Thekeycomponentstocreating

effectivecollaborativeteachingandlearningenvironments

ATHESIS

Submittedinfulfilment

OftherequirementsforthedegreeofMasterofEducation

IntheUniversityofCanterburyBy

NeillO’Reilly

UniversityofCanterbury

2016

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1 ACKNOWLEDGEMENTS

IwouldliketoacknowledgemywifeDeniseforherunwaveringsupportwhileI

studiedandledaschoolsplitovertwositespost-mergerwhileleadingthedesign

andbuildofanewschool!Withouther,thisthesiswouldnothavebeenpossible.Her

patience,support,critique,challengeandconsiderationhavebeensimply

phenomenal.

Theparticipantsinthesurveywereincrediblygenerouswiththeirtimeandideasand

Ithankthemforparticipatingatatimewhenmanydidnotfeeltheyhadthe

necessaryknowledgeandskillstobeleadinginthisarea.Myspecialthankstothe

BOTandstaffofWaitākiriSchoolfortheirpatience,perseveranceandcourageaswe

haveworkedandlearnttogetheroverthelasttwoyears.Finallymythanksforthe

support,encouragementandprobingquestionsprovidedbymysupervisorsChris

andJulie.

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2 TABLEOFCONTENTS

1 ACKNOWLEDGEMENTS.....................................................................................................1

2 TABLEOFCONTENTS.........................................................................................................2

3 Glossary.............................................................................................................................6

4 ABSTRACT..........................................................................................................................8

1 CHAPTERONE:SITUATINGTHISSTUDY.............................................................................9

1.1 Chapteroutline...........................................................................................................9

1.2 Rationale.....................................................................................................................9

1.2.1 Canterburyfacesrapidchange............................................................................9

1.3 ResearchProject.......................................................................................................10

1.3.1 Researchquestions............................................................................................10

1.4 ThesisStructure........................................................................................................11

1.4.1 Chapter1.Introduction......................................................................................11

1.4.2 Chapter2.Literaturereview..............................................................................11

1.4.3 Chapter3.Methodology....................................................................................12

1.4.4 Chapter4.Findings.............................................................................................12

1.4.5 Chapter5.DiscussionofFindings.......................................................................12

1.4.6 Chapter6.Conclusionsandrecommendations.................................................13

2 CHAPTERTWO:LITERATUREREVIEW..............................................................................14

2.1 OpenPlanEducation.................................................................................................14

2.1.1 OpenPlanEducation..........................................................................................14

2.1.2 Astudentcentredconstructivistlearningenvironment....................................22

2.2 Teachercollaborationandthetransitiontoco-teaching.........................................24

2.2.1 TeacherCollaboration........................................................................................24

2.3 Co-teachingandteamteachingwhatarethey?.......................................................27

2.3.1 Co-teaching........................................................................................................27

2.3.2 Benefitsofco-teaching......................................................................................28

2.3.3 Teamteaching....................................................................................................29

2.3.4 Benefitsofteamteaching..................................................................................30

2.3.5 LimitationsofCo-teachingandTeamteaching..................................................31

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2.4 FlexibleLearningSpaces...........................................................................................32

2.4.1 Historicalcontext...............................................................................................33

2.4.2 FlexibleLearningSpaces.....................................................................................34

2.5 Professionallearningandprofessionaldevelopment...............................................36

2.6 Leadershipandlearningenvironments....................................................................38

2.7 Support,Systemsandresources...............................................................................39

3 CHAPTERTHREE:RESEARCHMETHODOLOGY.................................................................41

3.1 Anoverviewofeducationalresearch.......................................................................41

3.1.1 ResearchParadigm.............................................................................................41

3.1.2 Interpretiveapproach........................................................................................42

3.1.3 QuantitativeResearch........................................................................................43

3.1.4 QualitativeResearch..........................................................................................43

3.2 ResearchStrategy:Mixedmethods,surveyandinterviews.....................................44

3.2.1 Mixedmethods..................................................................................................44

3.3 Datacollection..........................................................................................................45

3.4 Dataanalysis.............................................................................................................47

3.5 Participantsandsettings...........................................................................................48

3.6 Validity......................................................................................................................51

3.7 Ethicalconsiderations...............................................................................................52

4 CHAPTERFOUR:FINDINGSTheKeycomponentsofaneffectivecollaborativeteachingandlearningenvironment...................54

4.1 Studentcentredlearning/Learnersatthecentre...................................................55

4.2 Sharedbeliefsandunderstandings...........................................................................58

4.3 SkillDevelopment.....................................................................................................60

4.3.1 CommunicationSkills.........................................................................................60

4.3.2 Digitalskills.........................................................................................................62

4.3.3 LeadershipskillswhenworkinginandleadingaFLS.........................................63

4.4 SupportforStaff.......................................................................................................64

4.4.1 Mindsets.............................................................................................................64

4.4.2 Teachers’professionallearning.........................................................................65

4.4.3 PrincipalsprofessionalLearning.........................................................................67

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4.4.4 Leadership..........................................................................................................68

4.4.5 SupportStaff......................................................................................................70

4.4.6 Resourcing..........................................................................................................71

4.5 Smartsystemsinplace.............................................................................................73

4.5.1 Systemsformeetingstudents’needs................................................................73

4.5.2 SmartDigitaltools..............................................................................................75

4.6 Strategiesunderstoodandenacted..........................................................................76

4.6.1 Effectivenessofco-teaching..............................................................................78

4.7 Structuresandprocessesestablishedschoolwide...................................................79

4.7.1 EmploymentProcess..........................................................................................79

4.7.2 AppraisalProcess...............................................................................................80

4.7.3 TeamSize...........................................................................................................81

4.7.4 Processforselectionoftheco-teachingteam...................................................83

4.7.5 Reportwriting....................................................................................................84

4.8 Spaceflexibility.........................................................................................................85

5 CHAPTERFIVE:DISCUSSIONOFFINDINGS......................................................................87

5.1 Developingsharedbeliefsandtheinfluenceofmindset.........................................88

5.2 Situatinglearnersatthecentre................................................................................93

5.3 EffectivepedagogyinaFLS.......................................................................................96

5.3.1 ProfessionalLearningandDevelopment...........................................................99

5.3.2 Leadership........................................................................................................101

5.3.3 Identifyingeffectivenessofco-teaching..........................................................103

5.4 Collaborationandcollaborativeteaching...............................................................104

5.4.1 Collaboration;Communicationandinter-personalskills.................................104

5.4.2 Collaboration;Developingarangeofco-teachingstrategies..........................105

5.4.3 Maximisingthepotentialofflexiblelearningspaces.......................................106

5.4.4 Smartsystems..................................................................................................107

5.5 Transitiontostudentcentredco-teaching,learningfromthepast.......................108

6 CHAPTERSIX:ConclusionsandRecommendations.......................................................113

6.1 Conclusions.............................................................................................................113

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6.2 KeyRecommendations...........................................................................................120

6.2.1 Situatelearnersatthecentre..........................................................................120

6.2.2 DevelopsharedunderstandingsaboutEffectivePedagogyinaFLS................121

6.2.3 Developskillsofcollaboration.........................................................................121

6.2.4 Implementspecificco-teachingstrategies.......................................................122

6.2.5 Analysetheimpactoftheco-teaching.............................................................122

6.2.6 Strategicallyprepareforchangeandthefuture..............................................123

7 REFERENCES..................................................................................................................124

8 APPENDICES...................................................................................................................133

8.1 APPENDIXA:Surveyquestions;Teachers...............................................................133

8.2 APPENDIXB:Surveyquestions;Deputyprincipalsandprincipals..........................136

8.3 AppendixC:InterviewQuestions;Teachers...........................................................137

8.4 AppendixD:Interviewquestions;PrincipalsandDP’s............................................137

8.5 AppendixE:Informationletterforparticipants.....................................................138

8.6 AppendixF:Consentforparticipants.....................................................................139

8.7 AppendixG:InformationletterforBoardsofTrustees..........................................140

8.8 AppendixH:ConsentformfortheBoardofTrustees............................................141

8.9 AppendixI:FlexibleLearningSpaceExamples........................................................142

8.10 AppendixJ:DesigningQualityLearningSpacesGuidelines..................................142

8.11 InnovativeLearningEnvironmentAssessmentTool.............................................143

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3 Glossary

Term Definition

Adaptiveexpertise:Theabilitytorespondflexiblyincomplexcontexts,recognisingwhenparticularrulesorprinciplesdonotapply(Timperley2013)andusetheappropriate/alternativeresponse.Itisaboutdevelopingstudents'expertise(andmindset)tobeabletochoosetherightlearningstrategyforeachlearningsituation.

Breakoutspaces:Spacesapartfromthemainroomwherestudentscangotolearnontheirown,orinsmallgroups.

Collaboration:Whenindividualsworktogetherasateamonaproblem,projectorgoalinanorganisedway,learningfromandwithoneanother.

Collaborativelearning:Wherestudentscollaboratetogethertoachieveadesiredgoaloroutcome,thiscanbetwoormorestudents.

ConstructivistCurriculum:Theacquisitionofknowledgeandlearningthroughmakingsenseoftheworldthroughaccumulatingknowledgeandbuildingexperiences,constructingnewknowledgeandunderstandings

Co-teaching:Co-operativeteachingorasitismorecommonlyknown,co-teaching,occurswhentwoormoreteachersshareresponsibilityforagroupofstudents,usuallywithinoneworkspace,throughasharedapproachthatincludesthepoolingofresourcesandjointaccountability.Typicallyoneteacherisageneraleducationteacherandtheotherisaspecialeducationteacheremployedtosupportspecialneedsstudentsinthemainstreamclassroom.Typicallyco-teachinginvolvestwoteachersworkinginonetypicalclassroomwith20-30children.

FlexiblelearningSpace(FLS):Spacesdesignedtobemultidisciplinaryandcommunalspacesabletobereconfiguredinanumberofwaysfordifferentlearningmodes.Thesespacesmayincludeoperablewallsandbreakoutlearningareas

InnovativeLearningEnvironments(ILE):ThenamegiventonewbuildingsbuiltbytheMoEfrom2015onward,fromanOECDperspective,thecompletephysical,socialand

pedagogicalcontextinwhichlearningisintendedtooccur.Havingtherightpropertyandflexiblelearningspaces(FLS)inparticularisonlyonepartofcreatinganILE.

Justintimelearning:Learningthatisundertakenatthemomentofneedusuallybasedonaconceptualchallengeorinquiry,e.g:Learninghowtowritealetterduetoaneedtocommunicatewithathirdpartyaboutaninquiry

LearningCoach:Ateacherrolewheretheteachersengagesinone-to-oneconversationfocusedonimprovingperformancethroughquestioning,activelisteningandappropriatechallengeinasupportiveandencouragingclimate.Coachingisaboutteacherresoundingtolearnersneedsnotapredeterminedlearningoutcome

Mindset:Amentalattitudeordispositionformedfromexperiencethatpredeterminesaperson'sresponsestoandinterpretationsofsituations.Mindsetscanbefixed,growthormixed(Dweck,2007)

ModernlearningEnvironment(MLE):ThenamegiventonewbuildingsbuiltundertheMoEguidelines2008-2014

ModernLearningPractices(MLP):AtermusedbysomePLDprovidersandtertiaryorganisationstorepresentaspectsofeffectivepedagogy,21stcenturyteachingandlearningandlearningwithandthroughtechnology.SubsequentlydescribedbyEROas“Currentbestpractice.”Suggestiveofresponsiveteachingpractice,studentownershipoflearning,highlevelsofengagement,authenticcontexts,thedevelopmentof

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competenciesandthestrategicuseofdigitaltechnologiestoconnect,collaborate,createandsharelearning.

PersonalisedLearning:Learningexperiencesandopportunitiestailoredfortheindividualbasedonneedandusuallynegotiatedbetweenteacherandstudent,representativeofako

Selfregulatedlearners:Studentswhoismanagingselfandlearningtomakechoicesinrelationtolearningthatwillincreaseengagement,motivation,taskcompletionandachievementofgoals.Alsoabletodealwithsetbacksinlearning

StudentAgency:Theabilityofastudenttomakechoices,directlearning,actandadvocateforself,tocontributetothelearningenvironment.

StudentCentredlearning:Learningfocussedonthestudentandtomeettheneedsofthestudent.Personalisedattimes,connectedtotheworldofthestudentandresponsivetostudentneeds,feedbackandmotivations

Teamteaching:TeamteachingasreferredtointheliteraturetypicallyreferstomiddleschoolteachingintheUnitedStateswhereteamsofteacherstakeresponsibilityforagroupofupto150students.ItisimportanttonoteinreferencetoTeamteachingintheUSAmiddleschoolcontexttheteachersdonotworkinthesamephysicalspace.ThetermTeamteachingwasattimesusedtodescribegroupsodteachersworkingtogetherintheopenplanera.

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4 ABSTRACT

TheCanterburyEarthquakesof2010and2011andsubsequentre-organisationand

rebuildingofschoolsintheregionisinitiatingarapidtransitioningfromtraditional

classroomsandindividualteachingtoflexiblelearningspaces(FLS’s)andco-teaching.

ThistransitionisdrivenbytheMinistryofEducationpropertydivisionwhohave

specificguidelinesfordesigningnewschools,re-buildsandthefiveandtenyear

propertyplanrequirements.BoardsofTrustees,schoolleadersandteachersare

facedwiththechallengeofreconceptualisingteachingandlearningfromprivate

autonomouslearningenvironmentstoco-teachinginFlexibleLearningSpaces

provisionedfor50to180childrenandtwotosixteachersinasinglespace.This

processinvolvesrisksandopportunitiesespeciallyforteachersandchildren.

Thisresearchprojectinvestigatesthekeycomponentsnecessarytocreateeffective

co-teachingrelationshipsandenvironments.Itexploresthelessonslearntfromthe

1970’sopenplaneraandtheviewsof40experiencedpractitionersandleaderswith

twoormoreyears’experienceworkingincollaborativeteachingandlearning

environmentsinsixteenNewZealandandAustralianschools.Theresearchalso

considersteachercollaborationandco-teachingasevidencedinliterature.

Thefindingsleadtotheidentificationofeightkeycomponentsrequiredtocreate

effectivecollaborativeteachingandlearningenvironmentswhicharediscussedusing

threethemesofstudentcenteredness,effectivepedagogyandcollaboration.Sixkey

recommendationsareprovidedtosupporttheeffectiveco-teachinginaflexible

learningspace:

1. Situatelearnersatthecentre

2. DevelopsharedunderstandingabouteffectivepedagogyinaFLS

3. Developskillsofcollaboration

4. Implementspecificco-teachingstrategies

5. Analysetheimpactofco-teachingstrategies

6. Strategicallyprepareforchangeandthefuture

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1 CHAPTERONE:SITUATINGTHISSTUDY

1.1 ChapteroutlineWhydoesthisstudyfocusonFlexibleLearningSpaces(FLS)andco-teaching?Thischapterprovidesanoverviewoftheresearchproject,thestructureofthethesisandthemethodologiesutilised.Itbeginsbyexplainingtherationaleforundertakingtheresearchandtheconcernsthathaveledtothestudy.Thenextsectionsetsouttheresearchobjective,methodologyandresearchquestion.Thechapterconcludeswithanoutlineofthethesisstructureandthesubsequentchaptercontents.

1.2 Rationale

1.2.1 Canterburyfacesrapidchange.

Theearthquakesin2010and2011changedthefaceofCanterburyforever.The

death,destruction,displacementandresultantfinancialimplicationsofthe

CanterburyearthquakesareunprecedentedinNewZealandhistory.Theimmediate

implicationsfortheeducationsectorincludedschoolclosures,mergers,co-locations

andrelocations.AstheprincipalofWindsorSchoolintheEastofChristchurchIwas

intimatelyinvolvedintheeventsof2011andresultantaftershocks.WindsorSchool,

with620pupils,sufferedminordamagewiththeschoolsubsequentlybecominga

‘hub’forotherdisplacedpupils.Theschoolrollstayedsteadyduring2011and2012,

anddespitetheschool’slocationintheeastthefuturelookedsecure.Itwasa

surprisethen,formyselfandtheBoardofTrusteestobefacedwithamerger

proposalwithBurwoodSchool,ourneighbouringschool,inlate2013.Thenetresult

oftheproposalwasthemergerproceeding,andon28January2014,Waitākiri

PrimarySchoolwascreatedandbeganoperatingontwositeswith800children.

Onthe15thofJanuary2014planningbegantobuildanewschool,a‘Modern

LearningEnvironment,’(MLE)forafuturerollof650children.Oneofthedefining

characteristicsofthenewschoolwouldbeFlexibleLearningSpaces(FLS’s),which

wouldenablecollaborativeteachingandlearningwithinsixlearningstudios;each

accommodating100-115childrenandfourtofiveteachers.Thisnewschool

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representedasignificantparadigmshiftforteachers,childrenandthecommunity.

Teacherswouldberequiredtotransitionfromautonomousteachingintraditional

classroomstoco-teachinginde-privatised,open,flexiblelearningspaces.To

compoundmatters,thisshiftwastotakeplaceinthefaceofsomenegative

reportingfromthemediaregardingMLE’sandsignificantscepticismfromparents

andsometeachers.Theapparentscarcityofresearchregardingco-teachinginaFLS

andthechallengesfacingbothWaitākiriSchoolandcommunityandimminent

changesforotherschoolsinCanterburypromptedthisresearch.

