The Phenomenon of True Collaboration: Classroom Practices For Coaching Teachers and Teacher Candidates National Association of Professional Development Schools Conference – Orlando, Florida April.
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The Phenomenon of True Collaboration: Classroom Practices For Coaching Teachers and Teacher Candidates National Association of Professional Development Schools Conference – Orlando, Florida April 11, 2008 Sara Elburn, M.S., Ron Siers, M.Ed., & Stacie Siers, M.Ed. Salisbury University What is your role in collaboration? Coaching/Mentor Teacher Special Educator Paraprofessional Student Intern/ Teacher Candidate University Supervisor Other 1. 2. 3. 4. 5. 6. 1 2 3 4 5 So, what is a Phenomenological Study, anyway? 1 2 3 4 5 t. .. ab ou w nd tk no ow ,a no kn Id o o Id 0% ... 0% ha ve no ... he of p aw ar e 3. 0% m 2. Ia I am aware of phenomenological studies. I do know, and have completed one myself. I do not know about phenomenological studies. 1. Phenomenological Study… A phenomenological study describes the meaning of the lived experiences for several individuals about a concept or the phenomenon. To determine what an experience means for the persons who have had the experience and are able to provide a comprehensive description of it. From the individual descriptions, general or universal meanings are derived. Research questions are constructed by the researcher by asking individuals to describe their lived experiences. Data is collected and analyzed. The reader of the phenomenological study should understand what it is like for someone to experience that. Are you familiar with a collaborative/co-teaching model? ar So 2 3 4 5 0% fa m ili a ot N m ili Fa fa m ili a ry Ve 1 0% r 0% r 4. 0% ar 3. tf am ili 2. m ew ha Very familiar Familiar Somewhat familiar Not familiar 1. The Focus of Our Study: Collaborative Internships Two or more people sharing responsibility for teaching some or all of the students assigned to a classroom (gym). Distributing responsibility for planning, instruction, & evaluation. Students learn from two or more people who may have different ways of thinking or teaching. Marriage – trust, communicate, share, celebrate, work together, anticipate conflict. What we found.. A supportive collaborative internship experience is about being there for each other and caring about the other person’s needs. What we found… THERE + CARE = Intern Insight.. “Being THERE is the most important thing, and being able to communicate with one another, which is what made my mentor extremely supportive.” Salisbury University Intern Giving of Oneself… Intern Insight.. “My mentor lead me to new resources and different ideas and principles.” Salisbury University Intern Are we really co-teachers? Are we really co-teachers? Results 1. 2. 3. 4. 0-10 yes 11-20 yes 21-30 yes 31-34 yes 0% 0- 1 2 3 4 5 10 ye 0% s 11 0 -2 0% s ye 21 0 -3 0% s ye 31 4 -3 s ye Consultation.. listening and responding… Intern Insight.. “My mentors were open to everything and anything.” Salisbury University Intern Collaborative/Co-Teaching Issues for Discussion & Planning Which issue do you think is the most challenging? 1 2 3 4 5 en 0% 0% 0% 0% eh av om io m r un ic at io n Ev al ua tio n Lo gi st ic s tio n 0% C Ti m e fo rp la n 6. 0% st ru c 5. St ud 4. In 3. ni ng 2. tb Time for planning Instruction Student behavior Communication Evaluation Logistics 1. Model enthusiasm and passion for teaching… Intern Insight.. “My mentor teacher taught me what it meant to truly love your job and the children you are working with.” Salisbury University Intern Collaboratively planning… Intern Insight.. “We planned each day. I felt as if all my ideas were of value to her.” Salisbury University Intern How do you plan? 1 2 3 4 5 of 0% or ni ng e m tb ef Th ni gh e 0% or e d ah y da A k ee w A 0% ea ea d ah ea h on t 0% Th 0% d e tim M on th s 6. 0% a 5. m 4. at 3. A 2. ah Months at a time A month ahead A week ahead A day ahead The night before The morning of 1. Collaborative/Co-Teaching Daily Lesson Plan Personal space… Intern Insight.. “She gives me the space I need while providing me with enough support to still learn how to teach.” Salisbury University Intern How challenging do you find it to provide verbal and written feedback to your teaching candidates/interns? 0% 0% 3 4 5 ot ch a ha l tc m ew ha So 2 ng in g le n ng in lle ch a ry Ve 1 0% gi ng g 3. N 2. lle Very challenging Somewhat challenging Not challenging 1. RSSE Mentor/Intern Lesson/Day Reflection View each other as teammates for the benefit of their students… Intern Insight.. “Two teachers can lean on each other. They can motivate each other. Team teaching made the learning curve for me so much shorter.” Salisbury University Intern Again, our findings… THERE + CARE = Contact us at any time… Sara Elburn – [email protected] Ron Siers – [email protected] Stacie Siers – [email protected] Or, visit our Wiki: http://rrsiers.wikispaces.com References Conners, K.J., & Adamchak, J. (2003). Re-thinking the mentoring role in pds classrooms. Paper presented at the National PDS Conference, Towson, Maryland. ED 475 572 Cramer, E., Nevin, A., Thousand, J. & Liston, A. (2006). Co-teaching in urban school districts to meet the needs of all teachers and learners: Implications for teacher education reform. Paper presented at the American Association for Colleges of Teacher Education, Creswell, J.W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications. Deich, R. (2001). Collaborative yearlong teaching experience (cyte). Denver, CO: Annual Meeting of the National Staff Development Council. ED 468 258. Elburn, S., & Siers, R. (2007). Phenomenological study on the collaborative internship experience: The power of two: Maximizing the collaborative experience. Paper presented at Salisbury University’s Profession Development Schools Workshop, Salisbury, Maryland. Mule, L. (2006). Preservice teachers’ inquiry in a professional development school context: Implications for the practicum. Teaching and Teacher Education, 22, 205-218. Polkinghorne, D.E. (1989). Documents of life: An introduction to the problems and literature of a humanistic method. London, England: George Allen and Urwin. Thousand, J.S., Villa, R.A., & Nevin, A.I. (2006). The many faces of collaborative Planning and teaching. Theory Into Practice, 45 (3), 239-248. Villa, R.A., Thousand, J.S., & Nevin, A.I. (2004). A guide to co-teaching: Practical tips for facilitating student learning. Thousand Oaks, CA: Corwin Press.