co-teaching as a model of student teaching: common trends and levels of student engagement...
Co-Teaching as a Model of Student Co-Teaching as a Model of Student Teaching: Common Trends and Levels Teaching: Common Trends and Levels
of Student Engagementof Student Engagement
Presentation Outcomes -- Presentation Outcomes -- Describe common trends of the co-
teaching model of student teaching from the Teacher Candidate and Cooperating Teacher perspective;
Explain the levels of student engagement in co-taught and traditional student teaching classrooms;
Determine initial impact of the co-teaching model of student teaching on pre-teachers, teachers, K-12 classrooms, and students.
Co-Teaching – General Co-Teaching – General DefinitionDefinitionAn 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)
Co-Teaching – MSU Student Co-Teaching – MSU Student Teaching StructureTeaching Structure
A Cooperating Teacher + 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
Co-teachers….Co-teachers….Jointly decide how to best offer instruction – engage in substantive co-planning.
Consider The Adults, The Students, & The Curriculum Content as they co-plan.
Use a range of approaches/models.Collaborate for best results.Have strong administrative support.Discuss logistical issues to improve teaching and learning.
ProgramProgram Why are we using the Co-teaching Model?
MSU Vision and Rationale for MSU Vision and Rationale for Co-teachingCo-teaching
We have moved from a traditional model of minimal time in observation and direct planning/instruction – “Sink or Swim” approach
Innovative model is an apprenticeship where extended time is spent co-planning/co-teaching with your partner
The emphasis is on providing greater opportunities for enhanced K-12 student learning and bridging the achievement gap
Research and Experiential Research and Experiential SupportSupportImprove teacher to K-12 student ratioIncrease instructional options student achievementStrengthen teacher professional developmentEncourage quality MSU student mentoring
So – what has happened?So – what has happened?Cooperating Teacher
& MSU Teacher Candidate trainings each semester since Jan. 2010
TOSA & university supervisor observations
Surveys, co-teaching logs, focus group interviews = initial research data
MSU Co-teaching ResearchMSU Co-teaching ResearchJan. 2010 – May 2011Jan. 2010 – May 2011
Research themes across three semesters –
Value – the value of working in a co-teaching model & what it provides for all students increases over time for Cooperating Teachers & Teacher Candidates. The comfort level of TCs working with others in the classroom increases greatly across time.
Planning – joint planning time is necessary for the co-teaching partnership to teach well together
MSU Co-teaching ResearchMSU Co-teaching Research Jan. 2010 – May 2011Jan. 2010 – May 2011
Communication – having time to communicate well as co-teaching partners on all aspects of planning & teaching is important
Teaming – Cooperating Teachers and Teacher Candidates engage in more varied roles together as they develop as a team
Purpose of the Pilot Study -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
Academic engagement has been linked to academic achievement and is therefore an important factor to consider in assessing the teaching environment for students.
Dr. Renata Ticha, Jill Brink and Susan Devro
Assessment -Assessment -Traditional assessments - measures of
student performance and ability - are considered when evaluating a student’s progress in an educational program.
An assumption of ecobehavioral assessment suggest a student’s performance is at least partially determined by the nature and type of interactions the student has with the environment and people in the classroom
EBASS -EBASS -EcoBehavioral Assessment System
Software (EBASS) is a computer software package that may be used to assess environment-behavior interactions as well as the ecological contexts in which student behaviors occur: It can be used to measure engagement
- (Greenwood, Carta, Kamps, Terry & Delquadri, 1994).
EBASS, continued…EBASS, continued…It facilitates the recording of variables
related to thirteen factors within the three overall categories of student behaviors, teacher behaviors, and classroom ecology.
Data are collected PDA using a momentary time sampling procedure.
Research Questions -Research Questions -1. What are the ecological events
(instructional grouping, physical arrangement, task) that describe the classrooms observed in this study?
2. What teacher behaviors are most typical in the classrooms?
3. To what extent do the behaviors of the target students represent the following categories: academic, task management, or competing responses?
Research Questions -Research Questions -4. Are there differences in teacher
behaviors or student responses when comparing students in “co-teaching” student teaching settings compared to more “traditional” student teaching classrooms?
Participants - Participants - Cooperating teachers and teacher
candidates in 6 classrooms (three “co-teaching” and three “traditional” student teaching classrooms)
There were 14 students who participated in both Time 1 and Time 2 data collection.
Students ranged from 7th to 12th gradeMAZE
Training and Reliability -Training and Reliability -Graduate students conducted the
classroom observations. They participated in an EBASS training
class and studied the EBASS Practitioner’s Manual and computerized tutorial (Greenwood et al, 1994).
Inter-observer agreement was calculated using the MS-CISSAR Calibration video.
Inter-rater reliability with the expertly coded video was achieved at .90
Data Collection -Data Collection -Each student observation lasted 20
minutes with two observation sessions taking place during one class period, per observer.
Cooperating teacher/teacher candidate observations lasted the duration of 40 minutes.
Teacher PositionTeacher Position
Means for Teacher Behavior in Exemplar Classrooms - -
What model classroomused
Estimated Marginal Means of MEASURE_1
What model classroomused
Estimated Marginal Means of MEASURE_1
Blue = TraditionalGreen = Co-Teaching
Summary of Pilot Study - Summary of Pilot Study - Worth pursuing…Need larger sample in similar content
areasGather data on teacher location Revise EBASS system to better reflect
discussion/lectureAdd achievement measure Add co-teaching (or teacher role)
Next Steps -Next Steps -Add K-12 achievement measures
to co-teaching models/methods Add co-teaching (or teacher role)
checklist to teacher position information in classroom observations