1.3 ResearchProject

Thisresearchisdesignedtoidentifythekeycomponentsrequiredtocreateeffective

co-teachingrelationshipsandpracticesinFlexibleLearningSpaces.Theseare

environmentswheretwoormoreregisteredteachersworkwithtwoormore

equivalentclassesinonesharedspace.Theresearchwasinitiatedatthestartof

2015withtheintentionofsupportingeducators,whanau,professionallearning

organisationsandtheMinistryofEducationastheCanterburyrebuildgained

momentum.Theparticipantsinthestudyareteachersandleadersfromschoolsin

NewZealandandAustraliawithaminimumoftwoyears’experienceworkinginaFLS.

Thisresearchdrawsonthelivedexperienceofeducatorsinthefieldtogetherwithan

analysisoftheopenplaneraoflastcentury.

1.3.1 Researchquestions

Thefollowingquestionsguidedmyresearch:

Mainquestion:

• “Whatarethekeycomponentsofaneffectiveco-teachingrelationship?”

Supplementaryquestions:

• “Howcananddoeducatorsdetermineiftheircollaborativeteachingand

learningenvironmentiseffective;whatevidencecouldeducatorsuse?”

• “Whataretherisksandopportunitiestostakeholdersofco-teachingina

FLS?”

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1.4 ThesisStructure

1.4.1 Chapter1.Introduction

Theintroductionsituatesthestudyandintroducesthemainpoints.

1.4.2 Chapter2.Literaturereview

Framingquestions:

1. Doesthe“OpenPlanera”ofthe60’sand70’shaveanyrelevanceforthis

studyandifsowhatcanwelearnfromtheresearch?

2. Whatisteachercollaborationandwhatrolesdoco-teachingandteam

teachingplanincollaboration?

3. WhatareFlexiblelearningSpacesanddoes‘space’haveanyinfluenceon

teachingandlearning?

4. Whatroledoesprofessionallearninganddevelopmentplayinthechange

process?

5. Whatinfluencedoleadershiphaveincreatingeffectiveteamsandlearning

environments?

6. Howimportantaresupportforstaff,systemsandresourceswheninitiating

change?

Thischapterinvestigatestheopenplaneraincludingtheroleofastudentcentred

constructivistapproachtoteachingandlearning.Nexttheimpactofcollaborationin

teachingandthevariouswayscollaborationisexpressedinschoolsisexplored.This

isfollowedbyanreviewoftheorigins,strengthsandlimitationsofbothco-teaching

andteamteachingfromaninternationalandlocalperspectiveandtheimplications

forteachingandlearningpractice.Physicalspacesandflexiblelearningspacesare

reviewedasaretheroleofprofessionallearningandleadership.Thechapter

concludesbyexaminingtherolesupportforteachers,systemsandresourcingplayin

enablingorrestrictingchange.

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1.4.3 Chapter3.Methodology

Framingquestions:

1. Whywasaninterpretivemixedmethodapproachselected?

2. Howwastheresearchprojectimplementedandhowweretheresults

analysed?

Thischapterexplainstherationaleforusinganinterpretivemixedmethodapproach,

linkingliteratureandexploringtheroleofquantitativeandqualitativeresearch.A

descriptionoftheresearchstrategyfollowswithanoverviewoftheprocessesused

toplanfor,implementandanalysesurveysandinterviewsforthisstudy.Thechapter

concludeswithadiscussionofvalidityandethicalconsiderationsincludingan

overviewofthedatacollected.

1.4.4 Chapter4.Findings

Framingquestions:

Whatarethedistinctivefindingsofthisstudy?

Thischapteroutlinesthefindingsfromthesurveysandinterviews.Theinterviews

andsurveyswereanalysedforthemes.Eightcomponentsemergedfromthefindings

askeyfactorstosupportingeffectiveco-teachinginaFLS.

1.4.5 Chapter5.DiscussionofFindings

Framingquestion:

Whatistherelationshipbetweenthefindingsofstudyandtheresearchquestions

andtheliterature?

Thechaptercommencesbydiscussingtherolebeliefsandmindsetplayinlearning

environments.Thisisfollowedbyadiscussionoftheeightcomponentsusingthree

majorthemes;Situatinglearnersatthecentre,EffectivepedagogyinaFLSand

Collaborativeskills.Thechapterconcludesbyconsideringthelessonsfromtheopen

planera.

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1.4.6 Chapter6.Conclusionsandrecommendations

Framingquestions:

1. Whataretheconclusionsfromthisstudy?

2. Whatkeyrecommendationswouldmakeasignificantimpactonthe

successfulimplementationofco-teachinginaFLS?

Thisfinalchaptersummarisestheconclusionsfromthisresearchwithsome

supportingillustrationswhichhelpclarifythekeyunderstandingsforthose

transitioningtoco-teachinginaFLS.Theconclusionisfollowedbykey

recommendationstoassistschoolsmakeasuccessfultransitiontoand

implementationofco-teachinginaFLS.

ChapterSummaryTheeducationallandscapeinCanterburyischangingrapidlyasadirectresultofthe2011and2012earthquakes.OneofthemostsignificantchangesisthecreationofFlexiblesLearningSpaces(FLS’s)designedtosupportstudentcentredlearningandco-teaching.SomeeducatorsinNewZealandandAustraliahavesignificantexperienceworkingsuccessfullyinthesespaces,theirreflectionsandrecommendationstogetherwiththeavailableliteraturewillbeanalysedtodevelopunderstandingsofthekeycomponentsrequiredtocreateeffectiveco-teachingrelationshipsinaFLS.Teachers,children,leadersandthecommunitywillbenefitfromimprovedunderstandingofeffectiveco-teachingpracticetogetherwithstrategies,systems,andstructurestosupportthetransitiontoworkingcollaborativelyinaFLS.

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2 CHAPTERTWO:LITERATUREREVIEW

Thisreviewexaminestheopenplaneraandtheimplicationsforthecontemporaryshifttoco-teachinginflexiblelearningspaces.Teacherscollaborationisexaminedtodeterminepotentialbenefitsforlearnersasareco-teachingandteam-teaching.Flexiblelearningspacesthemselvesareinvestigatedtodeterminetheimpactspacehasonteachingandlearning.Theroleofprofessionallearninganddevelopmentisconsiderednextasareleadership,resourcingandtheimportanceandplaceofsupportforstaffandsmartsystems.

2.1 OpenPlanEducation

2.1.1 OpenPlanEducation

Therationalefor,implementationof,practiceinandphysicalspacescreatedwithina

contemporaryFLS,havesimilaritiestotheopenplanera.Therearerisksand

opportunitiesimmediatelyevidentregardingthecurrenttrend.Risksiflessonsofthe

pastareunheeded,opportunitytolearnfromthepastandcreateacontemporary

andimprovedversionoftheopeneducationmovement(Cuban,2004;Hattie,2015;

Nair,2014).Althoughmuchcomparisonismadebetweentheopenplaneraoflast

centuryandthecurrenttrendtoco-teachinginmoreopenspaces,significant

differencesareevident.Incontrasttotheopenplanera,thecurrentapproachiswell

supportedbyacomplementarynationalcurriculum,neuroscienceandresearch

regardingeffectiveteachingandlearning(DepartmentofEducation,1977;Cameron

&Robinson,1986;MinistryofEducation,2007).

Openplanunitsutilised‘open’or‘variable’spacesandprovidedforstudentagency

throughopportunityforstudentstoselectactivities,theuseofrichlearning

resourcesandactivities,andcurriculumintegrationwithafocusonsmallgroupand

individualteachingratherthanlargegroupinstruction(Cuban,2004;Horwitz,1979).

Themovementfavouredchildrensettingthepacefortheirlearning,provisionof

artefactsforstudentstointeractwithandlearnthrough,andalackofformal

furniturehistoricallyfoundinaschool(Hutchinson,2004).Childrenwereencouraged

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toselecttheirownlearningplaceandwerefreetositonthefloororbeanbagswith

couchesandotherinformalfurnitureevidentinthespace,thiswasindirectcontrast

totraditionalschoolingwithsingledesksinarowfacingthefront(Cuban,2004).

Collaborativelearningwasencouragedandresourceswereprovidedtoencourage

imagination,creativity,intrigueandproblemsolving.Inopenplanclassrooms,rather

thandispensingknowledgeteachersbecamefacilitatorsoflearning(Cameron&

Robinson,1986;Cuban,2004).Theopeneducationmovementwasasignificant

departurefromthetraditionalclassroomandpedagogyoftheday.

Openplaneducationencapsulatedthephilosophyofstudentcentrededucation

throughaconstructivistapproach(Cuban,2004).ThewritingsofDewey,Vygotsky

PiagetandMontessoriwereinfluentialinamorehumanisticchildcentred

philosophytoteachingandparticularly,learning(Nair,2014).Proponentsargued

learningandthecurriculumwouldhavemoremeaningwhenconnectedtotheworld

ofthechildandconnectedtotheirinterestsandpassions(Brooks&Brooks,2001).

Thisapproachcontestedtothedirectinstructionofthetimewithteachercontrol

characterisedbytheteacheratthefront,teachingthewholeclassandapre-

determinedcurriculumtobemeasuredthroughtestingandexams.Inthetraditional

teachercentredapproachtheteachercontrolledallaspectsoftheenvironment,with

largegrouporwholeclass,directinstructionandalackofstudentchoiceoragency.

Inadditiontoastudentcentredrationale,thecreationofopenplanunitswas

attributedtofinancialnecessitytogetherwithadesiretode-streamprimaryschools

(Bennet,Andrae,Hegarty&Wade,1980;Martinho&daSilva,2008).

Thephysicalspaceswereeitherpurposebuiltunitsorretrofitofexistingclassrooms.

Inthecaseofretrofits,corridors,cloakbaysandtoiletswererepurposedasteaching

andlearningspaceswithclassroomwallsremovedtoconnectrooms(Cameron&

Robinson,1986).Purposebuiltspacesweretypicallytwo,threeorfourclassroom

equivalentswith‘classes’openingtoacentralspacetogetherwithwithdrawaland

breakoutrooms.FinmereSchoolintheUKhasbeenidentifiedasthe‘first’openplan

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schoolcreatedin1959(Fig.1)followedbyothersuchasaEvelineLowePrimary

School(Fig.1.1)in1966.ThedesignofFinmerePrimaryremovedcorridorsand

walkwaysandconnected‘classrooms’inthissmallruraltwoteacherschool.The

schoolattractedconsiderableattentionatthetimeandwasapopulardestinationfor

educatorsanddesigners(Woolner,2010)

Fig.1.FinmerePrimarySchool,UK(Woolner,2010)

Thedesignprovidedopportunityforneedsbasedteaching,provisionofarangeof

learningzonesandutilisedfoldingpartitionsandsupportedthechildcentred

approachpopularatthetime.FinmereSchoolattractedattentionandthedesignwas

followedbyotherpurposebuildschoolsofasignificantlylargersizesuchasEveline

LowePrimary(Fig.1.1)

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Fig.1.1.EvelineLowePrimarySchool,UK1966(Woolner,2010)

EvelineLowePrimaryrepresentedapurposefulandsignificantshiftindesignfora

largeurbanschoolandwasprototypedonFinmerePrimary.Followingthe

constructionofEvelineLowePrimary,openplanschoolsbecamemorecommonwith

allnewschoolsdesignedandbuiltinthiswayintheUKby1976(Woolner,2010).The

schoolincludedbreakoutlearningareas,connectedlearningareasandconnectionto

theoutdoors.

Breakoutorwithdrawalroomsweredescribedasessentialbyteachersandprincipals,

oftenwithatleastonebeingdesignateda‘quietroom’(Galton,Hargreaves,Comber,

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Wall&Pell,1999).Astimeprogressedsotoodidthenamingofthespaces,moving

fromopenplanschools(thisattractedsomenegativepublicityatthetime)to

variablespaceschools(Cameron&Robinson,1986).Variablespaceschoolswereless

‘open’intheirnaturewithmoreoperablewallsandsharedspacesconnecting

classroomsizerooms(Woolner,2010).Acoustictreatmentswereconsidered,

howevertheyweremoreevidentinthepurposebuiltunits.Architectsatthetime

consideredimportantfactorstobeacoustics,naturallighting,insulationandnatural

ventilation(DepartmentofEducation,1977).Anumberofopenplanunitsarestill

evidentwithinlocalschoolsinCanterbury(ParkviewSchool,QueensparkSchool,

ShirleyPrimaryforexample)withthewallsre-insertedcreatingtraditional

classrooms.Openplanunitsprovidedflexibilityforteachersandstudentsandwere

designedtoenabletheemergingpedagogyandincorporatethelatestadvancesin

buildingdesignandtechnologicalcapability.

Theopenplanteamteachingapproachofthe1960-1980’shadsignificantbenefits

forlearnerswithteachersabletogrouplearnersmoreeffectivelytorespondto

individualneedsandenhancesocialwell-beingofstudentswhodevelopedasmore

capableandconfidentself-regulatedlearners(Cohen,2010;Departmentof

Education,1977;Cameron&Robinson,1986;Hattie,2009).Schoolinspectorsatthe

timeconsideredchildreninopenplanunitshadmoreopportunityforindependent

learningthaninconventionalclassrooms.Teachersworkinginthespacesconsidered

thereweresignificantbenefitsfor“mostchildren,especiallybright,creativeor

confidentpupils…also…averagepupils,slowlearners,andunder-achieversinboth

readingandmathematics,andMaoriandPacificIslandchildren”(Departmentof

Education,1977,p.93).Principalsconsideredstaffutilisationwasmoreeffectivein

openplanunitsduetothebenefitofcollegialsupportandongoingprofessional

development,theyalsoidentifiedsignificantbenefitsforbeginningteachersand

teacherswhowerelessproficient(Cameron&Robinson,1986).

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Comprehensivestudieswereundertakeninthe1970’stoinvestigatetheimpactof

theopenplanapproach.Thesereviewsidentifiedchildrenlearningthroughthe

directinstructionapproachintraditionalclassroomsachievedslightlybetter

outcomesonachievementteststhanchildreninopenplanspaces.However,those

learningthroughtheopenplanapproachhadsomewhatbetteroutcomesin

creativity,problemsolving,abstractthinking,attitudestowardschool,independence,

curiosityandattitudestowardteachers(Horwitz,1979;Peterson,1979).Peterson

(1979)identifiedtheimportanceofteachersunderstandingtheneedsand

motivationsofthelearner,orgroupsoflearnersandthenteachinginawaythatwas

mostlikelytocauselearningtotakeplace.Forexample,itwasfoundthathigh

achievingtaskorientatedlearnersweremoresuccessfulwhengiventheopportunity

tolearninamoreopenplan,studentdirectedapproach.Wherelessonsincludedthe

teachingofbasicskills(forexampleinreading,writingandmaths)adirectinstruction

approachwasidentifiedasmorebeneficial,iftheteachingwasproblemsolvingor

creativefocused,amoreopenplanandstudentcentredapproachwouldbemore

appropriate(Peterson,1979).Thesefindingsindicatedteacherswouldrequire

specifictrainingtoworkeffectivelyinthespaces(DepartmentofEducation,1977;

Cameron&Robinson,1986).

Principalsandteacherswithexperienceinopenplanunitsatthetimedidhave

concernsabouttheriskstocertainchildren.Theconcernswerefor,“Shyand(or)

aggressivepupils;fornewentrantsandemotionallydisturbedchildren.”

(DepartmentofEducation,1977,p.93).Theseconcernswerenotedinboththe1977

and1986reportswithrecommendationsfromteachersandleadersthatadequate

provisionbemadeforchildrentolearnintraditionalclassroomsorequivalentspaces

ratherthansolelylargeopenplanspaces.Thisledtoarecommendationfromthe

committeereviewingopeneducationforeachopenplanunittohavemultiple

breakoutspaceswithonelargeenoughtoaccommodateupto15studentstogether

withresourcesspaceandteacherworkroomineachunit(DepartmentofEducation,

1977).

20

Teachersandleadersoftheopenplaneranotedsomesignificantchallengesto

workinginthespace.Theseincludedalackofadequatepreparationforworkingin

anopenplan;inadequatesystemstosupportcollaborativepractice,alackof

appropriatestoragespacesandteacherworkroomsandtoalesserdegreesome

noisechallenges(DepartmentofEducation,1977;Cameron&Robinson,1986;Cuban,

2004).Someteachersalsoreportedhigherstresslevelsworkinginopenplanunits

causedbytheimpactofhavingtoworkwith,andbeobservedbyothers,thenumber

ofchildrenintheunit,timerequiredtomeetasateamforplanningandpreparation,

andrigiddailytimetablerequirements(DepartmentofEducation,1977;Cameron&

Robinson,1986).Principalscommentedontheimportanceofstaffrelationshipsin

theopen-planunitsandthesubsequentimplicationsforplacementofstaff

(DepartmentofEducation,1977).Anumberoffactorscreatedsignificantchallenges

forteachersworkingintheseopenspacesresultinginresistancefromsometeachers

withtraditionalclassroompracticesresurfacing.Thesetraditionalpracticeswerenot

suitedtotheopenplanenvironment.

