOREIGN LANGUAGE
• HISTORY EDUCATION
• MATH EDUCATION
• MIDDLE GRADES
• SPECIAL EDUCATION
Year 4
2015-2016
• BIRTH-KINDERGARTEN
• ELEMENTARY
• ENGLISH EDUCATION
• FOREIGN LANGUAGE
• HISTORY EDUCATION
• MATH EDUCATION
• SCIENCE EDUCATION
• SPECIAL EDUCATION
17. Squishy
2011-12
Year 1
2012-13
Year 2
2013-14
Year 3
2014-15
Year 4
2015-16
Classrooms 1 14 88 76 99
School Districts 1 2 5 8 8
Program Areas 1 2 8 9 8
Clinical Teachers 1 10 91 88 99
Interns 2 25 111 106 120
Faculty 6 8 30 20 12
University
Supervisors
1 6 31 41 23
18. Study Year
# in Co-Teaching/
Total # Elementary Interns
Year 1 2012-2013 21 / 127
Year 2 2013-2014 50 / 85
Year 3 2014-2015 42 / 106
Year 4 2015-2016 62 / 122
19. Year 5
2016-2017
•Elementary
•English Education
•Foreign Language
•History Education
•Math Education
•Music Education
•Science Education
•Special Education
Elementary Interns
37 / 136 are co-teaching
After 4 years of pilot study data,
the College of Education
adopted the co-teaching model
as an option for the student
teaching experience.
20.
21. Collaboration - two or more teachers working
together and sharing responsibility for planning,
delivery, and assessment of instruction without the
sharp distinction between beginning teacher
candidate and experienced classroom teacher.
Mentoring - a process of collaborative work in co-
created space in which an expert imparts knowledge
and skill, as well as models pedagogical decision-
making to a novice who receives continuous feedback
on performance.This process is relationship-based
and occurs for a sustained amount of time.
Feedback - information shared between collaborators
intended to provide critique on performance in a way
that enhances confidence and grows expertise.
22. Data Source: Interns complete the Elementary Literacy edTPA
during their internship semester. Although we have administered it
all years of our Co-Teaching study, we used local scoring for the first year of
data.All years since have included official Pearson scores.
Data Analysis: Ran one-wayANOVAs for each ofYears 1, 2,
and 3 comparing total edTPA scores for each of the three
groups (traditional, 1:1 Co-teaching, and 2:1 Co-teaching).
Results:There were no statistically significant differences
among scores from any of the three groups.
Implications:These data showed that co-teaching was not
harming our interns and could safely be used for placements in
the field.
23. Control
1:1 Co-
Teaching
2:1 Co-
Teaching
2012-2013* 49.5
(9.66)
n=20
53.25
(6.375)
n=20
2013-2014 45.171
(30.676)
n=35
46.846
(17.325)
n=26
46.417
(26.514)
n=24
2014-2015 44.672
(7.534)
n=64
45.783
(5.116)
n=23
44.684
(5.354)
n=19
*Note:Year 1 data are locally scored. Random sample comparison analysis was used.
24. Note:Year 1 data were scored locally.Years 2 and 3 are Pearson scores.
25. Data Source: Interns complete a Co-Teaching Survey at the end of their
internship. Interns, ClinicalTeachers, and University Supervisors participate in
a focus group at the end of the semester. Participants are asked the same semi-
structured questions to examine their experience with the co-teaching model.
Data Analysis: Open-ended questions from the survey and recordings of FGs
were transcribed and read for accuracy.Transcriptions were uploaded to
NVivo and coded for a priori themes such as collaboration, mentoring,
feedback, and planning.
Results: Co-Teaching interns felt supported through co-planning and
feedback from CTs (2:1s receiving additional feedback from co-intern) and
very confident in their collaborative skills and classroom management.
Implications: Training for interns, CTs, and USs has changed substantially
over the four years as a result of information we gained from survey and
focus group data. Shifts to logistics with implementation have also occurred.
