An Introduction to Co-Teaching for Professional Development Schools: Making it Work Together Catherine S. Howerter, PhD Georgia Southern University

Agenda Review Co-Teaching Define Co-Teaching How it works for us Video of Student Teachers Planning and Implementation

What is Co-Teaching? Co-Teaching (collaborative teaching): two educators who plan, deliver, and assess instruction to a single group of students (Friend & Bursuck, 2009; Salden, 2011, Murawski, 2009). 2 Teacher Candidates Teacher Candidate & Clinical Supervisor

Why Co-Teaching in P-12 Classrooms? Most students with disabilities in the U.S. will spend at least 80% of their academic day in the general education classroom (U.S. Dept. of Ed, 2011) NCLB (2001) and IDEA (2004) support the inclusion of students with disabilities Co-teaching has become a preferred means for providing educational services

Why Co-Teaching in Teacher Education Programs? Increase instructional time Strengthen student engagement Improve classroom management skills Build confidence Develop collaboration skills Deepen understanding of the curriculum Provide more opportunities to ask questions and reflect (St. Cloud University, 2013) Georgia Teacher Prep. Programs are required to improve partnerships with P-12 schools

Six Co-Teaching Models (Friend & Bursuck, 2012; Murawski, 2009; Cook & Friend, 1995; Salend, 2001)

What is Co-Teaching? Co-Teaching (collaborative teaching): two educators who plan, deliver, and assess instruction to a single group of students (Friend & Bursuck, 2009; Salden, 2011, Murawski, 2009). 2 Teacher Candidates Teacher Candidate & Clinical Supervisor

One Teach: One Observe

One Teach: One Assist

Station Teaching

Parallel Teaching

Alternative Teaching

Team Teaching Have the class discuss when different models are appropriate. What do you think makes co-teaching successful?

Four Components Communication Planning Instruction Conflict Resolution (Brown, Howerter, & Morgan, 2013)

How do we make it work?

Location Statesboro, Georgia (U.S.A.) 57 miles (92km) from Savannah, GA 209 mi (335km) from Atlanta, GA Placements 60 miles from the University

Partnership Puzzle Piece ECED/SPED Dual Certification Program Dual Certification Program Director Field Placement Coordinator School Partners Content Specialist ECED & SPED Faculty Members

Overview Preschool-5th grade Dual Certification in Early Childhood Education (ECED) and Special Education (SPED) B.S.Ed. in ECED/SPED leads to initial P-5 teacher certification Preschool-5th grade General Education Special Education

Georgia Southern University Internship II Guyton Elementary School Georgia Southern University Dual Certification Program Field Experience Sequence Student Teaching 600 Field Hours Co-Plan/Co-Teach with Clinical Supervisor and SPED teacher Methods II 315 Field Hours Co-Plan/Co-Teach one Science lesson with a peer Internship I Mattie Lively Elementary School Methods I 135 Field Hours Co-Plan/Co-Teach one Social Studies lesson with a peer P-5 Inclusive Practices 30 Field Hours Co-Plan/Co-Teach one read aloud lesson with a peer

Partnership Field Placement Coordinator Junior Year: Internship I Contacts schools Sets up meetings Coordinate Placements Junior Year: Internship I Mattie Lively Elementary School Senior Year: Internship II Guyton Elementary School

On-Site Courses Methods for Inclusive P-5 Practices Field placement

Co-Teaching: Internship I P-5 Inclusive Practice & Field Placement Co-Teaching Modeled Students develop co-taught read aloud lesson with a peer Student demo co-taught lesson in class Student implement co-taught lesson in placement

Co-Teaching: Lesson Plan Format

Co-Teaching: Lesson Plan Format

Co-Teaching: Internship I Methods I Co-Teaching Support Seminar Co-Teach Social Studies Lesson (Content Connection) Students co-plan and co-teach a lesson with a peer

Co-Teaching: Content Methods Social Studies (Methods I) Sciences (Methods II) Content Area Specialists Modeled within the content course instruction and assignments with a peer

Co-Teaching: Internship II Methods II Co-Teach Science lesson (Content Connection) Students co-plan and co-teach a lesson with a peer Student Teaching Co-Teaching with Clinical Supervisor/Classroom Teacher Co-Teach with Peers on the same grade level

Making it work with the mentor teacher Phases of Implementation Making it work with the mentor teacher

University Supervisor/GSU Teacher Candidate Clinical Supervisor/School Partner

Phase I: Beginning Determine content to be taught Mentor Teacher Teacher Candidate Determine content to be taught Plan lessons and share materials with TC Decide what co-teaching strategy to use, with TC input Provide feedback to TC and US Communicate & co-plan lessons with Mentor Teacher Engage students in learning by trying out co-teaching (University of Minnesota, 2015)

Phase II: Middle Mentor Teacher Teacher Candidate Provide guidance regarding content and standards to be addressed Co-plan and support TC in their adoption of the role of instructional leader Engage students using co-teaching strategy Provide Feedback to TC and US Plan and lead lessons in the co-teaching team Communicate with Mentor Teacher to pre-determine which co-teaching strategies will be used in the classroom (University of Minnesota, 2015)

Phase III: End Mentor Teacher Teacher Candidate Share or slowly back the primary responsibility of instructional lead in the co-teaching relationship Continue to co-plan and co-teach Provide feedback to TC and US Share or slowly give up the lead instructional role in the co-teaching relationship Co-plan and co-teach (University of Minnesota, 2015)

Advantages Increased Instructional time Increased Student Engagement Increased Teacher Candidate Confidence Guidance from Mentor Teacher Improved Planning Improved Collaboration Teacher Candidates feel prepared Improved Partnership Georgia Teacher Prep. Programs are required to improve partnerships with P-12 schools

Challenges Lack of understand in co-teaching More guidance needed from supervisors Time Consuming Need for training All involved Clashing Personalities

Planning and Organizing Decide to do it! (YAY  ) Start small Decide who’s involved University Faculty School (Administration & Classroom Teachers) Develop a plan This is unique to each situation Be sure to include training (for ALL involved) Check-in and Evaluate as you go

Teacher Candidate Feedback

Questions?

chowerter@georgiasouthern.edu Catherine S. Howerter, PhD Contact Information chowerter@georgiasouthern.edu Catherine S. Howerter, PhD