Thereisevidenceteacherscanbeveryresistanttochangethatisexternallyimposed

especiallyifthechangeplacesteachersinapositionofperceivedvulnerability

(Alterator&Deed,2013;O’Neill,2004;Troen&Boles,2012).Whenunderpressure,

teacherstypicallyreverttotraditionalwaysofworkingwhichreflectshowtheylearnt

andweretaughttoteach(Cameron&Robinson,1986;Hargreaves,1998).Some

teacherswhowereworkingintheopenplanunitsmayhavefoundtheirautonomy

andprivacychallengedandsoughtstrategiestoremainprivateandautonomousin

theseopenspaces.Bytheearly1980’sover51percentofteachersworkinginopen

planspaceswereteachingindependentlyandworkinginthespaceasifitwasa

traditionalclassroom(Cameron&Robinson,1986).Theteachingapproachesmost

evidencedinopenplanunitswasteamteaching,co-operativeteachingortraditional

teachinginanareawithinthespace(Cameron&Robinson,1986;Departmentof

Education,1977;Martinho&daSilva,2008).

21

By1985manyopenplanunitswouldcomprisetwoorthreeteachers(twobeing

mostpopular)withbetween80-90students.Itwasrecommendedthemaximum

spacewouldbefortheequivalentoffourclassesof100-120children(Departmentof

Education,1977).Teachingandlearningtypicallyoccurredinhomeorclassgroups

forthemorning(reading,writingandmathematics)andthenintegrationforthe

afternoontopiclearning.Theresultantteachingpracticeinopenplanunitswasa

significantbackwardstepfromtheidealsofopenandprogressiveeducationoffull

integration,studentledlearningandteachersactingasfacilitators(Cuban,2004).

Evenwithintheopenplanunitswhereco-operativeteachingwasoccurring,many

differentpracticesemergedthatweredescribedasco-operative.Thesepractices

rangedfromco-operationbyworkingwithtwoormoreclassesforsingingorreading

astory,throughtofullycollaborativepracticewithintegrationthroughouttheday

andteacherssharingresponsibilityforthewholegroupratherthanindividualclasses

(Brogden,2007;Cameron&Robinson,1986).Teachersidentifiedalackofpreservice

orin-servicesupportlimitedtheirabilitytomeettheidealsoftheopenplan

classrooms(Cameron&Robinson,1986;DepartmentofEducation,1977).Itis

evidentastheeracametoanendinthemid1980’smanyteachersworkinginthese

spaceshadalreadyrevertedtotraditionalteachingpracticeofoneteacher:one

class,withspacesdividedwithfurnituretogiveteacherstheirown‘classroom’.

Thedemiseofopenplanschoolswasevidencedbythegradualrebuildingofwalls

anddoorswithintheopenplanspacesstartinginthelate1970’sandearly1980’s

(Brubaker,1998).Anumberoffactorsledteachersandprincipalstowallupthe

spacesincludingrejectionofthenotionofchildcentrededucation,thecomplexity

andlackofunderstandingofco-teaching,alackofcollaborativeskills,teacher

conflict,oppositiontochange,noiselevels,andperhapsmostsignificantly,teacher

lackofunderstandingandownershipoftheapproach(Cuban,2004;Cameron&

Robinson,1986;Nair,2014;O’Neill,2004;Woolner,2010).Furthercomplicatingthe

openplanerawasthe,‘topdown’,approachwhereitwasexpecteddesignand

buildingswoulddrivepedagogyratherthana,‘bottomup’,approachwithteachers

22

andschoolleadersdrivingthechangeandrequestingspacestomeetpedagogical

needs(Fisher,2005).Significantly,manyteacherswerenotpreparedforthe

pedagogicalshiftnecessaryforteachinginthesespacesnorwasthereadequatePLD

withregardtocollaborativeskills,systems,strategiesandstructuresconsidered

necessarytoworkeffectivelyintheunits(Brogden,2007;Cameron&Robinson,1986;

DepartmentofEducation,1977).Perhapsthedefiningfactorinthedemiseofthe

openplanmovementwasthepoliticalchangeoftheearlytomid1980’swiththecall

forincreasedaccountability,areturnofthe‘threeR’s’andabacklashtothe

experimentalphilosophyandchildcentredapproachofthe1960’s(Cuban,2004;

Brogden,2007;Nair,2014;O’Neill,2004).

2.1.2 Astudentcentredconstructivistlearningenvironment

Centraltotheopenplanmovementofthelastcenturyandtherecentmovetoward

FLS’sisthenotionofstudentorchildcentredlearningthroughaconstructivist

curriculum.Enablingstudentsasindependent,self-directedandsuccessfullearnersis

aprincipalgoalofeducation(Baker,2013).Studentcentredlearningisattheheartof

theNewZealandCurriculum(2007)withthevisionfor“Confident,connected,

activelyinvolvedlifelonglearners.”(MinistryofEducation,2007,p.7).Astudent

centredapproachisalsoaffirmedbytheprinciples,valuesandkeycompetencies

containedintheNewZealandCurriculum.Thecentralpremiseofastudentcentred

constructivistlearningenvironmentislearnersinternalisingandreshapingnew

information,andfromthis,constructingnewmeaningsanddeepunderstandings

(Brooks&Brooks,1999;OECD,2012).Astudentcentredapproachisenhancedby

teachercollaborationmeetingtheneedsoflearnersusingteachersskill,experience,

knowledgeofthelearnerandthelearner’sneedstocreateeffectiveandmeaningful

learningopportunities(Hattie,2015b;OECD,2009).Teacherswhohaveamore

advancedunderstandingandimplementationofstudentcentredlearning

environmentsandconstructivistlearningaremorelikelytocreatepositiveand

orderlylearningenvironments(OECD,2009).Astudentcentredandconstructivist

23

approachtoteachingandlearningisfoundationalincreatinganeffective

collaborativeteachingandlearningenvironmentinaFLS.

Self-regulatedlearnersandpersonalisedlearningareattheheartofastudent

centredlearningenvironment.Thekeycompetencydevelopmentofaself-regulated

learnerisconsideredessentialtoallowstudentaccesstothecurriculum(Ministryof

Education,2007).Self-regulatedlearnersutilisemetacognitivestrategies;setting

goals,developingplans,managingtheirtime,monitoringtheirlearningprogress

throughself-evaluationandself-reportingandultimatelytakingcontroloftheirown

learning(Baker,2013;Bird,2009;EducationEndowmentFoundation,2015;Hattie,

2009).InaFLSoftwotofourequivalentclassrooms,studentself-regulationhas

significance.Spacesthathavebreakoutareas,withdrawalareasandnooksand

crannieswherechildrenareunsupervisedandcanbeunseenrequirestudentstake

responsibilityforself.Self-regulationislesspossibleiftheenvironmentis‘controlled’

bytheteacherwiththeteacherdeterminingandcontrollingallaspectsofthe

environmentincludingwhatistobelearnt,whowilllearnit,whereitistobelearnt,

howlearningandassessmentwilloccur,wholearnswithwhoandwhenthelearning

willtakeplace(Absolum,2006;Brooks&Brooks,1999;Clarke,2014;Madjar&Assor,

2013).Alackofunderstandingaboutstudentcentredandconstructivistlearning

environmentscausedchallengestoteachersintheopenplaneraandhasthe

potentialtocausesimilarproblemsinthemodernerainflexiblelearningspaces.

Teachercontrolledenvironmentslimitstudentself-regulationandforcestudentsto

bereliantontheteacherandteachercontrolofthelearningenvironment(Absolum,

2006).Inastudentcentredenvironmentteachersseekteachingstrategiesand

techniquestosupportstudentagencyandself-regulation.Teachershavethe

opportunitytoscaffoldthelearningenvironmentbythewaystheyinteractwith

students.Studentsaffordedtheopportunitytolearninascaffoldedlearning

environmentthroughguided,actionandexperientiallearninghavethepotentialto

developadaptiveexpertise.Adaptiveexpertise“Istheabilitytoapplymeaningfully-

24

learntknowledgeandskillsflexiblyandcreativelyindifferentsituations”(OECD,

2012,p.3).Guidedlearningoccurswhentheteacherpre-determinesthelearning

experience,andplannedoutcomesandactionlearningoccurswhenstudents

becomemoreselfregulatedandareinvolvedinplanningandorganisation.

Experientiallearningwilloccurwhenthestudentleadsthelearninganddetermines

content,outcomesandlearningexperiences(OECD,2012).Teachersseekingto

createastudentcentredenvironmentreconceptualisetheirteachingstrategiesand

thewaysinwhichtheyworkwithotherteacherstobestmeettheneedsoflearners.

2.2 Teachercollaborationandthetransitiontoco-teaching

2.2.1 TeacherCollaboration

Teachercollaborationoccursinsituationswhereteachersworktogetherinaco-

ordinatedwaytoachievecommongoals.HargreavesandFullanprovideauseful

continuumofcollaborationfrom,“Scanningandstorytelling(exchangeofideas,

anecdotesandgossip),tohelpandassistance,tosharing(ofmaterialsandteaching

strategies),tojointworkwhereteachersteach,planorinquireintoteaching

together”(2012,p.112).This‘jointwork’hassignificantbenefitforteachersand

studentswithteachingfocussingonworkthathasthepotentialtoimprovestudent

outcomes,well-beingandself-regulation.Theprocessofjointworkwithteachers

planning,assessingandminingdatacollectivelyhasbeendefinedasprofessional

learningcommunitiesorPLC’s(Eaker,DuFour&Burnette,2002;DuFour&Eaker,

1998;Hargreaves&Fullan,2012;Hattie,2012;Hord,1997;Kise,2006;Robertson,

2005;Stewart&Prebble,1993;Timperley&Parr,2004;Stoll,2011).TheroleofPLC’s

istotransformlearningandvaluetheprofessionalintegrityofstaffwhileimproving

teachercompetenceandknowledgethroughstrategiccollegialinteraction.Of

particularbenefitisthesenseofsharedproblemsolvingasteachersattemptto

identifystrategiestoengagelearnersandassistwithlearning(Hattie,2009;Marzano,

2003;Lovett&Verstappen,2003;Timperley,2008).PLC’sarecharacterisedbythe

25

useofquantifiableevidenceandsharedexperiencetoenquireintoteachingand

learning(Ross,2013).EffectivePLC’ssupportaprocessofcontinuousimprovement,

requiringsharedvision,purposeandgoals.PLC’sasacollaborativeendeavour,have

thepotentialtoassistschoolswithcontinuousimprovementenhancingteacher

competencyandstudentlearningoutcomes.

SomehavedescribedPLC’sascreating,“contrivedcollegiality,”whereleaders

requireteachermeettoassess,mineandmoderatedata,resultingintoken

responses(Hargreaves&Fullan,2012,p.118).Aninherentprobleminthistraditional

formofcollaborationisthelackofopportunityforteacherstoparticipateingenuine,

ongoinglearningaboutteachingandlearninginthecontextwheretheywork

(Elmore,2004;Fullan,2007;Sergiovanni,1992).WhilePLC’shavethepotentialto

improveteacherpracticeandlearningoutcomes,limitationsareevidentinthis

approach.Hence,whileteachersmayappeartobecollaborative,oftenthework

undertakenwhencollaboratingiscontrivedwithteachersremainingisolatedand

managingstudentlearningandwell-beingintheirownclass(DuFour,2011;Feiman-

Nemser,2012;Hattie,2015b).Asignificantchallengetoacollaborativecultureisthe

attitudeandresponsivenessofteacherswhentheyareabletoretreattotheirown

privateclassroomratherthanacollaborativeenvironment(DuFour,2011).

Researchevidencescollaborationaskeytoimprovingschoolsandschoolingsystems

(Fullan,2011;Hattie,2009;Hord,1998).Throughcollaborationandtheprovisionof

mutuallearningopportunitiesandcollaborativesupportstructures,improvements

areevidentinteachercompetencies,retentionofbeginningteachers,trainingof

studentteachersandstudentlearningoutcomes(Fullan,Cuttress,&Kilcher,2009;

Fullan,2011;2014;Hargreaves&Shirley,2009;Sergiovanni,2007).Relativetotheir

ownpastperformance,individualswilloutperformthemselveswhenworking

collaboratively.Furthermore,collaborativeschoolsoutperformindividualisticschools

andarecharacterisedbysustainedimprovement(Fullan,2008;Rosenholtz,1991;

Marzano,Waters,&McNulty,2005).Conversely,alimitingfactorinschooling

26

improvementisthelackofcollaboration;eliminatingteacheropportunitytolearn

reciprocallyonacontinuousbasiswithintheirownclassrooms(Elmore,2004;Levin

&Fullan,2009).Collaborationhasthepotentialtosignificantlyimprovenotonlyhow

teachersworkandlearnbutalsotheeffectivenessoftheirworkandtherefore

outcomesforlearners.

WorkingwithinaFLSprovidesopportunityforteacherstocollaborateonanongoing

basiswithotherprofessionallytrainedteachers.Thisprovidestheidealcollaborative

workplacewhereteacherscanwork,debate,planandproblemsolvetogether

observingcolleagues’lessonssharingsuccessesaswellaschallenges(Sergiovanni,

1992).Teacherscollaboratinginthiswaytypicallydescribedtheprocessasteam

teachingorco-teaching.Thisapproachtocollaborationallowstheconversationsand

decisionsmadeatteam,syndicateorPLCmeetingstobeimplementedinrealtime

withsupportfromcolleaguesthroughcollegialfeedbackandcritique(Anderson&

Speck,1998).Collaboratinginthiswayaddsasignificantlayerofcomplexitytothe

teachingprocesswithteachersneedingtospendtimecollectivelybeforeandafter

lessonsplanning,evaluating,sharinginformation,reviewingtimetablesand

discussingteachingstrategies(Johnson,2003;UniversityofKansas,2014).

Agreementaboutcollaborationandhowcollaborativepracticeswillbeenactedis

necessaryforFLS’stobeusedtotheirfullpotential(Cameron&Robertson,1986;

DepartmentofEducation,1977;MinistryofEducation,2015).Teachercollaboration

isnecessarytoachievecontinuousimprovementintheschoolingsector,however

withtheconstraintsofteachersreturningtotheirautonomousclassroomteacher

collaborationhasitslimitations.SchoolswithFLS’shavetheopportunityto

maximiseteachercollaborationwithteachershavingthesupportandcritiqueof

theircolleaguesinanauthenticcollaborativeworkingenvironment.Theauthentic

supportandchallengeofcollaboratinginasinglespacewithotherprofessionals

givesteacheropportunitytomaximiseagreedstrategiesdesignedtoimprove

studentlearningoutcomes.

27

2.3 Co-teachingandteamteachingwhatarethey?

ThereremainssomeconfusionintheNewZealandeducationsectoraboutwhatco-

teachingandteamteachingreferto,howtheyareenactedandthebenefitsand

limitationsofbothapproaches.TeamteachingismostfamiliartoNewZealand

educators,especiallythosewhoremembertheopenplanclassroomeraofthe

1960’sto1980’s.Theopenplanapproachrequiredtwoormoreteacherstowork

togetherinasharedspacetomeettheneedsoflearnersthroughteamteaching

(Cuban,2004).TeamteachinginternationallyismorelikelytorefertotheAmerican

MiddleSchoolMovementapproachwhereateamofteacherstakeresponsibilityfor

agroupofapproximately150students.Teamteachersinthiscontextretaintheir

ownclassandclassroomsforteaching.Co-teachinghasoriginsinthe1960’sinclusive

schoolingmovementandtypicallyinvolvesaclassroomteacherandapara-

professionalworkinginthesamephysicalspacewithoneclassofchildren(Friend&

Cook,2010).Bothco-teachingandteamteachinghaveimplicationsandpotential

benefitsforthoseworkinginFLS’sandthosewantingtoenhancethepowerof

teachercollaboration,spaceandastudentcentredpedagogy.

2.3.1 Co-teaching

Co-teachingoccurswhentwoormoreteachersshareresponsibilityforagroupof

students,usuallywithinoneworkspace,throughasharedapproachthatincludesthe

poolingofresourcesandjointaccountability(Friend&Cook,2010).Oneofthetwo

teachers’istypicallyageneraleducationteacherwiththesecondteachera

registeredspecialeducationteacher.Co-teachingcanbetracedtotheearly1960’s

whenspecialeducationstudentswerefirst‘included’inmainstreamclasses(Friend

&Cook,2010;Walther-Thomas,1997;Warger&Aldinger,1986).Bythe1990’s

emergingresearchevidencedbenefitsforspecialneedsstudentsininclusive

classroomstogetherwithteachersreportingprofessionalgrowthandanimproved

senseofcollegiality(Friend&Cook,2010;Walther-Thomas,1997;Villa,Thousand&

Nevin,2013).Whileco-teachingwasoriginallyaresponsetochildrenwithspecial

28

needsthelegislativechangesintheUSinrelationtominoritygroupsandthosewith

Englishasasecondlanguagefurtherenhancedtheappealofaco-teachingasa

responsetomeetneeds(Villaetal,2013;Walsh,1992).Co-teachinginUSA

continuesintheinclusiveschoolmovementwithincreasingnumbersofclasses

havingco-teachersasthenumberofstudentswith‘specialneeds’hasincreasedover

time.