26. Analysis of co-teaching survey and focus
group data reveals positive trends for those
participating in Co-Teaching:
• Stronger relationships with their co-teachers
• Greater impact on K-5 students
• Efficacy in their readiness to teach
• Gains in collaborative skills
27. Collaboration: Co-Teaching interns reported
greater opportunities for collaboration.
Mentoring: Co-Teaching interns were 2.5 times
more likely to share feelings of being supported
or mentored by their CT.
Feedback: Increase in interns mentioning the level of
feedback received from their CT over the three years.
“I am comfortable moving forward into my future classroom. I am better
able to collaborate with colleagues, plan, and teach my students.”
28. Collaboration was the most
commonly discussed theme in focus
group data and reported area of
efficacy in co-teaching interns.
“I think the co-teaching experience
provides a great window into a
daily PLC (Professional Learning
Community) and since we will be
expected to collaborate with our
peers when we are full teachers,
co-teaching is necessary.”
“..an underrated part of the
teaching is the amount of
cooperation and teamwork that
is needed. Co-teaching makes
teamwork an essential part of
the planning and instructional
process.”
29. mentoring through dialogue
“My CT was open to planning
and would let me have free
input and not eliminate my
ideas. I feel as though both of
us learned from each other.”
“Co-teaching definitely helped
strengthen my lesson planning
and reflection on instruction. It
is great in the beginning when
the confidence is lacking.”
mentoring through demonstration
“I liked knowing that I wasn’t alone.
When I wasn’t quite clear on the
content or a student’s question tripped
me up, my CT was my backup and
would step in with a better explanation
than I could offer.This was a plus.”
30. “Instead of being thrown
into the deep-end and
having to manage
everything by myself I had
a great support system
behind me.”
“My CT was helpful with providing
feedback and suggestions while also
giving me space and opportunity to
do some things alone.”
“It is definitely a plus knowing I am
not alone. I have someone there to
support me if I need it. I can discuss
problems...get advice and another
perspective on the situation.”
(2:1 placement)
31. “There is more
creativity because
you are able to talk
ideas through and
make them great
by having the two
perspectives."
“I think that this is a great model for teaching; it is very
empowering for the student teacher and creates a great
relationship and future mentor.”
“We both
were leaders
in our own
respects and
at different
times.”
32. “Most positive thing
about Co-Teaching is the
growth of my students.
The classroom is always
full of students
learning…definitely
getting more teaching.”
“I think this will be a
great model that will
improve beginning
teachers’ confidence,
knowledge, etc. as well
as positively impact
student learning.”
“I really enjoyed Co-Teaching because I felt free to put the interns in any
situation right from day one they walked in the door and I put them to work.”
“We don’t have the behavior issues…the wait time is gone because there’s
three of us, so their questions can be addressed immediately… and we
don’t have time where they’re not getting what they need right away.”
33. Co-Teaching is now an official option for
internship at our university
Clinical teachers volunteer for hosting
interns again
Principals want to host co-teaching interns
in their schools – many go on to hire the co-
teaching interns the following year
One local school system will only accept co-
teaching placements for interns
34.
35. What can we take away from our discussions?
What connections did you make that might help you and your
program?
What action steps have do you have from your discussions?
36. How is your co-teaching model structured?
How are the roles of intern, clinical teacher, supervisor defined
within your model?
What are the teaching requirements within your co-teaching
model?
How is co-teaching taught and used throughout your program?
37. In what ways are teacher candidates coached in
your co-teaching model?
Formal coaching? Informal coaching?
Do your co-teachers co-plan?What does that co-planning
look and sound like?
What role does coaching play in planning? In teaching?
38. What kind of valid, reliable outcome measures are
you using to assess teacher readiness?
What are some of the tools/measures your program uses?
dispositions observations
VAM data edTPA
What do you consider when deciding on this?
