1. Co-Teaching as a Methodology in Teacher Preparation
Kristin Dauk and Bridget Weigt
National Convening on Clinical Practice
Washington, DC 
November 14, 2011

2. Presentation Overview
During this presentation we will share:
Co-teaching structures at MSU
Our rationale for using co-teaching
Our journey of implementation
Challenges we face and ways to address those challenges
Research results
Researchers say that the challenges we face in today’s schools demand ever- increasing creativity and insightfulness from teachers and administrators committed to improving the learning environment for students….The skills necessary to achieve these increased demands within the classroom will most often incorporate various forms of collaboration and an ever wider range of teaching methods.
MSU believes that using co-teaching as a methodology in our teacher preparation program provides our teacher candidates and K-12 partners with the necessary skills to meet these needs.

3. Co-Teaching - General Definition
An effective, evidence-based instructional strategy in which two or more caring professionals share responsibility for a group of students and work collaboratively to add instructional value to enhance their efforts -
Chapman & Hart Hyatt (2011)
Some of the earliest descriptions of co-teaching come from the work of Bauwens, Hourcade and Friend --and Cook and Friend in 1995 defined it as “two or more professionals delivering substantive instruction to a diverse or blended group of students in a single physical space” our co-worker, Carrie Chapman states that “ This definition of co-teaching has evolved from a general education-special education strategy to one of good practice for all schooling – and has further evolved for us as…..

4. Co-Teaching: MSU Structure
A Cooperating Teacher plus an MSU Teacher Candidate are the two caring professionals who share responsibility.
They work collaboratively, add instructional value, and work to enhance learning for diverse groups of students.   
We see co-teaching as more inclusive and holistic than the general education teacher co-teaching with the special education teacher. It is shared decision making and shared teaching.

5. Co-Teachers...
Consider the adults, the students, and their professional practices as they co-plan.
Jointly decide how to best offer instruction - engage in substantive co-planning.
Use a range of approaches/models.
Collaborate for best results.
Have strong administrative support.
Discuss logistical issues to improve teaching and learning.
For teachers to truly work together as quality co-teachers , they must gain a shared understanding of the components involved in this teaching model.
(Go to slide)
Professional practices include: curriculum, instruction, assessment, and classroom culture.

6. Aim = 60-70% co-teaching + 30-40% solo teaching
Co-Teaching Models
Complementary
Co-Teaching
One Teach, One Observe
One Teach, One Support
Side-by-Side
Co-Teaching
Station Teaching
Parallel Teaching
Alternative Teaching
Walk the Talk
Co-Teaching
Team Teaching
The six models for co-teaching provide a way to structure and focus instruction. both teachers alternate roles and responsibilities
In the complementary models both teachers agree that one teacher instructs the class while the other teacher provides intentional observations or targeted support to students. This co- planning is key and takes the role of the second teacher beyond that of an instructional aide. It is a good place to start – the challenge is when it becomes the model used as the default model
In the side-by-side models, both teachers take a more active role in designing instruction, grouping students ,and delivering instruction.
If a co-teaching pair is walking the talk, both teachers share full responsibility for all that happens in the classroom, including continuously planning, implementing, and evaluating student outcomes.
Challenges: requires extensive planning, timing of lessons. matching pacing ant this turly demands a trusting partnership between the TC and CT
Aim = 60-70% co-teaching % solo teaching

7. Co-Teaching in COE Licensure Programs
Professional development for faculty
Modeling and learning about the co-teaching strategies/methods within MSU courses
Shared lesson plan design across COE and content courses
Opportunities for co-teaching strategies to be incorporated in pre-student teaching field experiences

8. MSU Program: Why are we using the Co-Teaching Model?

9. MSU Vision and Rational for Co-Teaching
Transition from the traditional model of the "Sink or Swim" approach
Apprenticeship where extended time is spent co-planning/co-teaching with your partner
Emphasis is on providing greater opportunities for enhanced K-12 student achievement
MSU has decided to move away from the traditional approach where the student observes a few lessons and is then left to teach on their own with little or no support.
To an apprenticeship model where the teacher candidates and the cooperating teacher engage in time to co-plan and co-teach.
Thus the emphasis then moves from that of the candidate learning to teach on their own to a collaborative approach which supports them in that growth as well as providing greater opportunities for K-12 student learning.
The ultimate goal is to reach and teach all students better –co-teaching allows the teachers to expand their thinking to new, amazing possibilities.