Specificco-teachingstrategieshaveevolvedandsubsequentlybeenidentifiedas

beneficialtomeetdiversestudentneeds.Arangeofco-teachingstrategiesarenow

commonininclusiveschoolsincludingalternateteaching,stationteaching,parallel

teaching,oneteach,oneobserve,oneteachoneassist,teamteaching,

complementaryandsupportiveco-teaching(Friend&Cook,2010;Villa,Thousand&

Nevin,2008).Co-teachingstrategiesrequireteachersunderstandandagreeto

mutuallydevelopedgoals,asharedbeliefinco-teaching,abeliefintheimportance

ofengagingintherolesofteacherandlearner,distributedfunctionstheoryof

leadershipandaco-operativeprocess(Friend&Cook,2010;Villa,Thousand&Nevin,

2008).Thesestrategiesprovideopportunityforteacherstoplantheirco-teaching

strategicallytomeetstudentneedsratherthansimplyworkinginthesamespace

andteachingindependently.Whilethesestrategiesweredevelopedwithinclusive

educationinmindthesamestrategiesareofbenefitinacontemporaryFLS.

2.3.2 Benefitsofco-teaching

Childrenwithdisabilities,languagedelays,emotionalrisksandthosewhohave

Englishasasecondlanguageallbenefitfromco-teaching(Conderman,2011;Hang&

Rabren,2009;McDuffie,Mastropieri&Scruggs,2009;Villa,Thousand&Nevin,2013;

Wilson&Michaels,2006).Thesebenefitsarederivedfromthemorepersonalised

anddifferentiatedteachingaffordedbytheprovisionofaco-teacher,theabilityto

groupstudentsaccordingtoneedandcollectiveproblemsolving.Additionally,

studentsbenefitfrommultipleperspectivesonthecurriculumviaseveralteachers

assistingwithteachingandsupportinglearning(Conderman,2011).Gainshavealso

29

beenidentifiedforstudentswhodonothavespecialneedswheninaco-teaching

environmentwithimprovementsinstudentsocialinteractions(Villa,Thousand&

Nevin,2013;Welch,2000).Co-teachersreportareductioninreferralsforintensive

support,lessdisruptivebehaviourinclassandlessreferralsfornegativebehaviour

(SchwabLearning,2003).Childrenarealsoabletoobserveauthenticcollaboration

modelledbytheirteachers,enhancingtheirownskillsandhavingpositiveimpacton

theirsocial,emotionalandlearningskills(Villa,Thousand&Nevin,2006).Teachers

identifyarangeofbenefitswhenco-teachingincludinganincreasedsenseofagency,

efficacyandwell-being,enhancedskillsandproblemsolvingabilityandareductionin

feelingsofisolation(SchwabLearning,2003;Villa,Thousand&Nevin,2013).When

teachersworkinaco-teachingrelationshipthereisanincreasedlikelihoodofusing

researchinformedpractice(Duke,Showers&Imber,1980;Hourcade&Bauwens,

2002;Miller,Valasky&Molloy,1998;Skrtic,1997).Teachersareabletoidentify

significantbenefitsforthemselvesandstudentswhenteachinginanenvironment

enabledbyaco-teachingrelationship.

2.3.3 Teamteaching

GeorgeandAlexander(1993)argueteamteachinghasitsoriginsintheAmerican

Middleschoolmovementof1963.Theapproachconsistedofastructureoffivetosix

teachersassignedto75-150studentsina,‘schoolwithinaschool’;knownasa

‘Team’.Teamteachingalsobecamepopularinthe1960’sand70’swithinthe

progressiveschoolingmovementandopenplanclassrooms.However,theteam

teachingexperiencedintheopenplanmovementandtheteamteachinginthe

MiddleSchoolMovementwerequitedifferent.TeamteachinginMiddleSchools

doesnotrequireteacherstoteachinthesamephysicalspaceatthesametime.Itis

moretypicalforteachersinthisenvironmenttohavetheirownclassroomandto

‘team’withfourorfiveotherteachersbeingcollectivelyresponsiblefroman

administrativeperspectiveforalargegroupofchildren.Teamteaching,asreferred

toincontemporaryliterature,mostcommonlyreflectsthismiddleschoolapproach.

30

Teamteachingintheopenplanclassroomwasanintentionalparadigmshiftaway

fromtheindustrialmodeloftheteacherdirectedauthoritarianclassroom(Alterator

&Deed,2013).Inthiscontext,teamteachingrepresentedtwoormoreteachers,

(moreofteninprimaryschools)planning,teachingandworkingtogetherinthesame

spacewiththeequivalentoftwoormoreclassroomsofchildren.Teamteachingof

thisnatureallbutdisappearedinthemid1980’sinNewZealandalongwiththeopen

schoolingmovementalthoughaverysmallsmatteringofschoolscanbefound

globallycontinuingwiththisapproach.Teamteaching,asevidencedintheopenplan

era,istheapproachmostconsistentwiththatwhichisemerginginFLS’s.

2.3.4 Benefitsofteamteaching

Studentslearninginateamteachingenvironmentgainthebenefitofmultiple

perspectivesonthecurriculumandtheopportunitytoobservethedynamicsofa

rangeofteachers(Buckley,2000).Teachersareabletomaximisetheirownstrengths

andminimiseweaknesses;learningfromcolleaguesinasupportiveandcollaborative

environment.Theopportunitytoplanco-operativelyassiststeamteacherstogaina

broaderoverviewofthecurriculummakingconnectionsforstudentsandreducing

thesiloeffectofsubjectdisciplines(Buckley,2000).Teamteachershave

opportunitiestosupportcolleagueswithproblemsolving,utilisingtheknowledge,

skillsandexperienceintheteamandlikeco-teaching,areabletomodel

collaborativeskillsfortheirstudents.TheCentreforEducationalResearchand

Innovationarguesteamteachingprovidesanappropriatestructureforprofessional

learningcommunitiesviacollaborativeanalysisofpedagogythus,enablingteachers

toimprovepracticeonanongoingbasis(OECD,2013).Teamteachingpresentsa

positivealternativetotraditionalclassroomteachingandinparticulartothesilo

curriculumeffectevidentinmoretraditionalschools.

31

2.3.5 LimitationsofCo-teachingandTeamteaching

Thelimitationsofco-teachingandteamteachingaresufficientlysimilartobe

consideredtogetherasco-teaching.

Teachersidentifyarangeoflimitationswhenworkinginadeprivatisedspaceandthe

challengescreatedbymisconceptionsabouttheroleandfunctionsofco-teaching

(Murawski&Swanson,2001;Nair,2014).Aleveloftrustisnecessaryforco-teaching

tobeeffective,thetimetakentobuildsuchtrustcanbeastressforteachersasthe

collaborativerelationshipdevelops(Conderman,2011;Fullan,2007;Osbourne,2013;

Sergiovanni,2005;Tannock,2009).Discordancebetweenteachersalsohindersthe

effectivenessofco-teaching,addingstresstotheworkplace(Friend&Cook,2010;

Jang,2006).Teacherscanfeelalossofautonomyanddecreasedabilitytobeflexible

andresponsivetotheteachablemomentandevenasenseofinsecurityastheir

previouslyprivatepracticeandspacebecomepublic(York-Barr,Ghereand

Sommerness,2007;UniversityofKansas,2014).Co-teachersworkinginthesame

physicalspacerequireadditional‘conversation’timewiththeircolleaguestoarrange

planning,assessment,organiseadministrativerequirementsanddevelop

pedagogicalframeworksaddingtimepressureforsome(Friend&Cook,2010;Jang,

2006;Roth,Masciotra,&Boyd;1999;Ploessl,Rock,Schoenfeld,&Blanks,2010).

Alackofadequatereleaseornon-contacttimelimitsteachers’abilitytoadequately

meetstudentneedsandlimitsqualityprofessionalconversationswithcolleaguesin

co-teachingenvironments(Friend&Cook,2010;Jang,2006).Teacherswhohavea

differingviewpointorteachingapproachtotheirco-teachingcolleagueshavethe

potentialtobeostracised(Colwill&Boyd,2008;Gunn&King,2003;Hargreaves&

Dawe,1990;Johnson,2003).Co-teachingcanalsoleadtoamorecomplexproblem

fortheschoolwhereteamsdeveloptheirowncultureandbeliefsandcanpotentially

causefactionswithinthewiderschool(Johnson,2003).Inadequacyornon-provision

ofqualityprofessionallearning(pre-serviceandin-service)tosupportthetransition

toandeffectiveworkinginaco-teachingenvironmenthasbeenidentifiedasamajor

limitationforteachers(Buckley,2000;Cuban,2004;Friend&Cook2010;Hattie,

32

2015;Villa,Thousand&Nevin,2013).Theselimitationshavethepotentialto

significantlyconstrainthepotentialofco-teachinginaFLSandmayresultinnegative

experiencesforteachers,staff,childrenandwhānau.Whilethereisevidenceofthe

benefittostudentsinaFLSwithco-teachingthisevidencerepresentsarelatively

smallbodyofresearchcomparativetootherfactorsinfluencingstudent-learning

outcomes(Blackmore,Bateman,Loughlin,O'Mara,&Aranda,2011;Friend,Cook,

Hurley-Chamberlain,&Shamberger,2010;Hattie,2009).Additionally,furtherstudies

indicatetheoverallimpactofco-teachingasmoderatewithgainsdependentonthe

relationshipbetweentheteachers(Hattie,2009;Murawski&Swanson,2001).

2.4 FlexibleLearningSpaces

Physicalenvironmentsmakeadifferencetochildren’slearning.Warm,well

ventilated,acousticallytreatedspaceswithprovisionforindividual,smallandlarger

grouplearningcanimproveoutcomes(Higgins,Hall,Wall,Woolner&McCaughey,

2005;Tanner,2015,Woolner,2010).WithinalargeFLS,evidencesuggeststhelackof

withdrawalorbreakoutroomsmaynegativelyimpactonsomechildrenandstaff

(DepartmentofEducation,1977;Cameron&Robinson,1986).Flexiblelearning

spacesprovidestudentsoptionsaboutinteractionswithteachers,others,their

learning,theoutdoors,andtechnology(Alterator&Deed,2013;Departmentof

EducationVictoria,2008,HorneMartin,2002;MinistryofEducation,2014;Nair,

2014).Whencomparedtoatraditional66m2rectangularclassroomawelldesigned

FLSaffordsstudentsandteachersafarmoreeffectiveandenablinglearning

environment(Alterator&Deed,2013;Fisher,2005;Nair,2014;OECD,2013).Flexible

learningspaceshavethepotentialtosupportstudentselfregulationandwell-being,

providingteacherswithopportunitytoworkcollaborativelyinastudentcentred

environment.

33

2.4.1 Historicalcontext

Traditionalclassroomsareaproductofapostwarexpansionphasedesignedtomeet

thesignificantincreasingdemandsforeducationforthemasses.ThebulkofNew

Zealandclassroomswerebuiltinthe1960’s-1970’seraandreflectedthedesignof

thepostwardesignbrief.Theyweredesignedandbuiltinanerarecognisedfora

teachercentredapproachwiththemainteachingstrategybeingwholeclassdirect

instruction(Dovey&Fisher,2014).Theseenvironmentsweredesignedtohavethe

teacheratthefrontoftheroomcontrollingtheenvironment,childreninrowsfacing

thefrontwiththeirattentionfocusedontheteacher,textbooksorworkandnoton

otherdistractionssuchastheoutdoorsorpeers.Thiswasaeraofdiscipline,teacher

controlandauthority,standardisation(classesinprimaryschoolswereevencalled

“Standard1,2,”etc.)andadherencetoauthoritywiththeriskofcorporal

punishmentforoffenders.Schoolsandclassroomsweredesignedtoensure

conformityandcontrol.Thisisthelegacyschoolsinthe2000’sfacedespitetherapid

advancesineducationandpedagogyandtheknowimpactlearningenvironments

playinenablinglearning(Dovey&Fisher,2014;Snehi,2011).

TheMinistryofEducationiscognisantoftheneedtodesignandfacilitatethe

constructionoflearningenvironmentswiththepotentialtofulfilthevisionofthe

NewZealandCurriculumof2007andmeetcontemporaryteachingandlearning

needs.Newschoolsandlearningenvironmentsaredesignedtoenablepedagogies

andinnovativeapproacheswhichmeettheneedsof21stcenturylearnersratherthan

theearlytomid20thcentury(MinistryofEducation,2015c).Unfortunatelythe

rationaleforthesespacesisnoteffectivelycommunicatedthroughtheMinistry’s

currentwebsitewiththefocusofthesitebeingthatofbuildingsratherthanlearning

(MinistryofEducation,2014).TheMinistryofEducationarecurrentlyencouraging

BoardsofTrusteesandprincipalstobuildInnovativeLearningEnvironments(ILE’s)

andwithinthesecreatingFLS’stofacilitatetheteachingandlearningeachschooland

communitydesirefortheirlearners.Thisprocesstowardcreating21stcentury

schoolsforthechildrenoftodayandthefutureisapositiveandnecessarystep,

34

howevercurrentlycommunicationsfromtheMinistryareconfusingandleave

individualschoolsandBoardsunsureabouttherationalanddriversforFLS’s.

Specifically,schoolsareleftwiththequestionwhatdoflexiblelearningspacesmean

forteacherpracticesandinteractionsandhowdoteachersworkmosteffectivelyin

thesespaces?

2.4.2 FlexibleLearningSpaces

InnovativeLearningEnvironments(ILE’s),whichwerepreviouslycalledModern

LearningEnvironments(MLE’s),containwhattheMinistryofEducation(2014)

describeasFlexibleLearningSpaces(FLS’s).TheseFLS’sareessentiallylargespaces

whichcanbereconfiguredtomeetlearningneedsandteachingmodesandcanbe

re-purposedwithmobilewalls(Parnell&Procter,2011).Schoolsarerequiredto

designanynewbuildingsusingthe“InnovativeLearningEnvironmentassessment

tool”tocreateFLS’s(MinistryofEducation,2015c).Inadditiontomeeting

requirementsofinsulation,heating,acoustics,sustainabilityandlightingthese

spacesaredesignedtoallowarangeoflearningspacesforindividuals,smalland

largegroups.Thesespaceswillrangeinsize,betechnologicallyenablingandwill

containbreakoutspaces(potentiallyinareasthathavebeentraditionallyusedas

corridorsorwalkwaysinthecaseofre-purposingspace).IdeallytheseFLS’sarenot

thedomainofasingleteacherbutrathersharedcollaborativelywithtwoormore

teachers(MinistryofEducation,2015c;Shank,2005).

Flexiblelearningspacesprovidearangeofopportunitiesforteachers’andstudents

includingtheabilitytogrouplearnersacross‘classes’accordingtoneedregardlessof

thesizeofagroup.Thatis,teachersarenotlimitedtocreatinglearningexperiences

individuallyforaclassof20-30learners.TheFLSallowsteacherstoconsiderthe

needsoftwoormore‘class’groupsandfacilitatelearningusingthecombined

expertiseoftheteachingteamandtheaffordanceoftheFLSitself(Nair,2014).

Flexiblespacesfacilitatetheprovisionofneedsbased‘workshops’wherestudents

canbedirectedorselecttoattendworkshopstomeettheirpersonalisedlearning

needs.Usingpurposefuldesignandlayout,FLS’sfacilitateandenableawiderangeof

35

teachingstylesincludingdirectteaching,inquiry,experientialandguidedteaching

(Fisher,2005;Nair,2014;Nair&Randall;OECD,2012).Thesespacesarealso

designedtoenableeffectivepedagogyprovidingstudentsaccesstoandspaceforthe

useofdigitaltoolsonanongoingbasisratherthanusingthesetoolsinpre-

designated‘labs’forspecificcurriculumdisciplines(MinistryofEducation,2007).

EffectivepedagogyenactedinaFLSwillseestudentlearningneedsmetthrough

personalised,studentcentredlearningconnectedtotheworldandexperiencesof

thelearner(OECD,2013).Flexiblelearningspacesencouragealearningfocused

environmentwherethesocialnatureoflearningisacknowledgedandthelearneris

centraltodecision.

