1. Cooperating Teacher and Teacher Candidate Workshop
Schedule:
Lunch and Introductions
Co-Teaching
Break
Field Experience Orientation
EdTPA
Jon Howeiler, Jane Kinyoun, Antony Smith

2. Lunch and Introductions
Cooperating Teacher/Teacher Candidate conversation (or in small groups):
What is a favorite hobby or activity or summer memory?
Share your pathway to becoming a teacher
Read and discuss the Pairs Communication and Collaboration sheet

3. Co-Teaching: A New Framework for Learning How to Teach
Jon Howeiler, Jane Kinyoun, Antony Smith

4. Overview Define Co-Teaching – Sharing Q & A
Incorporating into planning
Incorporating the 7 strategies into your curriculum
Sharing
Q & A

5. 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

6. Some Important Aspects of Co-Teaching
Engages both teachers
Incorporates a variety of intentional co-teaching strategies
Scaffolds the approach to learning to teach with gradual shift of responsibility
Reflects a changing definition of classroom teaching

7. What are the Benefits? Benefits to students
Increased student achievement
More individual attention for students

8. Benefits to Teacher Candidates St
Benefits to Teacher Candidates St. Cloud State University End of Experience Survey
Teacher Candidates indicated that Co-Teaching led to:
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 co-planning (89.1%)
More opportunities to ask questions and reflect (88.6%)
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center:
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center

9. Benefits to Cooperating Teachers St
Benefits to Cooperating Teachers St. Cloud State University End of Experience Survey
Cooperating Teachers indicate that co-teaching led to:
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:
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center

10. 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

11. 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.

12. 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.

13. Co-Teaching Myths/Realities
Myth: Teacher candidates don’t have to write lesson plans for co-teaching because they co-plan. 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.

14. Co-Teaching Strategies
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

15. 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.)

16. 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

17. Co-Teaching: Essential Elements of Planning
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)
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

18. Sharing from Experience
If you have worked in a co-teaching model, share the rewards and challenges you have experienced
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)