Co-Teaching at Cal Poly Foundational Information Cal Poly State University School of Education

Data Supports Co-Teaching Students in co-taught classrooms were more proficient in reading and math than those in classrooms without co-teaching. χ ² (2 df, N=1353) = 12.79, p =.002 Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant χ ² (2 df, N=1349) = 8.31, p=.016

Co-Teaching Defined The main goal of Co-Teaching at Cal Poly is to ensure that both the cooperating teacher and the teacher candidate are engaged in student learning at all times through daily co- planning and co-teaching using the six strategies. Both teachers are actively involved in the success of all students in the classroom!

Cal Poly Student Teaching In the Past…Now … “…after leaving the classroom for 1 or 2 hours, the Cooperating Teacher may return.” “Both… are engaged in student learning at all times…”

Why Co-Teach? 1.Reduce student/teacher ratio 2. Diversity and size of today’s classrooms 3. Enhance classroom management 4. Greater student participation and engagement 5. Increase instructional options for all students 6. Enhanced collaboration skills

Why Co-Teach? Diversity and Size of today’s classrooms: “This was especially useful because there were different levels of student knowledge in the classroom and the small group interaction truly helped the students learn.” –Teacher Candidate, Coast Union Unified School District Increase instructional options for all students: “The co-teaching model was also fun because I was able to try new teaching techniques that would not regularly be available to classrooms with only one teacher. I felt that the students really benefitted from having two different minds working to teach them.” -Teacher Candidate, Lucia Mar Unified School District

Increase instructional options for all students “The co-teaching model was also fun because I was able to try new teaching techniques that would not regularly be available to classrooms with only one teacher. I felt that the students really benefitted from having two different minds working to teach them.” –Teacher Candidate, Lucia Mar Unified School District Why Co-Teach? Enhanced collaboration skills “Make sure I am signed up for the next year! Having a Co-Teacher in the room brings a new level of energy, enthusiasm, and insight into teaching Algebra I at the High School.” –Cooperating Teacher, San Luis Coastal Unified School District

Co-Teaching is not simply dividing the tasks and responsibilities between two people. Co-Teaching is an attitude an attitude of sharing the classroom and students Co-Teachers must always be thinking We’re Both Teaching!

Cal Poly Co-Teaching Strategies One Teach, One Observe One Teach, One Assist Station Teaching Parallel Teaching Differentiated Teaching Team Teaching Adopted from Marilyn Friend CoTeach! Copyright 2008, Marilyn Friend Inc.

One Teach, One Observe One teacher has primary instructional responsibility while the other gathers specific observational information on students or the (instructing) teacher.

One Teach, One Assist One teacher has primary instructional responsibility while the other assists students with their work, monitors behaviors, or corrects assignments.

Station Teaching The co-teaching pair divide the instructional content into parts. Each teacher instructs one of the groups, groups then rotate or spend a designated amount of time at each station.

Parallel Teaching In this approach, each teacher instructs half the students. The two teachers are addressing the same instructional material using the same teaching strategies.

Team Teaching Well planned, team taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. Both teachers are actively involved in the lesson. From a student’s perspective, there is no clearly defined leader, as both teachers share the instruction, are free to interject information, and available to assist students and answer questions.

Differentiated Teaching Differentiated teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students however the avenue for getting there is different. This strategy also allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials extended or remediated.

Co-Teaching is not simply dividing the tasks and responsibilities between two people. Co-Teaching is an attitude an attitude of sharing the classroom and students Co-Teachers must always be thinking We’re Both Teaching!

Thank you for reviewing the Co-Teach Foundational Information Teacher Candidates - Please print this page and bring with you to orientation or provide a copy to the credential office.