Flexiblelearningspacesde-privatisetheteachingandlearningenvironmentproviding

opportunityforteachercollaborationandprofessionalgrowth.TeachersinaFLS(or

earlierinopenplanspaces)areabletoengageinqualityconversationsandreflection

abouttheirprofessionalpracticeinasupportiveandauthenticlearningenvironment

onamomentbymomentbasis(Nieto,2003;Sergiovanni,1992).Thesedeprivatised

spacescanenhancethereflectivepracticeofteachersleadingtosupportiveanalysis

fromcolleaguesandtheemergenceofmorecollaborativeandinclusivecultures

(Campbell,Saltmarsh,Chapman&Drew,2013).Conversely,withoutaplanned

processtotransitionandcollaborateinaFLS,manyofthesebenefitsmaybelostto

teachers.ThereisariskthephysicaldesignofsomeFLS’swillencourageteachersto

reverttotraditionalteachingmethods,especiallyifthereisnotasharedbeliefand

understandingofco-teachingandstudentcentredlearning.Ashistoryshows,spaces

thataredesignedwithslidingwallsandalayoutoftraditionalclassroomsanda

‘sharedspace’in-between,areveryeasilyreconfiguredbacktotraditional

classrooms(Cameron&Robinson,1986;Dovey&Fisher,2014;Woolner,2010).To

mitigatethisriskthereisaneedforadeliberateandstrategicprocesstosupport

teachers’transitiontoandworkinaFLS(Hattie,2015;Woolner,2010).Thisprocess

includesprofessionallearningtoassistteachersandsupportstafftounderstandhow

toworkeffectivelyinaFLSincludingunderstandingstudentcentredlearning,

36

effectivepedagogy,co-teachingandeffectiveuseofflexiblelearningspaces

(Campbellet.al,2013).

2.5 Professionallearningandprofessionaldevelopment

Suchisthepotentialimpactofphysicalspaceandallocationofresourcestosupport

learningthephysicalenvironmentisoftendescribedasthethirdteacher(Fraser,

2000;Zane,2015).Forthis‘thirdteacher’tohaveapositiveimpact,teachersrequire

understandingofthepossibilitiesaffordedinflexiblespaces.Itiscriticalteachers

haveprofessionallearninganddevelopment(PLD)opportunitiestousepurposebuilt

facilitiestotheirfullpotential(Alterator&Deed,2013;Cameron&Robinson,1986;

DepartmentofEducation,1977;Hattie,2015;Higginsetal,2005).Additionally,

teachersarelikelytoneedtoengageinPLDtosupportatransitiontoamorestudent

centredapproachtoteachingandlearning(OECD,2009).Suchprofessionallearning

wouldassiststaffwithunderstandingnotonlyhowtobestusethespacebutalso

howtoidentifyalternatepedagogies,teachingstrategies,learningmodesand

activitiesthenutilisingspacetofacilitatethese(Fisher,2005).Withoutadequate

professionaldevelopmentandsufficientunderstandingthepotentialbenefitsof

space,teachersmayfailtotakeadvantageofthephysicalenvironmentorthethird

teacherandindoingsolimitlearningopportunitiesforstudents.Furthermore,

teachersaremorelikelytoemphasisstructures,systemsandroutinestomanage

largenumbersofchildreninaflexiblespacethantoreorienttheirpracticetostudent

centredlearningwithoutadequateandongoingPLD(OECD,2009).

Teachersandleadershaveidentifiedthecriticalroleofpre-serviceandin-service

professionallearningtoassiststafftotransitioneffectivelyintoFLS’s(Alterator&

Deed,2013;Buckley,2000;Cameron&Robinson,1986;Cuban,2004;Departmentof

Education,1977;DepartmentofEducationandEarlyChildhoodDevelopment,2008;

Villa,Thousand&Nevin,2013).TeachersworkinginaFLSrequireskillsin

37

collaborativepractice,anunderstandingofastudentcentred,constructivist

approachtolearningandaknowledgeofhowtoenablelifelonglearningthroughself

regulationinadditiontothegeneralrequirementsofaregisteredteacher.Evidence

suggestssuchprovisionwasnotaffordedtoteachersintheopenschooleraand

remainsachallengetothepresentday(DepartmentofEducation,1977;Cameron&

Robinson,1986;Hattie,2015;Troen&Boles,2012).Evidentfromthereviewofopen

planeducationofthelastcenturywasarecurringmessageregardingtheinadequacy

ofPLDopportunitiespriortomovingintoanopenplanunit,togetherwithalackof

ongoingin-serviceprofessionallearning.

WhileitisacknowledgedPLDcanoccurincidentally,itisimportanttounderstandthe

affordancesofeffectiveprofessionallearningforteachersespeciallywhenengaged

inaconsiderableparadigmshift(Timperley,Wilson,Barrar&Fung,2007).Effective

andenablingprofessionallearningopportunitiesforteacherscanmakeasignificant

differencetoteacherpracticeandstudentoutcomes(Goe,2013;Robinson,Hohepa

&Lloyd,2009).Importantly,whereteachersinitiatetheirownPLDimprovementin

teachingpracticeexceedstheoutcomesachievedwhenPLDisprovidedtoor

mandatedforteachers(OECD,2009).Evidencesupportsprofessionallearning

occurringoveranextendedperiodoftime,engagingexternalexpertisewithteachers,

challengingproblematicdiscourse,providingopportunityforprofessional

collaborationandreflection,ensuringcontentisinalignmentwithpolicytrendsand

schoolprioritiesandhavinginschoolleadersactivelyleadingorinvolvedinthe

professionallearning(Goe,2013;Timperley,etal.,2007).Pre-serviceandin-service

professionallearning,particularlyselfinitiatedPLD,isofconsiderableimportanceto

thosetransitioningtoaFLSgiventhelackofanyspecifictraininginteacher

educationprogrammesregardingflexiblelearningspacesandthecollaborativeskills

requiredofteachers.

Forteacherpracticetochange,teachersneedmultipleopportunitiestoexperiment

withalternativeapproachestoteachinginasafeandsupportiveenvironment.Co-

38

teachingenvironmentsrequireacultureofprofessionalism,support,accountability

togetherwithrigorousprocessesandsystemstosupportteachergrowthand

development(Troen&Boles,2012).Througheffectiveprofessionallearning,both

pre-serviceandin-service,teachersdevelopasharedunderstandingofagreed

practices,process,structures,managementtoolsandstrategiesrequiredtoenable

studentstolearninasafe,supportiveyetchallengingenvironment(Buckley,2000;

Hattie,2009;OECD,2013;Villa,Thousand&Nevin,2013).Teachersinthepast,asin

thepresentday,requirequalityPLDbothpreserviceandinservice,iftheyareto

collaborateandco-teacheffectivelyinastudentcentredFLS(Hattie,2015).

2.6 Leadershipandlearningenvironments

Thereisagrowinginterestandawarenessofthepotentialofteacherstolearnand

collaboratewithoneanotheronaminutebyminutebasisinthelearning

environmentwhereteachingandlearningareoccurring(Hattie,2013;Sergiovanni,

1992;Spillane,Healey,Parise&Kenny,2011).Furthermore,itisalackofgenuine

andtimelycollaborationthatisidentifiedaslimitingteacherpotentialand

subsequentlystudentlearningoutcomes(Elmore,2004;Levin&Fullan,2009).

Leaders,andinparticularmiddleleadershavetheopportunitytomaximisenotonly

theirowninfluencebutalsothecombinedcollectiveintelligence,skillandabilityin

theworkplaceinaFLS.Leadersplayanimportantroleinhelpingteachersto

understandproblems,challengesandnewapproachestoteachingandlearning

(MinistryofEducation,2008;Robinson,Hohepa&Lloyd,2009;Sergiovanni,2005).

ThechallengeforleadersinvolvedintheschoolrenewalprojectinCanterburyis

complexandsignificantasteacherstransitionfromautonomouspracticein

traditionalclassroomstoco-teachinginaFLS.Principalsplayacriticalroleinthe

establishmentofalearningenvironmentandworkplace,establishingstructures,

systems,resourcingandspacetofacilitatethedesiredoutcomes(Robinson,Hohepa

&Lloyd,2009).OneofthekeyrolesofNewZealandprincipalsisleadingchange

(MinistryofEducation,2008).Leadingsuchchangewillrequireprincipalsto

39

understandkeystrategiesandtheoriestosupporteffectiveandlastingchange

throughqualityteachercollaborationandco-teaching.Additionally,leadersplayan

importantroleinestablishingandcommunicatingtherationaleforstudentcentred

learninginaFLS.

Teamleadersandotherseniorleaderswhohavethedualresponsibilityofteaching

andleadingalsoplayanimportantroleinchangemanagementandacultureof

continuousimprovement.TeamleadersinNewZealandschoolspotentiallyhavea

complexroleinaFLSwiththeincreasedcomplexityofleadingstaffwhileco-teaching

withthemonadailybasis(Troen&Boles,2012).Mostprofessionallearningin

schoolsisforteacherstoimprovetheirskills,knowledge,understandingsand

competencies.Littleisdonetodevelopthesesameattributesinleaders,especially

forteacherleaderswholeadandworkinteams(Spillane,Healey,Parise,&Kenny,

2011).Professionallearningopportunitiesformiddlemanagementincludingteam

leaders,deputyandassistantprincipalswasabsentintheopenplanera(Cameron&

Robinson,1986;DepartmentofEducation,1977).Giventhedualroleteacher

leadersplayinleadingandworkinginaFLS,thelackofspecificandrelevant

leadershipPLDopportunitieshassignificantimplicationswithsometeachers

expressinganincreasedsenseofvulnerabilityandalackofautonomywhenworking

inaFLS(York-Barr,GhereandSommerness,2007).Theseteachersmaynowfacethe

prospectofworkinginthesamephysicalspaceastheirteamleader,DPorAP.Team

andotherleadersworkinginFLSwillneedeffectivePLDtoleadandcollaboratein

thisnewenvironment.

2.7 Support,Systemsandresources

Successfulchangeprocessesrequirealignmentofresources,andPLDtogetherwith

leadershipandparticipationbyleaders(Robinson,Hohepa&Lloyd,2009).Teachers

requireavarietyofsupports,systemsandstructurestoaccesseffectivePLDand

engageinameaningfulchangeprocess,theythenrequireongoingprovisionof

40

supporttoimplementandembedchange.Robinson,et.al,(2009)identifyarangeof

leadershipdimensionshigh-performingschoolsimplementincludingtheselection

anddevelopmentofsmarttools,resourcingstrategically,andleadershipprovisionof,

andparticipationin,teacherlearninganddevelopment.Transitiontoflexible

learningspacesrequiresteachersaccessarangeofsmarttoolstosupportco-

teachingandselfregulatedlearning.ResourcingincludestimelyandeffectivePLD,

physicalteachingresources,timeallocationalignedtogoalexpectationsandthe

recruitmentofstaffwhowillsupportthegoalsoftheorganisation(Robinson,et.al,

2009).Theaccesstosuchtoolswillrequirespecificresourcing(timeorfinance)and

PLDtoup-skillstaff.Leaderswillrequireknowledgeoftheresourcingrequirements

tosupportthetransitiontoco-teachinginaFLS,thetoolsrequiredandthe

accompanyingPLDtosupportstaff.

ThisliteraturereviewconsiderssixkeyareasinrelationtoFLS’sandco-teaching;teachercollaboration,coandteamteaching,thelearningenvironments,theopeneducationmovement,flexiblelearningspaces,supportingsystemsandleadership.Eachhaveacriticalroleindevelopinganunderstandingabouthowwemightcreateeffectiveco-teachingrelationshipsinaFLS.Thesesixfactorsindicatethecomplexchangeprocessrequiredforteacherstotransitiontoeffectiveco-teachinginaFLS.Literaturesupportsthecriticalroleofteachercollaborationtogetherwiththepotentialtoenhanceteachercollaborationthroughco-teaching.Thetransitiontoco-teachinginaFLSwascomplexintheopenplaneraandremainsasignificantparadigmshiftforsometeachersinthepresentday.SufficientevidenceandrecommendationsfromtheopenplaneraexisttoprovidecautionarywarningsoftherisksoftransitioningteacherstoaFLSwithoutadequatesupport.Opportunityexistsforteachers,leadersandallstakeholderstolearnfromthelessonsofthepasttoensureasmoothtransitionintocontemporaryflexiblelearningspacesandco-teachinginstudentcentredlearningenvironments.

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3 CHAPTERTHREE:RESEARCHMETHODOLOGY

Thischapterbeginswithanoverviewofeducationalresearchfollowedbyanoutlineandjustificationoftheresearchmethodologyusedinthisstudy.Anexplanationoftheinterpretiveapproachisfollowedbyanoverviewofthemixedmethodsapproachandasummaryofthestrengthsandlimitationsofbothquantitativeandqualitativeresearch.Themethodsofdatacollectionandanalysisaredescribedtogetherwithdetailsofparticipantselectionandtheirsettings.Thechapterconcludeswithadiscussionofvalidityandethicalconsiderations.

3.1 Anoverviewofeducationalresearch

Withafocusonpeople,organisationsandinteractionsandinterestbeyondthe

confinesofclassrooms,educationalresearchsitswithinthebroadcategoryofsocial

scienceresearch(Mutch,2013).Ratherthanbeinglimitedtoteachingandlearning,

educationalresearchexploresmoregeneraltopicsincludinghistoricalstudies,policy

andtheinteractionsbetweenstakeholdersinvolvedineducation.Creswell(2002)

describeseducationalresearchasaprocessofidentifyingaproblem,reviewing

literature,collectingandanalysingdata,formingsomeconclusionsand

communicatingthefindingsandconclusionstoparticipantsintheeducational

community.Educationalresearchhassignificantvaluetothewidereducational

communitybyexploringwaysofimprovingpracticeandinvestigatingthe

implicationsofeducationalpolicy,practiceandinnovations.Researchprovides

opportunitytoaddto,andexploregapsinknowledge,verifyearlierfindingstogether

withaddingdifferentperspectivespotentiallyprovidingopportunitiestoempower

marginalisedgroupsandprovideamorebalancedviewofeducation(Creswell,

2002).

3.1.1 ResearchParadigm

Thisstudyadoptedaninterpretivemixedmethodapproachtoinvestigatetheexperiences,reflections,actionsandrecommendationsofteachersandleaderswhohavebeenengagedinco-teachinginFLS’sfortwoormoreyears.Themethodology

42

enabledthecollectionandanalysisofawiderangeofquantitativeandqualitativedatainsupportoftheresearchgoals.

3.1.2 Interpretiveapproach

Aninterpretiveapproachplacesvalueonhumanexperienceinanattemptto

understandandinterprettherisksandopportunities,inthiscasetherisksand

opportunitiesofco-teaching.Theinterpretiveapproachexaminestheroleof

individuals,theirinteractionswithothers,andthespaceandresourcingprovidedto

enablecollaborativepractice.Understandingthelivedexperiencesofteachersand

leadersprovidesinsightsintohowteachingrelationshipsareformed(Snape&

Spencer,2003).Inordertounderstandthesubjectiveworldoftheparticipants,the

researcherneedstospendtimeintheirenvironmentandwherenecessary,modify

datacollectionmethodstakingaflexibleapproach(Tolich&Davidson,2003).

Positivistsdeemthisflexibilityalimitationwithadeficiencyofprecisiondeviating

fromapredeterminedprocessandcreatingvariablesthatimpactonvalidityand

reliability(Harrison,2010).Interpretivistsconversely,considerthisflexibilityand

reflexivitytoparticipantsandthesettingessentialtodevelopunderstandingand

assistwithgatheringmeaningfuldata.Reflexivitycanbebuiltintothedesignfrom

theoutsetwiththeinclusionofopenendedquestionsandtheflexibilitytoaddor

modifyquestionsastheresearchprocessisunderway(Edwards,2010).

Thisresearchnecessitatesparticipantscreatejudgementsregardingarangeof

variablesintheirworkenvironment,togetherwiththeresourcesthathaveorhave

notbeenprovidedtosupporttheirtransitionto,andongoingworkinaco-teaching

environment.Thejudgementsthereforearesubjectiveandpotentiallycouldcome

underscrutinyofcriticswhoarguesuchsubjectivitynegativelyimpactsonvalidity

andreliability,renderingtheresultantdataunreliableandpotentiallyflawed.Inthe

caseofthisresearch,thecollectionofdatafromabroadrangeofschools,fromboth

teachersandleadersandinvolvingparticipantsfromanumberofregionsinNew

ZealandaswellasAustralia,hasassistedwithenhancingreliabilityandvalidityof

43

data.Boththenumberofparticipantsinthestudyandtherangeofcontextshave

assistedwiththedevelopmentofthemesderivedfromtheresponsesofparticipants

inthestudy.

3.1.3 QuantitativeResearch

Thepurposeofquantitativeresearchistotesthypotheses,examinecauseandeffect

andtrends(Johnson&Christensen,2008).Quantitativeresearchisdefinedasa

processofjustifyingphenomenabygatheringnumericaldatawhichisthenanalysed

employingmathematicalmethods(Aliaga&Gundersen,2005).Quantitativeresearch

ischaracterisedbylinearattributes,measurementandstatisticalanalysis,alsoseen

bysometobemorefactualandscientific(Stake,2010).Morespecifically,

quantitativeresearchisdistinguishedfromotherformsofresearchbytheuseof

numberstorepresentfindings(Drew,Hardman&Hosp,2008).Systematic

approachesareemployedwithresearchersmovingthroughstagesfromdefiningthe

question,thepopulationforstudy,themethodofdatacollection,identifying

variables,collectingdata,andthenanalysisfollowedbyinterpretationsand

conclusions(Harrison,2010).Someaspectsofquantitativeresearchwillbenefitthis

research,asnumericaldata,particularlydescriptivestatistics,willassistindeveloping

anunderstandingofparticipants,theirsettingsandexperiences.

3.1.4 QualitativeResearch

Qualitativeresearchcanbedescribedasaninquiryproject(Denzin&Lincoln,2011).