10. Research About Co-Teaching
Critical resources are added for the partnership to use with a diverse population of students (Roth & Tobin, 2004; 2005)
Enhanced opportunities for reflection on teaching and learning (Gallo-Fox et al, 2005)
Significant achievement gains in K-6 co-teaching classrooms (SCSU)

11. Value-Added Co-Teaching
Improve teacher to K-12 student ratio
Increased professional growth
Encourage quality MSU teacher candidate mentoring
1 + 1 > 2
Co-teaching is a value-added collaborative practice because both teachers are taking an active, purposeful role in the teaching duties
It is critical that the pair identify and capitalize on their strengths and build a collaborative relationship in which they continually determine how to provide the most effective and efficient support for students in ways that could never be possible with one teacher alone.
(go to slide)
So in essence, is really greater than 2

12. MSU’s Co-Teaching Journey...
Fall ‘08 – Spring ‘09: 
COE faculty study research on changing student teaching practices/options and attended training
Spring ’09: 
Present future plan to PDS Governance Council and Field Experience Committee
Co-teaching program approved and detail planning begins
Fall ‘09: 
Initial co-teaching trainings for faculty, TOSAs/university supervisors 
IRB approval
University Supervisor = Adjunct Faculty or TOSA
TOSA = Teacher-on-Special-Assignment
PDS = Professional Development Schools

13. Journey
Spring‘10: 
Initial co-teaching training for 45 co-teaching pairs in 5 PDS Districts
Research Data Collection began
Presentation updates and discussions with all PDS partner administrative teams
Fall‘10: 
Training for 55 co-teaching pairs in 7 PDS Districts
Research Data Collected
Co-teaching content inclusion within Blocks/Levels of curriculum in COE teacher licensure programs

14. Co-Teaching Implementation
Spring‘11: 
Training for 100 Co-teaching pairs in 8 PDS Districts
Research Data Collected
Fall‘11: 
Training for 124 Co-teaching pairs in ALL partner districts
Spring ’12:
Training for 100% Co-teaching pairs in ALL partner districts
Research Data to be Collected

15. Co-Teaching Pairs Training
Held at the beginning of each semester with Cooperating Teachers, Teacher Candidates, and University Supervisors
Basics of the co-teaching methodology
Research information
Co-teaching at MSU
Co-teaching strategies
Relationship development using:
Conversations to Get Started™
What Color is Your Personality
                                                                                                                                                                                                                                                                     
Pairs training provides a way for the teaching partners to extablish a shared vision, the partnership, and lay the collaborative foundation

16. Challenges Addressed
Embedding co-teaching in our teacher licensure programs
Professional development for faculty
University K-12 Secondary Coalition meetings
Implementation in multiple K-12 districts
Initial pilot group with 5 of our PDS sites
PDS Administration and TOSA support was crucial for success
Gradual implementation over 2 years in approximately 50 partnering districts

17. Challenges Addressed Fidelity of Program Email reminders
Hold mid-semester co-teaching collaborations
Conversations with administrators
Monthly supervisors’ meetings
Observe co-teaching lessons through scheduled, unscheduled, and walk-through visits
Triad relationship fostered between the university supervisors and their teacher candidates, as well as the cooperating teachers

18. Challenges we have Addressed
Training
Offered at the beginning of each semester
Money
Support from our NExT Initiative
Sustaining the program
Transitioning to online training sessions
Working toward placements in PDS districts where our trained cooperating teachers practice

19. MSU Co-Teaching Research January 2010- May 2011
Research Themes across
three semesters....
Values
Planning
Communication
Teaming

20. Research Data Collection
Surveys
Co-Teaching Logs
Focus Group Interviews
Journal Entries
Final Student Teaching Evaluation Form

21. Pilot Study
Purpose: to examine the academic engagement of students in secondary schools who are in co-teaching student teaching settings compared to more “traditional” student teaching classrooms
Tool: EcoBehavioral Assessment System Software (EBASS)
Results are still be analyzed.

22. Next Steps...
Continued research with current methods...add K-12 achievement measures to co-teaching models.
Add co-teaching (or teacher role) checklist for observations.
Increase the inclusion of co-teaching in curricula and experiences in all teacher preparation programs within the College of Education, MSU.
Increase inclusion of co-teaching in curricula and experiences in content area courses at MSU.