Transcript Co-teaching: A New Framework for Learning How to Teach

Cooperating Teacher and Teacher
Candidate Workshop
Schedule:
Lunch and Introductions
Co-Teaching
Break
Field Experience Orientation
EdTPA
Jon Howeiler, Jane Kinyoun, Antony Smith
Lunch and Introductions
Cooperating Teacher/Teacher Candidate
conversation (or in small groups):
1. What is a favorite hobby or activity or
summer memory?
2. Share your pathway to becoming a
teacher
3. Read and discuss the Pairs
Communication and Collaboration sheet
Co-Teaching: A New Framework
for Learning How to Teach
Jon Howeiler, Jane Kinyoun, Antony Smith
Overview
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Define Co-Teaching –
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Incorporating into planning
Incorporating the 7 strategies into your curriculum
Sharing
Q&A
Co-Teaching
Co-Teaching is defined as two teachers
working together with groups of students
and sharing the planning, organization,
delivery and assessment of instruction, as
well as the physical space
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center:
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
Some Important Aspects of Co-Teaching
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Engages both teachers
Incorporates a variety of intentional coteaching strategies
Scaffolds the approach to learning to teach
with gradual shift of responsibility
Reflects a changing definition of classroom
teaching
What are the Benefits?
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Benefits to students
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Increased student achievement
More individual attention for students
Benefits to Teacher Candidates
St. Cloud State University End of Experience Survey
Teacher Candidates indicated that Co-Teaching led to:
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Improved classroom management skills (95.5%)
Increased collaboration skills (94.9%)
More teaching time (94.6%)
Increased confidence (89.9%)
Deeper understanding of the curriculum through coplanning (89.1%)
More opportunities to ask questions and reflect (88.6%)
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center:
Copyright 2009, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
Teacher Quality Enhancement Center
Benefits to Cooperating Teachers
St. Cloud State University End of Experience Survey
Cooperating Teachers indicate that co-teaching led to:
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Ability to reach more students, particularly those with high
needs (93.5%)
Better relationship with their teacher candidate (91%)
Experienced professional growth (89.2%)
Enhanced energy for teaching (87.8%)
Hosting a candidate without giving up my classroom
(87.1%)
Teacher candidate had a better experience than they would
have through with a traditional model (81.7%)
Copyright 2009, St. Cloud State University,
Teacher Quality Enhancement Center
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center:
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
Co-Teaching
Co-teaching is not simply dividing the tasks and
responsibilities between two people
Co-teaching is an attitude of sharing the
classroom and students
Co-teachers must always be thinking –
WE’RE BOTH TEACHING!
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center:
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
Co-Teaching Myths/Realities
Myth: Co-teaching inhibits a teacher
candidate’s ability to develop classroom
management skills.
Reality: A teacher candidate has the support
necessary to implement effective classroom
management strategies, taking the lead as
skills are gained.
Co-Teaching Myths/Realities
Myth: It takes too much time to co-plan.
Reality: While shared planning make take
more time initially, the benefits of planning
together are considerable, including
increased academic performance of P-12
students.
Co-Teaching Myths/Realities
Myth: Teacher candidates don’t have to write
lesson plans for co-teaching because they coplan.
Reality: Co-planning takes place before formal
lesson plans are written. Once a cooperating
teacher and a teacher candidate co-plan, the
candidate takes the information and writes up
lesson plans, which will be reviewed by the
cooperating teacher.
Co-Teaching Strategies
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One Teach, One Observe
One Teach, One Assist
Station Teaching
Parallel Teaching
Supplemental Teaching
Alternative (Differentiated) Teaching
Team Teaching
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center:
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
Table Discussion
How will you incorporate two or more of the
seven co-teaching strategies in your
classroom and within your curriculum
(If you wish, use the planning guide to think
of examples you will incorporate during the
first weeks of school.)
Table Discussion II
What are the essential elements of successful
lesson planning in a co-teaching model?
Brainstorm a list together
(List and discuss with your partner and then
with your table. Record on one side of a card
and prepare to share with the whole group)
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center:
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
Co-Teaching: Essential Elements
of Planning
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Reflection
Structure of the lesson
and its sequencing
Determining objectives
Clear objectives for
students and teachers
Growth mindset (take
risks and try new things)
Face to face
communication
Critical feedback
(constructive)
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Teach vocabulary needed for
the lesson
Plan for class dynamics
(learners, materials, physical
space)
Plan for “what if…”
Student data; assessment
Modeling good teamwork
Standards
Mutual trust and honesty
Learning conversations
Sharing from Experience
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If you have worked in a co-teaching model,
share the rewards and challenges you have
experienced
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What questions do you have? What do you
want to know more about? How can the
Education Program assist you? (Write these
on the other side of the card)