Theresearchersetsoutwithaquestionortheoryandmakesinquiry.Yin(2011,p.7-

8)providesausefulframeworkoffeatures;“Studyingthemeaningofpeople’slives

underrealworldconditions;Representingtheviewsandperspectivesofthepeople

inastudy;Coveringthecontextualconditionswithinwhichpeoplelive;Contributing

insightsintoexistingoremergingconceptsthatmighthelptoexplainhumansocial

behaviour;andStrivingtousemultiplesourcesofevidenceratherthanrelyingona

singlesourcealone.”AmoresuccinctexplanationisprovidedbyStake(2010)

assertingqualitativeresearchplacesanemphasisonhumanperceptionand

understanding.Qualitativeresearchattemptstodelveintotheworldofthe

44

participantsbyexaminingtheirreality(Mutch,2013).Itisthroughdelvingintothe

livedworldofparticipants,andtheirexperiencesasteachersorleadersinaco-

teachingenvironmentsthatthisstudyseekstomakemeaningofco-teachingand

providesomeguidanceandsupportforotherstransitioningtoco-teachinginaFLS.

Insummary,qualitativeresearchcanbedescribedasadeeplyhumanexperience

bringingtogetherexperiences,observations,investigationsandtheninterpretations.

3.2 ResearchStrategy:Mixedmethods,surveyandinterviews

3.2.1 Mixedmethods

Amixedmethodsapproachallowstheresearchertoutilisethestrengthsofboth

qualitativeandquantitativemethodologyprovidingamorecompleteanalysisforthe

study(Green,Caracelli,&Graham,1989;Tashakkori&Teddlie,1998).Mixed

methodsallowsresearcherstoplaceprominenceonthelivedexperienceofthe

participantsandtheimportanceofthesewhenanalysingdataanddevelopingan

understandingoftheirownstudy(Cohenetal.,2000).Livedexperienceareof

significantimportanceinthisstudyastheresearcherseekstounderstandthe

experiencesofteachersorleaderswhohad‘lived’inaco-teachingenvironmentfor

twoormoreyears.Amixedmethodapproachallowstheresearchertomake

connectionsbetweenindividuals,groups,theirenvironmentsandthesystems,

structuresandstrategieswhichhaveenabledtheiremergingcultureandlearning

environments(Snape&Spencer,2003).Surveysfollowedbyinterviewsprovidesan

opportunityfortheresearchertoinvestigatefurthertounderstandtheexperienceof

participantsbyrevisitingquestionsandgainingadditionalinformationtogain

insights(Tolich&Davidson,2003).Themixedmethodsapproachusedinthis

researchplacessignificantemphasisonthequalitativeparadigmwithquantitative

approachutilisedtoenhancedatacollationandprovideaclearpictureofthe

experience,gender,locationandpreferencesoftheparticipants(Mutch,2013).

45

3.3 Datacollection

Surveyandinterviewmethodologywereusedtocollectbothquantitativeand

qualitativedatafromteachersandprincipals.Thestudyusedthedatatoidentifyand

describethekeycomponentsofaneffectiveco-teachingrelationshipand

environment.Datareflectstheexperienceteachershaveinco-teachingrelationships,

theirexperienceteachingandanyspecificmodelorstrategiesusedwhenco-

teaching.Participantswereaskedtoidentifyenablersandbarrierstotheirco-

teachingexperience.Leaderswereaskedtoidentifytheirexperienceinleadingaco-

teachingenvironment,togetherwiththestrategies,resourcesandprofessional

supportrequiredtopromoteco-teaching.Leaderswerealsoaskedtospecifically

identifyenablersandbarrierstoeffectiveco-teachinginaFLS.

Theresearchinvestigatedtheexperiencesof28teachersand16leaders(fourofthe

16leaderswereinterviewedbutdidnotcompletethesurvey)fromatotalof17

schoolswhohavebeeninvolvedinco-teachinginaFLSfortwoormoreyearsinboth

AustraliaandNewZealandwithdatacollectedfromAprilthroughtoJuly2015.

Participantswereinvitedtocompleteanonlinesurveyregardingtheirexperiencesas

aco-teacheroraleaderinaschoolwhereco-teachingisoccurring(AppendicesA&

B).Theresearchercontactedtheschoolsinquestionandfirstgainedpermissionfrom

theprincipalstoundertaketheresearchandtodetermineiftheschoolhadaco-

teachingenvironment.Aspermissionwasreceived,theBoardofTrusteeswere

contactedandpermissionsoughtfortheresearchtoproceed.Followingthis,the

researchercontactedteachersandsoughttheirparticipation.Allgroups(BOT,

principalsandteachers)wereprovidedwithaninformationformandaconsentform

(AppendicesE-H).

46

Onceconsentwasobtained,participantsreceivedalinktotheonlinesurveyand

wererequestedtocompletethesurveywithinagiventimeframe.Thepilotofthe

surveyincludedfeedbackensuringquestionswereclear,unambiguousandcouldbe

reframedifnecessary(Mutch,2013).TheGoogleformutilisedforthesurvey

automaticallycollateddataasenteredbyparticipants,providingfeedbacktothe

researcherregardingthepercentageofparticipantscompletingthesurvey.The

surveywasdividedintosectionstoassistwithsubsequentanalysis.Thefirstsection

gatheredquantitativedatarelatingtotenure,gender,geographiclocation,co-

teachingexperience,andthephysicalspaceparticipantsworkedin.Thesubsequent

sectionsinvestigatedtheco-teachingteam,professionallearning,releasetime,

systems,resourcing,interpersonalrelationships,leadershipandperceptionsof

enablersandbarrierstoeffectiveco-teaching.Thesurveywasutilisedtoaccessdata

fromabroadrangeofparticipantslocally,nationallyandinternationally.The

combinationofquantitativeandqualitativequestionsinthesurveyandtherangeof

respondentsprovidedastrongdatabasefortheresearchertoworkwith.Themixed

methodapproachprovidedasuitabledatabasefortheresearchertosubsequently

identifythemesforfurtheranalysis(Cohen,Manion&Morrison,2000).

Semi-structuredinterviewswithnineprincipalsandteacherscommencedatthe

sametimeassurveyswerebeingcompleted.Interviewingallowedtheresearcherto

developadditionalinsightsandbuildknowledgethroughopenquestionsand

generativedialogueregardingtheresearchsubject(Bishop&Glynn,1999).

Interviewsenabledtheresearchertodevelopinsightsintothecomplexityofmatters

underdiscussionandprovidedanopportunitytoexploreareasthatothermethods

didnotfacilitate(Wellington,2000).Individualinterviewswereusedforthemajority

ofcasesalthoughinonesituationtwoteacherschosetobeinterviewedtogether.

Theinterviewswereconductedontheschoolcampusoratlocationssuitableforthe

participantstofeelcomfortableandconfidential.Wherenecessary,some

participantswerere-interviewedtoclarifyresponsesandtogainadditional

information.Subjectmattermaybecontentiousforparticipantsininterviews,to

47

mitigatethisMutch(2013),suggestsabriefintroductiontosetthesceneand

establisharelationshippriortotheformalquestionsmitigatedanyconcerns.The

positioningoftheresearcherasbotharesearcherandeducatorwithaninterestin

co-teachingandFLS’s,togetherwithrapportbuiltinpre-interviewrelationships

ensuredallparticipantsfeltateaseininterviewsandallowedaquicktransitioninto

questionsofconsiderabledepth(Mutch,2013).

Participantswereabletoengageinqualityandmeaningfuldialogueastheinterview

progressedandviewswereexchangedanddiscussed.Theinterviewdialoguewas

representativeofwhatKvaledescribes,“Interview,aninterchangeofviewsbetween

twopersonsconversingaboutathemeofmutualinterest.”(1996,p.2).Inthecase

ofthisresearch,thethemeofco-teachingandFLS’sisofsignificantacademicand

professionalinteresttoteachersandleadersinCanterbury.BogdanandBiklen

(2007)suggestemergingdatafromtheinterviewsmayvaryinitially,howeveras

moreparticipantsareinterviewedthecumulativedataevidencedthemesand

connection.Variableresponsesandexperiencesinthecaseofthisstudywere

consistentwithBogdanandBiklen’sclaim,however,whenmoreparticipantswere

interviewed,commonthemesbecameapparent.Thequalityofinformationanddata

obtainedduringtheinterviewprocesshassignificantlyassistedwiththeresearch

findings.

3.4 Dataanalysis

Surveyswereanalysedbyfirstseparatingthequantitativeandqualitativedata

sections.Thequantitativedatainthesurveywasthenrepresentedingraphsand

tablesprovidingconciseandpertinentinformationabouttheparticipantsandtheir

settings.Thequantitativedatainthesurveywasnumerical,geographicaland

objective,enablingpreciseandsuccinctanalysisandrepresentation.Thesurveys

alsoproducedasignificantvolumeofqualitativedatatoanalyse.Thequalitative

surveydatafromindividualparticipantswascollatedintoasingledocumentwith

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responsesorganisedintotherelevantsectionsandquestions.Interviewswere

recordedwiththeconsentofparticipantsusingAudioNoteinWordonthe

researcher'slaptopandsubsequentlytranscribedbytheresearcher.Intwocasesthe

analysisrevealedtheneedforsubsequentinterviewsandfollowupquestions.

ThedatawasanalysedusingtheprocesssuggestedbyMutchof,“Browse,highlight,

code,groupandlabel,developthemesorcategories,checkforconsistencyand

resonance,selectexamples,reportfindings.”(2013,p.124).Tosynthesizethedataa

thematicapproachwasusedforboththesurveysandtheinterviews(Spencer,

Ritchie&O’Connor,2003).Derivingthemesdirectlyfromthedataratherthanfrom

thetheoriesofotherresearchers,allowscategoriesandthemesemergingfromthe

responsesofparticipantstobecreated(Gall,Gall&Borg,2007).Theprocessofdata

collectionandcollationandsubsequentanalysisandthemingrequirestheresearcher

tosuspendjudgementandpreconceivedideas,allowingthemestoemergefromthe

data(Cohen,Manion&Morrison,2000).Comparativeanalysisofthethreedifferent

datasets(surveysfromteachers,surveysfromprincipals,andinterviewdata)

enabledtheresearchertocrosscheckdataandemergingthemes.

3.5 Participantsandsettings

Thirteenschoolswerecontactedinitiallyandinvitedtobepartofthestudy.

Subsequenttothis,fouradditionalschoolsrespondedtoanationwideemailinviting

schoolstoexpressaninterestinparticipation.Thefinalselectionwasapurposive

samplebasedontheexperienceandhistoryofco-teachingandanagreement

regardingthedefinitionofco-teachingasprovidedintheinformationsheetandthe

introductiontothesurvey.Purposivesamplingwasappropriateinthisresearchas

theparticipantsrequiredexperienceinthefieldofco-teachingofnotlessthantwo

yearsandagreementregardingthedefinitionofco-teachingwasnecessary.Cohen,

ManionandMorrison(2000)arguepurposivesamplingenablestheresearcherto

selectparticipantswhohavesignificantknowledgeofthefieldofstudywith

experiencesthatwillbeofbenefittotheaimsoftheresearch.Towardsthatend

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somerequestsforparticipationweredeclinedastherespondentswereteachingina

waythatwasnotconsistentwiththedefinitionofco-teachingusedfor

thisresearch.Thesamplegroupdetailsaredescribedintable1.

Table1:Participantinformation

Scho

ol

New

Zealand/Australia?

SchoolvisitedY-N?

Area:A,Contributing:C,

FullPrimaryF,Interm

ediate:I

Decile

RuralorUrban

Roll

PurposeBuiltorretrofit

#ofchildrenperFLS

#ofteachersperFLS

#ofyeargroupsineachFLS

#yearsexperience

collaborativeteaching

InterviewLeader

InterviewTeacher

TSurveyLeader

SurveyTeacher

1 A Y C Low U 600 Retro 150 6-8 2 10+ 1 0 5

2 A Y C Hig

h

U 450 PB 150 4-6 6 4 2 1 1

3 NZ Y F 10 R 222 Retro 60 2-3 2 4 1 2

4 NZ Y I 7 U 289 Retro 90 3 2 3+ 2 1 5

5 NZ Y F 10 U 668 PB 60-90 2-3 2 3+ 3

6 NZ N A 2 R 158 PB 100 4 2-5 2+ 6

7 NZ Y F 3 U 487 Retro 110 4 2 5+ 2

8 NZ N F 10 R 343 Retro 50 2 2 2 1 1 1

9 NZ Y F 10 U 333 PB 90 3-4 2 2 1

10 NZ Y F 9 R 217 Retro 60 2-3 2 3 1 2

11 NZ Y C 10 U 577 PB 60-90 2-4 2 3 1 1

12 NZ Y F 10 U 170 PB 90 3-4 2 3 1 2

13 NZ Y F 9 U 458 PB 90 3-4 2 4+ 1

14 NZ N F 8 U 75 Retro 30 2 2+ 2 1

15 NZ N F 9 R 485 Retro 90-120 3-4 2 2+ 1

16 NZ Y C 3 U 366 Retro 60 2 2 2 1

17 NZ Y C 10 U 165 PB 60 2 2+ 3+ 1

Totalparticipants: 6 3 12 28

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InterviewswereconductedbothinNewZealandandAustraliawiththemajority

conductedintheparticipantsschools,onewasconductedoffsiteatacafeandtwo

overthetelephone.Interviewstypicallytook30-45minutestocomplete.The

researchervisited13ofthe17schools.

Allparticipantswerefullyregisteredteacherswhowereworkinginorleadinga

physicalenvironmentwithatleastoneotherteacher.Theresearchersdefinitionfor

acceptanceforparticipationinthestudywascommunicatedtopotentialparticipants

as:

Twoormoreteachersworkingtogethercollaborativelytodeliverinstructiontoa

heterogeneousgroupofstudentsinasharedinstructionalspace.Inthisenvironment

teachersblendtheirexpertise,sharematerialsanddevelopcommoninstructional

goals.

IntheNewZealandcontextthereisarelativelybriefhistoryofco-teachingas

evidencedbythenumberofyearsparticipantshavebeenworkinginthis

environmentinrelationtotheirnumberofyearsaseducators.Therapidpopulation

growthandsubsequentdemandfornewschoolsinAuckland,Otago,Hamiltonand

mostrecentlytheeventsinCanterbury,hasseenthecreationofFLS’sfromwhich

themajorityofparticipantshale.Existingretro-fittedenvironmentsaremoreevenly

spreadacrossthecountry.InAustralia,oneofthetwoschoolsispurposebuilt,the

otheraretrofit.TheretrofitAustralianschoolhasbeenoperatingasaco-teaching

environmentforover20years.ThenewAustralianschoolhasbeenbuiltinstages

overfiveyearswitheachnew‘hub’builtforupto150students.Eachnewhubhas

beenmodifiedinresponsetotheexperiencegainedfromworkingintheexisting

spaces.

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Mypositionastheresearcherinthiscontextisnottotallyobjective.Iamthe

principalofaschoolmergedduetotheCanterburyearthquakesandsubsequent

schoolreorganisationprocess.TheschoolIleadiscurrentlybeingtotallyrebuiltasa

newpurposebuiltFLSschool.Thenewschoolcomprisessixlearningstudiosforupto

110childrenandbetweenfourandfiveteacherstogetherwithtwoexistinglearning

studiosfor55childrenandthreeteachersineach.WhileundertakingthisresearchI

havebeenleadingtheparadigmshiftinmyschooltoco-teachinginflexiblespaces.

Thepurposeofmyownresearchandstudyoverthelastthreeyearswastoensure

thecreationofthebestpossiblelearningenvironmentforWaitākiriPrimarySchool

childrenwithaneducativepurposeofimprovedlearningoutcomes,improvedself

regulationandenhancedhauoraforourlearners(WaitākiriPrimarySchool,2015).It

wasintheinterestsofmyselfasaleaderandourschool,agenuineinquirywas

undertakingtorigorouslyinvestigateco-teachinginaFLSandtolearnfromothers

thensubsequentlymakingthecontentandfindingsaccessibleforinterestedparties.

Understandingtherisksandopportunitieshasthepotentialtoimprovelearning,self

regulationforchildren,staffandcommunityforbothWaitākiriPrimarySchooland

othersinAotearoa,NewZealand.

3.6 Validity

Traditionallyvalidityisatermmoretypicallyassociatedwithquantitativeresearch,

however,progressivelytheconceptofvalidityisseenasimportantinqualitative

researchtogetherwithcredibilityandtrustworthiness(Lincoln,Lynham,Guba,2011).

Validitysignifiesthedegreearesearchprojectpreciselyrepresentstheconceptthe

researcherisseekingtoidentify(Mutch,2013;Thorndike,1997).Qualitativedata

gatheringandanalysisismoresubjectivethanquantitativeresearchinvolvingthe

researcherinaninterpretiveprocessesallowingacomponentofprejudicereflective

oftheexperientialhistoryoftheresearcher(Creswell,2010;Mutch,2013).The

qualitativeresearchermustbecognisantofthisrealitywhenpreparingquestions,

conductinginterviews,codingandanalysingdata.Theuseofcarefulprocessesduring

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allstagesoftheresearchreducestheriskofprejudiceandbiasimpactingthe

researchfindings.Theseprocessesincludesubmittingproposedresearchquestions

andmethodologytosupervisors,undertakingtrialsurveys,andtriangulatingdata.