LIZ –
Explain the situation in NC pushed us to consider our need to make changes to student teaching/internship
LIZ -- CONTEXTUALIZING CO-TEACHING
The current climate of assessment and its impact on relationships between ECU and partnering schools
Clinical teachers began saying they didn’t want to take our students for internships.
Why ECU Decided to Explore Co-Teaching
Reduces the number of student teaching placements needed (2:1 model)
Limits the number of clinical teachers needed, allowing us to be more selective (2:1 model)
Investigates ways to enhance the relationship between the clinical teacher and the intern
Allows clinical teachers to remain in their classrooms due to increased teacher accountability requirements
LIZ -- CONTEXTUALIZING CO-TEACHING
Share how our co-teaching work fit within the innovations of the Pirate CODE and the TQP grant
LIZ –
Introduce our models (by name and short explanation) and our definition of co-teaching…
Emphasis on the fact that we have a 2:1 model as one of our options
LIZ –
We use the Friend’s 7 co-teaching strategies in our models
??? Do we need to use this video since most everyone will be using co-teaching ???
LIZ – introduce the video
http://www.youtube.com/watch?v=qq5vMsA2_Kw
CT --- TRANSITION SLIDE
CT --- Typical Student Teaching Experience:
Observing the CT and students
Planning for Instruction - slowly taking on additional responsibility
Teaching lessons - slowly building up to full-days
Assessment of student learning
Evaluation - typically from outside source CT or US
Reflection - typically done alone after evaluation
Cycle repeats itself
CT --- Traditional Model of Student Teaching
During the Traditional Student Teaching experience, most interns find themselves working with their Clinical Teacher during the planning and evaluation stages of the cycle. The other stages tend to be done in isolation and with less modeling of instructional choices from the Clinical Teacher and the level of modeling is dependent on a CT’s mentoring skills.
CT – Our 1:1 Co-Teaching Model
The 1:1 Co-Teaching Model of Student Teaching creates more of a team approach to all stages of the student teaching experience. The Clinical Teacher models instructional decision-making more explicitly with the Intern and provides feedback and opportunities for reflecting with the intern across the cycle.
CT – Our 2:1 Co-Teaching Model
The 2:1 Co-Teaching Model of Student Teaching creates an even more dynamic team approach to all stages of the student teaching experience. The Clinical Teacher models instructional decision-making more explicitly with both interns and provides feedback and reflecting across the cycle. Additionally, the two Interns typically work together more closely in planning, teaching, and reflection of their experience. The level of professional discourse increases in the 2:1 model.
LIZ -- TRANSITION SLIDE
LIZ
LIZ
LIZ
Liz
LIZ -- TRANSITION SLIDE
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Three focus areas for co-teaching have been collaboration, mentoring, and feedback. Co-Teaching allows for more dynamic interactions among Interns and CTs and creates opportunities for Interns to develop collaborative skills and CTs spaces to provide feedback and mentor interns well.
Our definitions of these concepts are …
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Data also showed that there were no statistically significant differences among groups on their Task 1, Task 2, or Task 3 scores.
These were important data that we used to persuade other programs to try co-teaching (beyond ELEM) and to eventually adopt co-teaching as a viable option for the internship.
LIZ –
Data also showed that there were no statistically significant differences among groups on their Task 1, Task 2, or Task 3 scores.
These were important data that we used to persuade other programs to try co-teaching (beyond ELEM) and to eventually adopt co-teaching as a viable option for the internship.
LIZ –
Data also showed that there were no statistically significant differences among groups on their Task 1, Task 2, or Task 3 scores.
These were important data that we used to persuade other programs to try co-teaching (beyond ELEM) and to eventually adopt co-teaching as a viable option for the internship.
CT –
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Overall qualitative data is positive showing strong relationships, greater impact on K-5 students, greater efficacy in their readiness to teach, and stronger collaborative skills.