Primarilytheresearcherisseekingtoidentifyifthequestionsposedrepresentsthe

concepttheresearcherisinvestigating(Tolich&Davidson,2003).

Triangulationalsoenhancescredibilityofastudy.Inthecaseofthisresearch,data

wasreceivedfromteachers,principalsandothersinleadershiprolesincontexts

fromaroundNewZealandandAustralia.Asignificantnumberoftheschools

participatinginthestudyevidencethesuccessoftheirteachingandchildren’s

learningthroughnationallystandardisedtests,NationalStandardsandEducation

ReviewOfficereports.Thesamplesetincludedschoolswithahistoryofonlytwo

yearsthroughtoschoolswithaco-teachingapproachexceeding20years.These

reliablesourcesandcontextsheightenthetrustworthinessofthedata,andinturn

enhancecredibilityofthestudy(Lichtman,2010).Triangulationprocessesusedin

thisstudyimproveboththecredibilityandthevalidityofthefindings.

3.7 Ethicalconsiderations

AsMutch(2013)identifies,theresearcherinastudyholdsapowerfulpositionfrom

themomenttheyenterintoaresearchproject.Bysimplyaskingquestionsand

engagingwithparticipants,theresearcherhasthepotentialtocoerceparticipants,

therefore,balanceoftrust,andpowercanbeanissue.Thispowerimbalancecould

bethecaseinrelationtothisstudy,especiallywheremanyoftheparticipants

indicatedtheywerenotexpertsinthefieldofco-teaching,ratherindicatingthey

were‘Givingitago.’Tomitigatetheserisks,Christians(2011)suggestsfour

guidelines:

• Informedconsent;participantsmustbeinformedabouttheresearchprocess,

contentandconsequences.Suchconsentmustbegivenonthebasisoffull

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disclosureofpertinentinformation.Participationinaresearchstudymust

alsobevoluntaryandthisistobeexpressedintheinformationprovidedto

potentialparticipants.

• Deception:fulltransparencyisrequiredwithresearchfreeofactive

deception.

• Privacyandconfidentiality:safeguardsaretobeputinplacetomaximise

participantconfidentiality,boththeiridentityandlocation.

• Accuracy:dataandrepresentationofthedatamustbeaccurate.

Theseguidelinesensurethebasicprinciplesofresearch;maximumbenefitwith

minimalrisk.Researchersmustconsidertheseguidelineswhenpreparingfor

research,whendesigningresearchmethodsandincollating,interpretingand

reportingondata.

Inthisstudy,participationinboththesurveyandinterviewswasvoluntarywith

participantsreceivingfulldisclosurethroughaninformationandthenconsentform

(AppendicesC-F).Furthermore,theBoardofTrusteesofeachschoolreceived

informationandprovidedconsentforstaffparticipation(AppendicesG&H).

Participantswereadvisedthepurposeofthestudy,howthestudywouldbe

reported,thepositionandcontextfortheresearcher,andthevoluntaryparticipation

(Mutch,2013).Nosurveyswerecompletedorinterviewsconductedwithoutsigned

consentreceivedfromtherelevantBoardofTrusteesandtheparticipant.Themove

toFLS’shasbeencontentiousthroughthemediaandwithineducationalcircles.For

thisreasonitisimperativeparticipantsfeelsafeofferingtheirviewsandexperiences

withoutfearofidentificationandpotentialnegativeconsequences.Thegathering,

storageandreportingprocesseswillensureinformationgatheredintheprojectwill

remainconfidential.Allinformationrelatedtoparticipantsisheldsecureina

passwordprotectedstoragedeviceandwillbedestroyedafterfiveyears.

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4 CHAPTERFOUR:FINDINGS

TheKeycomponentsofaneffectivecollaborativeteachingand

learningenvironment

Surveyandinterviewfindingsarepresentedinthischapter.Theinterviewswereanalysedfirstforcategoriesandthenemergingthemeswithinandacrossparticipants’responses.Eightkeycomponentsemergedandareusedasavehicletocommunicatethefindingsinthisstudy.Foreffectiveco-teachingrelationshipstooccurinaflexiblelearningspacealleightcomponentsmustbeconsidered.Additionally,thesecomponentsoverlaponeanotherandimpactononeanother.Thefindingsrevealedprincipalsandteachersidentifiedawiderangeoffactorswhich

arenecessarywhencreatingandeffectiveco-teachingenvironmentinaFLS.These

factorshavebeendrawntogetherineightkeycomponentsasillustratedbelow.

Fig.2.S8toCollaborate:Sharedbeliefsandstudentcenterednessunderpinnedallsubsequentcomponents.Skill,SupportandSystemswerethemostprominent

followedbytheremainingthreecomponents.

55

Theillustrationusescolourtorepresenttherelativeimportantofeach

component.Twocomponents(inpurple),studentcentredandsharedbeliefs

andunderstanding,wereconsideredfoundationalforanyschoolorgroupof

teacherstransitioningtoco-teachinginaFLSandunderpinnedallsubsequent

components.Thesewerefollowedbythreecomponents(inred)of

collaborationskilldevelopment(theability,skills,anddispositionsto

collaborateandworkeffectivelyforacommonpurpose),thesupport

requiredforstafftotransitioneffectivelyintoaFLSandtheuseofsmart

systems(hardandsoft)tosupportteachingandlearninginaFLS.Identified

(inteal),butlessprominentweretheuseofspecificco-teachingstrategies,

implementationofnewschoolwidestructurestosupportco-teachingand

finallydevelopingunderstandingofhowtouseflexiblespaceeffectivelyto

supportqualityteachingandlearning.Furthermore,anumberofthe

componentshavemoreimplicationforleaderssuchassharedbeliefsand

understanding,schoolwidestructures,supportforstaffandskill

development.Thefindingsarediscussedusingtheseeightcomponents.

4.1 Studentcentredlearning/LearnersatthecentreAstudentcentredapproachwasafoundationalrationaleforteachersandleadersfor

creatingeffectiveco-teachingrelationships.Studentswereidentifiedascentral:

Studentsaretrulyattheforefront.Everyoneisfocussedonwhatmakesadifferenceforthestudentsnotwhatiseasierfortheteachers.

Asharedvisionthatexplicitlyputsthelearneratthecentre, thespacealsoneedstobestudentcentred.

S8toCollaborate

Studentcentered

56

Studentcenterednesswasreflectedintheresponsesreceivedbyparticipantswith

studentshavingvoiceandchoiceaboutthelearningexperiencestheyparticipatedin:

Kidsoptintoworkshops,staffassesstogether,itismoreaboutdevelopinglearnersthatareleadingtheirownlearningratherthanreliantonteacherinstructiontogainnewlearning.

Werunaveryopenteachingandlearningstylewherethestudentshavealotofchoiceandweasteachersgetalongsidethemandhelpthemtolearnbystartingwheretheyare.

Interviewquestionsandconversationsclearlyindicateteachersandleadersconsider

astudentcentredapproachtobeacentraltenantinthecreationofaneffectiveco-

teachingandlearningenvironment.

Itisbasedaroundtheprincipleofhavingstudentstakeownershipoftheirlearning.Werunaveryopenteachingandlearningstylewherethestudentshavealotofchoiceandweasteachersgetalongsidethemandhelpthemtolearnbystartingwheretheyare.

‘Studentcenteredness,’wasakeyfactorforalloftheschoolsparticipatinginthe

survey.Characteristicsofthestudentcentredapproachincludedsmall,needsor

interestbasedgroupsandworkshopswherechildrencouldoptintoworkshopsand

inothercaseswhereteacherscouldestablish‘workshops’torespondtoanemerging

need.Teacherswereresponding‘justintime’tolearningneedsbasedonfeedback

fromstudentsratherthanteachingapre-determineandprescribedlessonand

objective.Inthemajorityofcases,studentswereprogressivelyencouragedand

enabledtoconstructandutilisetheirowntimetables,meaningfulgoalsetting,

successcriteriaforlearningexperiencesandthenmonitoringtheirownprogress

throughdigitalportfolios.Teachersattemptedtolinklearningtothelivesoflearners

throughtheuseofreallifelearningcontexts,suchas‘passionsdays’or‘20%’time.

Bothpassiondaysand20%time(onedayaweek)aretimesdedicatedtofully

studentledinquirybasedontheneedsandinterestsoflearners.Teachersargueco-

teachingallowsimprovedsupportforthisstudentcentredapproach.

Thisenablesustogivethekidsaccesstowiderangeofteacherswhopossessdifferentskillsanddifferentspecialties,inthiswaytheycanaccessabroadrangeofstylesandsomereallyawesomecrosscurricularlearning.

57

Studentledlearningconferences(ratherthanparent-teacherinterviews)werealso

evidentinthemajorityofparticipantschools.Theseconferenceswereidentifiedasa

naturaloutworkingofastudentledenvironmentwithstudentsleadingdiscussion

abouttheirstrengths,weaknessesandnextstepsinrelationtonumeracy,literacy,

inquiry,well-beingandkeycompetencies.Thisreflectionfromoneteachersuccinctly

summarisestheapproachpracticedbythemajorityofparticipatingschools:

Theteacherhelpsthechildgatheralloftheirworkineachareaofthecurriculumandthenthechildwillruntheinterviewwiththeirparent.Theteacheristheretoassistiftheyneedanyhelporgetstuckalongtheway.Thechildandparenthavealotofdiscussionsalongthewayandthechildasksforfeedbackfromtheirparents.Theparentswillalsohelpsetthegoalforthenextterm

Childrenareleadingtheconferencessupportedbyoneofus(hometeachergenerally)withotherteachersavailabletotalk.

Theroleoftheteacherinthesestudentcentredenvironmentsistopersonalise

learningandsupportthestudenttobeselfregulating,developingtheskillsand

attributesofalifelonglearner.Daytodaypractices,interactionsandsystems

scaffoldstudentstogreaterlevelsofselfregulationwithteachersdevelopingan

everincreasingknowledgeofthelearner.Partofthestrategymostschools

employedwastohavemultilevelclassroomsenablingrelationshipdevelopment

withstudentsoverextendedtimeframesfurtherenhancingteachersknowledge

ofthelearner.Evident,wasadeterminationtocreateanenvironmentwherethe

teacherroleistomeetthediverseneedsoflearnersandtosupportstudent

leadingtheirlearning:

Studentsworkbetter/differentlywithdifferentpeople/teachers,studentshavetheopportunitytolearnfromarangeofteachersofferingarangeofteachingandlearningstyles.Itisbasedaroundtheprincipleofhavingstudentstakeownershipoftheirlearning.

Leadersidentifiedtheimportanceofhavingastudentvoiceandagencyinthe

environmentwithstudentsaskedforfeedbackonawiderangeofissuesespecially

regardingtheeffectivenessoftheco-teachingandco-teachers.Inonecasestudents

evenparticipateintheinterviewprocessforpotentialteachersandmake

58

recommendationstotheprincipalandBoard.Inotherschoolsplacingstudentsatthe

centreextendstostudentshavingaccesstoeverypartoftheschoolincludingthe

staffroomatalltimes.Themostcommonrationaleforco-teachinginFLS’sgivenby

participantswasplacingstudentsatthecentre.

4.2 Sharedbeliefsandunderstandings

Allparticipantsspokeoftheimportanceofhavingsharedvalues,beliefsand

understandingstocreateaneffectiveandpositiveco-teachingworkingrelationship.

Makesureyouhaveestablishedastronglinktoyourschoolvisionandvalues.Makesurethatiscommunicatedtoteacherseffectivelysothattheyseehowtheco-teachingwillfitthevisionandvalues.

Sharedvision/goals/expectationswithineachteamaredesignedanddecideduponattheearliestpossibletime.

Teachersandleadersidentifiedtheneedforsharedbeliefsandthe‘why’(webelieve

inthepowerofcollaboration),the‘how’(wewillcollaboratethroughco-teaching)

andthe‘what’(wewillimplementthesespecificco-teachingstrategiesatthesetimes

forthesepurposes).Anumberofteachersarticulatedthebeliefor‘whyfactor’for

theirschool:

WehavedefinedTransformationalenvironment,useofdigitaltoolsandcollaborationasimportantemergingaffordances.

Collaborationisacorevalueoftheschoolphilosophy.Webelieveitisbestforteachers’professionallearninganddevelopmentandbestforchildren'slearning.Itgivesflexibilityinthelearningstylesforchildren.

S8toCollaborate

Sharedbeliefsandunderstandings

59

Webelievecollaborationisbestforteachersprofessionallearninganddevelopmentandbestforchildren'slearning.

Frombeliefsschoolsthendescribedtheprinciple(‘how’)ofhowco-teachingoccurs:

WehaveaPowerof3philosophy.3classes=about90-100kids.3teachershaveasharedofficeforallthestaffintheteamincludingteacheraides.Nodesksintheclassroom.Teacherresourcesarehousedintheteacheroffice.Wehaveindividualclassesthatweasclassroomteachersreportonandarethecontactpointforparentsorcaregiversbutwhenteachingallteacherslookafterallstudents.

Theimportanceofprogressingbeliefstoprinciplesandpracticeswasidentifiedbya

numberofteachersandleaderswhosuggestedusingMATES(MutuallyAgreedTeam

Expectations),goalsandexpectationstoensurethebeliefsoftheschoolare

translatedintopractices(‘whatfactor’):

Takethetimebefore-handtodiscusswhattheschoolvisionlookslikewithintheco-teachingspace.i.e.birdseyeviewdrawingofclassshowingwhateffectiveteachingandlearninglookslike.

Anumberofparticipantswarnagainststartingbyjustputting,“holesinwalls,”or

movingintoanewspaceandthenexpectingteacherstosharebeliefsaboutthe

placeofcollaboration,co-teachingandoflearnersatthecentre.

Nothavingasharedvisionandtransparentstrategicgoalsandtryingtosimplytransplantsinglecellteachingintoasharedspaceisarealrisk.

Transitioningintoco-teachinginaFLSrequiresthedevelopmentofsharedbeliefs

andunderstandingswhichunderpinprinciplesandpractice.Failuretoaddressbeliefs

isaconsiderablerisktoallwhoareworkinginthelearningenvironment.

Supplementarystatementsbyparticipantssuggestconflictismorelikelywhen

sharedbeliefsarenotarticulated.Beliefsmustbetranslatedintoexplicitgoals,

expectationsorMATEStoensurethebeliefsareenacted.Oneleaders’comment

effectivelysummarisestheplaceandimportanceofsharedvaluesandbeliefs:

Workingwithasharedvisionandpedagogyleadstoaneffectiveenvironmentandculture.

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4.3 SkillDevelopment

TeachersaretrainedinawiderangeofskillsandstrategiestoimplementtheNew

ZealandCurriculum.Otherthansomerecentlyemerging‘MLP’courseslittleis

evidentinthewayofprofessionallearningopportunitiesrelatedtoFLS’sorco-

teachingeitherthroughteachertrainingprogrammesorprofessionallearningand

developmentproviders.Arangeofskillsareidentifiedascriticalbyrespondentsto

workeffectivelyinaFLS,including:

• Communicationskills

• Collaborativeteamworkskillsandstrategies

• Digitalskills

• Inter-personalskills

• LeadershipskillswhenworkingandleadinginaFLS

Whilemanyoftheseskillsmayapplytoworkinginatraditional learningspace,the

placeofeachisidentifiedasevenmorecriticalinaFLS.

4.3.1 CommunicationSkills

EffectivecollaborationinaFLSrequiresteacherstoworkinsharedphysicalspaces,

wheredecisionmakingwhichwaspreviouslyanindividualresponsibilitynowa

collectiveactivity.Teachersacknowledgethistransitionrequireseffective

communication:

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Communicationandcollaborationisthekey.Spendtimecreatingclearcommunicationsystemsforrecordingstudentlearning,developingclearcommunicationpracticesbetweenstaffisalsoessential.

Talk,Talk,Talk.Communicationisthemostimportantthing.

Toachieveeffectivecommunicationteachersandleadersagreearespectfuland

supportiveenvironmentisrequiredwhereteachersfeelsafetotakerisksbutalso

communicateeffectivelyandasagreedwithoneanother:

Createapositiveandrespectfulenvironmentwhereeveryone’sopinionisheardanddiscussedinanopenandhonest,productiveway.

InaFLSsituationsarisethatteachersmaynothaveexperiencedintheirtraditional

classroom,hencechallengingconversationsmaybenecessaryrequiringteachers

communicateeffectively:

Developingclearcommunicationpracticesbetweenstaffisalsoessential…because…youwillneedtohavesometrickyconversations.

Communicatingeffectivelywhenengagedinthecomplexroleofco-teachingis

identifiedasacriticalfactortoteachersandleaders.

Beawarethatitwilltakelotsofeffort,communication,applicationofnewideasandreflectivepracticestoestablishaneffectiveteam.Thissystemrequiresverycriticalandhonestreflectionsthereforetrustingrelationshipsmustbedevelopedwithinthisteam.