CT -- Co-Teaching Survey Qualitative Data
COLLABORATION - When comparing co-teaching with traditional placement survey data the co-teaching interns reported greater opportunities to collaborate with not only their CT but other colleagues in the school.
MENTORING - analysis was conducted in NVivo looking to identify intern feelings of being supported and mentored by their CT. Co-Teaching interns were 2.5 times more likely to share feelings of being supported and mentored. Within the co-teaching participants, 2:1 interns were nearly 2 times as likely than those in 1:1 placements to share feelings of being supported and mentored. [1:1 =12, 2:1 = 22 (total co-teaching = 34), traditional 13]
FEEDBACK - Year 1 had only 2 comments that directly spoke to feedback from the CT. As more importance was placed on co-planning in later years -- with reflection, feedback, and dialogue emphasized in training the number of references to feedback from CTs rose dramatically in the survey data.
2:1 Co-Teaching Interns reported positive experiences with feedback and feelings of support from CT AND a peer experiencing the same things
Without the feedback from my teacher and co-intern, I do not think I would be this capable to teach.
It gave me the opportunity to not only gain feedback from a professional teacher but also a peer.
You had someone to bounce ideas with and who was experiencing the same things. More feedback the better.
It allowed for us to share feedback.
More feedback on instruction, planning, and I felt more comfortable knowing that I wasn't the only one in the same position.
This statement from 2:1 intern sums up experience of many of the co-teaching interns:
Yes, I am comfortable moving forward into my future classroom. I am better able to collaborate with colleagues, plan, and teach my students.
CT - Focus Group Data - Collaboration
Collaboration is the most commonly discussed theme among Interns and CTs during the focus group interviews.
The collaborative skills gained by Co-Teaching Interns is often a deciding factor for principals hiring our interns. They are looking for beginning teachers who have experience with collaboration and are comfortable working with colleagues.
It was clear in Year 1 that CTs in particular did not feel as though co-teaching was the “real world” of teaching and were concerned their intern would not be prepared for their own classroom. We were able to address that upfront in the training the following year to help alleviate those concerns. Interestingly, the same teachers expressing concern also shared within the same discussion how prepared their intern was for collaborating with their peers and using multiple teaching strategies. We speculate that much of this conversation about co-teaching not being the “real world” of teaching can be explained by resistance to change. (the - “It’s not how I did my student teaching” mentality)
Story of WGP and WGI – five co-teaching interns hired in one year. Two interns who completed a 2:1 internship were hired to teach in the same school at the same grade level so they could continue to work closely together and plan with one another. Likewise, two other interns in the primary side were hired on after completing their co-teaching internship there as well.
CT - Focus Group Data - Mentoring
The data on mentoring feel into two categories. Mentoring that occurred between CT and intern(s) through dialogue. Conversations were had throughout the day among co-teachers. The CTs in particular found opportunities to share their instructional thinking not only during the co-planning sessions but during the lessons or immediately following the lessons.
The second category of mentoring was through demonstration – meaning that CTs were able to mentor their interns in the moment, during a lesson. They were able to stay in the room, stay involved in the lessons, and step in if needed. This gave students a different level of support than in the traditional model.
CT - Focus Group Data - Feedback
In the traditional model, clinical teachers provide feedback to interns following a lesson or more likely, later in the day. Interns may make mistakes or provide inaccurate content that goes uncorrected until the next day. In the Co-Teaching model CTs are able to jump in and correct these issues without it feeling awkward or stopping instruction for the students. Interns feel more supported when they know their CT can and will be this back up for them. The model also provides for opportunities for co-teachers to discuss student learning and co-plan for instruction. CTs can give feedback throughout the day informally and during co-planning sessions more formally.
The 2:1 model is where we find the most dynamic feedback. Not only do interns receive feedback from their CT, they provide their co-intern feedback and act as an additional person to dialogue with about students, teaching, and even stressors – as both interns are in a similar situation.