Communicationisrequiredforsomanyactsteacherspreviouslyundertook

independently,thisplacesasignificantdemandonteacherstocommunicatesmall

detailsandspendconsiderabletimediscussing,negotiating,compromising,listening,

questioningandcomingtoacollectiveagreement:

Agreereallyearlyonaboutbasicclassroommanagementthings.Gettingthesethingssortedearlywillhelpreducestressandalsohelpchildrentofeelsecurethatalltheteachersareonthesamepageaboutstuff.Forexample;Agreeonyourattentiongettingsignal.Agreeonyourexpectationsabouthowtidytheroomshouldbebeforechildrenleaveforbreakorattheendoftheday.Agreeonwhoisgoingtoberesponsibleforregister,dataentry,communicatingwithparents,howchildren'sworkwillbemarked,whatwillhappenforchildrenwhofinishtheirworkearly,etcetc.Getthosethingssortedsothatcommunicationaboutworkloadisclearandresentmentdoesnotdevelop.

62

Suchistheintensityoftheco-teachingrelationshiponeparticipantcommented:

Behonestwithyourco-teacherandthinkofitlikeamarriage!

InconsideringnextstepsforPLDteachersandleadersidentifycommunicationskills

asnecessarytoenhancecollaboration,includingskillsin:

Criticalconversations,effectivecommunicationandmechanismwhichallowdifficultconversationstotakeplace.

Whileteachersidentifiedcommunicationasimportant,leaderswereevenmore

unanimousregardingtheimportanceofeffectivecommunication.Whenaskedto

identifycriticalskillsrequiredforco-teaching,communicationwasidentifiedbythe

majorityofleaders:

Aprofessionalschoolculturewherepeoplecommunicateeffectivelywitheachother.Openandhonestcommunicationisrequiredforsuccessfulco-teachingrelationshipstodevelop.

4.3.2 Digitalskills

Given96.3%ofteachersworkinginaFLSuseGoogledocsorAppsorsomeother

similaronlinetool,thereisasignificantneedforteachersworkinginaFLStobe

confidentandcompetentwhenusingdigitaldevices.Havingtheskilltoenter,

manipulateandretrievedataandlearninginformationisimportantforteachersand

supportstaffworkingintheFLS.Thelackofskillsinusingdigitaltoolsimpactson

colleagueswithintheFLS,thestudentsthemselvesandinmanycasesparentsand

whānauespeciallywhenreportingisongoing.Participantsidentifytheimportanceof

havingtheappropriateskills:

Youneedastructure,allocationofresponsibility,expectationsofwhateachpersoncontributesandhoweachotherworks.e.g.whereplanningfoldersareput,howtoputinanecdotalassessmentandhowoftenetc.Onlinesharedplanninganddocumentationisanimportantfactor.

63

Collaborativereportwriting,sharedstudentledconferencesandco-teachingall

requireteachershavethenecessarydigitalskillstocollaborateeffectively.

4.3.3 LeadershipskillswhenworkinginandleadingaFLS

LeadershipinaFLShavetheopportunitytoworkcloselywithco-teachers;mentoring

andsupportingtemastheyworkinasharedspace.Thisisespeciallyevidentin

spacescontainingthreeormoreteachers,whereoneofthoseteachersmaybethe

teamleader.Teachersgenerallyrespondedpositivelytoworkingalongsidetheir

teamleaderasaco-teacher.Connectiontoseniorleadershipwasvalued:

Havingateamleaderandthenusingtheagendafromtheteamleadermeeting(whenholdingourownteammeetings)meanswefeelmoreconnectedtotheleadershipteamandtheothertwoblocksinourschool.Havingtheteamleadersstopsthe,"Usandthem,"mentality.

Leadersthemselvesreportpositivelyontheexperienceofcollaboratingwithand

leadingteachersinasharedspace:

Collaborativetomemeanssharingeverything.Iworkveryhardnottobecomethedominantleaderinthepod.EverythingneedsleadershipandwhenwemeetasateamIamhappytostepuptothis.However,Iwantmypodcolleaguesandallofmyteamtogrowandlearnfromeachother.Idon’tthinkthiswouldbeasrealifIwasthe,“leader”allofthetime.

However,havingateamleaderworkinginaFLSaspartoftheteamwasnotalways

viewedinapositiveway:

Inonespace,thereisamoredominantteacher(whoisalso'TeamCoach')whohastakenonamoreassertiverolewhichisnotalwaysconducivetoeffectiverelationships.

Overallteachersandleadersrespondedpositivelytotheexperienceofleadershipin

aFLS.Thechangeindynamics,wheretheleaderworksinthesamephysicalspaceas

theteamtheylead,isgenerallyviewedinapositivelight.Teachershaveastronger

senseofconnectiontoseniorleadershipormanagementtogetherwithasenseof

supportandconnectionfortheteamtothevisionoftheschoolandthegoalsof

collaboration.

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4.4 SupportforStaff

Thetransitiontoco-teachinginaFLSisconsideredbyteachersandleaderstobea

significantparadigmshiftrequiringeffectiveandongoingsupport.Teachersand

leadersconsiderteachers’mindsetsandattitudesasthestartingpointforthe

transitionintoaFLSandco-teachingrelationship.PLD,leadership,supportstaffand

appropriateresourcingarealsoidentifiedasnecessarysupportstrategies.

4.4.1 Mindsets

Attitudesofteachers,theirabilityordesiretobealearnerandtheirresponsiveness

todifferentapproachestoteachingandlearningweredescribedbymanyas

‘mindset’.Anysupportateacherreceivedisconsideredsecondarytotheteachers

mindsetthroughthepotentialchangeprocess:

Ithinktheteacher'sattitudeismoreimportantthantheprofessionallearning.Ifyouhaveapositive,opentopossibilitiesattitudeandyou'repreparedtogivethingsagothatwillgetyoualongway.Alltheprofessionallearningintheworldwon'tmakeupforthat.

Doyouhaveafixedmindsetoragrowthone?Thereliesthekeytosuccess.

TeachersmovingfromatraditionalclassroomtoaFLSandco-teachingconsiderthe

shifttobecomplexandsignificant.Theirroles,interactionsandwaysofworking

changesignificantly.

Thisisadifferent,challengingbutsorewardingwaytoteachandittakestime.Don’tbepreciousaboutyourpastteachingpractices.Beawarethatitwilltakelotsofeffort,communication,applicationofnewideasandreflectivepracticestoestablishaneffectiveteam.Realisethatyouwillbechallengedbeyondanythingyouhaveeverexperienced.

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Converselymanyparticipants,(teachersandleaders),identified“Teachersunwilling

tochange,”ashavingadetrimentalimpactontherelationshipandenvironment.

Oneleaderdevelopedspecificstrategiestomitigatethisriskandchallengeteachers:

Iwouldasknewstaff"Howdoyoucopewithchange,howdoyoucopewithbeingchallenged?"

Participantsinthesurveyhighlightco-teachinginastudentcentredFLSnecessitates

anewparadigmforteachersandthisrequiresagrowthmindset,apositiveattitude

tochange,risktakingandmistakemaking.

4.4.2 Teachers’professionallearning

Professionaldevelopmentisagreatwaytocreatetheco-teachingrelationshipbecauseithelpsyoutoanalyseyourself,yourteachingstyleandhowyoucanadaptandworkwithothers.

Wehavedonealotofwholestaffdevelopmentoverthelast2years,andhavedonealotofreadingsaroundthis,especiallythedifferencebetweenco-operationandcollaboration.

QualityPLDtosupportstafftransitioningintoco-teachinginaFLSwasprovidedto

51.9%ofteachers,withonly56%consideringtheyreceivedenoughPLDforthe

transition.Theprofessionallearningprovidedwastypicallyreadings,visitstoother

schools,discussionsandeitherinviting‘experts’tospeakorattendingworkshops

whereexpertsspoke.Actionresearchand,‘TeacherasInquiry,’projectswere

initiatedwithinschoolstoassistwiththetransitionandasaselfselectedPLDprocess.

ThemajorityofteachersinthisstudysoughtongoingPLDbyvisitingotherschools

andusedthisprocesstoreflectontheirownpractice.Mostparticipantsconsider

theyhavelearntmanyoftherequiredskills,‘Onthejob,’andwouldhavebenefitted

frommorePLDsupportwhenmovingintoaco-teachingrole.Whereteachersdid

receivePLD,itassistedthetransitionintoandthenworkinaFLS,understandingthe

rangeofskillsnecessary,appreciationof,andtherationalebehindstudentcentred

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teachingandlearninginaFLS.Otherscommentedontheirimprovedcommunication

andthinkingskillsgainedthroughPLD.

AllparticipantsrecommendedqualityPLDprovisionforfutureschoolsandteachers

includingPLDtosupport:

• Effectivepedagogyinaco-teaching,studentcentredenvironment

• Understandingwhatstudentsatthecentremeansforteachingandlearning

• Understandinghowtouseflexiblespaceeffectively

• Communicationskills,especiallydifficultconversationskills

• Collaborationskillsincludingproblemsolvingandnegotiationskills

• Interpersonalskillsincludingunderstandingstrengths,limitations,skillsofself

andothers

• The‘why’and‘how’ofco-teaching

• UnderstandingthestagestotransitionintoaFLS

• Understandinggrowthandfixedmindsets

• Systemstosupportco-teachinginaFLS

• Skillstoutilisetechnologytosupportstudentselfregulation

ItwasrecommendedthePLDbeprovidedthroughresearchprojects,teachingas

inquiry,externalexperts,visitstootherschoolsandongoingfacilitatedconversations

withintheschool.Leadershipwereidentifiedaspivotalintheprovisionof,leading

andparticipationinPLD.Theimportanceof,‘JustintimePLD,’ishighlighted:

IthasbeenhelpfulthatwehavehadvariousburstsofP/Laswehaveprogressedintoco-teaching.Thereisthebeginningstagewhereyoudon’tknowwhatyoudon’tknow,thenyouneedanotherburstasyoubegintotrythingsout,tosortoutmisconceptionsordevelopsharedunderstandings,thenwebenefitedfromtheexpertsaswegrewourunderstandingandbegantofocuslessonthehow,andmoreonthewhy.

Teachersacknowledgethatwhilethereisalackofresearchtosupporttheir

approach,anongoingprocessofreflectiveevidencebasedpracticeisenablingtheir

professionalpractice:

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Wedidlotsofreadinginitiallyandthenwenttoobserveinotherco-teachingschools.AfterPDwewoulddiscusswhatwethoughtandquestion,andevaluateyourownpracticeandourclassroompracticeandmakechangesifneeded

Whilevisitstootherschoolsareenabling,teachersandleadersidentifyariskof

visitorsseeingthe,‘Bellsandwhistles,’ratherthanunderstandingtherationale,

principlesandprocessesusedtocreateeffectiveco-teachingpracticeinaFLS:

Itisimportantforeachschooltodeveloptheirenvironmentintheirownway-whatworksforoneschoolmaynotworkforanother.Itdependsonyourschoolsphilosophyandwhattheybelievein.Youcan'tpickoneschoolsprogrammeupandtakeittoanotherschoolandexpectittowork-thedevelopmentdefinitelytakestime

AllparticipantssuggestedPLDbemadeavailableinthefuturetoteachers

transitioningintoco-teachinginaFLS.Responsesfromthemajorityofparticipants

suggeststheyareyettofindadequatePLD:

Yes,WheredoIfindthat?!

4.4.3 PrincipalsprofessionalLearning

NewZealandprincipalstransitioningaschoolorpartofaschooltoco-teachingina

FLSreceivedlittleornoformalprofessionallearningsupportorguidance.Australian

principalssurveyeddidreceivesignificantsupport.Principalswereasked“What

professionallearningorsupportdidyoureceiveforthetransitiontoacollaborative

teachingandlearningenvironment?”TheresponsesofNewZealandleaderswas

consistent:

NodesignatedexternalPLsupport.Moremyownprofessionalreading,visitstoschools,leadershipteam/boarddiscussionsetc.

None-myjourneytoteamteachingwasselfdirectedandcameaboutfrommydissatisfactionwiththewaymyclasswasrunning,andarealdesiretofindawaytoworksmarternotharder.

Noneexternally.Donelotsinternallydrawingonexpertise.ItisevidentprincipalsfeelpressurefromtheMinistryofEducationtocreateFLS’s

ratherthantraditionalclassroomsandimplementco-teachingratherthantraditional

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teaching.Oneparticipantwascriticaloftheapparentlackofleadershipanddirection

fromtheMinistryofEducationnotingthededicatedMLE/ILEwebsiteprovided

minimalinformationregardingteachingandlearninginsteadfocussingonbuildings.

OtherssoughtexpertisefromPLDproviderssuchasCOREEducation.Tomitigatethe

lackofqualityPLDprovision,principalswereproactiveaboutdevelopingthe

necessaryknowledgeandskillstoleadtheirschools:

Iwasdeliberateinconnectingwithleadersthathadexperienceinthisarea.Nothingwasprovidedbyothers,justselfled.

Visitstoschoolsalloverthecountry,futureschoolingande-learningcoursesandconferences,lotsofresearchandPDaroundpersonalisinglearning,inquiryandselfdirectedlearning.

Myownprofessionalreading,visitstoschools. Despitethesignificantchangeprocessrequired,findingsindicatePLDforteachers,

andprincipalstobesignificantlylacking.ThislackofPLDisindirectcontrasttothe

importanceplacedonPLDbyteacherstransitioningintoandworkinginaco-teaching

environmentinaFLSwith67.9%ofparticipantsratingPLDas‘important,’or‘very

important.’:

4.4.4 Leadership

Leadership,especiallytheprincipal,playacriticalroleinenabling,supportingand

challengingteachersandsupportstaff.Theirattitudetowardstudentcentred

N= 28 teachers

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learning,co-teachingandFLS’simpactonresourcing,appraisal,appointments,team

selection,curriculumdevelopment,reportingtoparentsandcommunicationto

parentsandthecommunity.Teachersfeelempoweredandenabledwhenleadership

andespeciallytheprincipalchampionthevisionforco-teachinginaFLS.Teachers

spokeoftheimportanceofleadershiptotheirtransitiontoaFLS:

Havingasupportiveleaderhasbeenincrediblyimportantforme.IthasallowedmetogrowasapractitionermyselfbecauseItrustinwhatmyleadershipbelieves,saysandactsupon.

Schoolleadershipwasratedasverysignificanttoteacherswith82.2%ratingschool

leadershipas‘important,’or‘veryimportant.’:

Ourteamscouldnotfunctionwellwithoutthevisionofleadershipandtheimportancetheyplaceontheco-teachingrelationship.

Sufficientresourcingisrequiredtoenableteachersandsupportstafftotransition

fromtraditionalclassroomstoco-teachinginaFLS.Teachersareawareleadership

holdthepowertoenablesuchatransition:

Theleadershipneedstovaluethechangeandthereforegivetimetotheteacherstodevelopandconsistentlyreflectontheprocesses.Alsotoprovideresourcesandsupportaschangecanbedifficultformany!

Inallcasesinthisstudy,theprincipal,attimeswithsupportfromthesenior

leadershipteam,madedecisionsaboutwhoworks,andcollaborateswithwho,and

indoingsohasasignificantimpactonteacherseachyear.Teachersconsider

N= 28 teachers

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leadershiphavearesponsibilitytoconsiderthevoiceofteachersgiventhehigh

stakesenvironmentofmultipleteachersworkingtogetherinasinglespace:

Theschoolleadershipteamneedstotrusttheteachersandteamstobeflexibleanddeterminewhatisbestfortheirstudents.Itisalsoimportantforleadershiptotakeonthequestionsandconcernsfromtheteamsinregardstostaffing,planningetc.

Teachershaveanexpectationthatnotonlywillprincipalsandseniorleadersconsider

teachervoicebutthattheyalsomodelcollaborationintheirpractice:

Allofthiscollaborationneedstobeledandmodelledfromthetopdown.Thisisespeciallyimportantforthestudentstoseeandunderstand.

Schoolleadership(PrincipalandDP)provideamodelofco-leadershipinthewaytheyinteractwithallteachersandlearnersandwitheachotherasaleadershipteam.

Oneparticipantcommentedthatthings,“Fallapart,”whentheprincipalisawayfor

toolong.Teachersconsiderleadershiphaveakeyroletoplay,especiallyin

developmentofsharedbeliefsandownershipofthevision:

It(co-teachinginaFLS)needstobeingrainedintheschoolculturetobeeffective.

4.4.5 SupportStaff

Supportstaff,especiallyteacheraidsplayadifferentroleintheteachingandlearning

environmentofaFLSschool,especiallythosewiththreeormoreequivalent

classrooms.AtransitionfromtraditionalclassroomtoaFLS’sandco-teachingcan

causestressforallconcerned,especiallystudents;teacheraidsareoftenleftto

supportthesestudentsanddealwiththerealityofthechangingenvironmentfroma

student’sperspective.Whileparticipantswerenotspecificallyaskedquestionsabout

supportstaff,onerespondentprovidedanenlighteningcommentregardingthe

importanceofteacheraides:

Welikeincludinghim(Teacheraide)becauseinactualfact,heistheonlyoneofusthatstaysintheclassthewholetime.

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Asubsequentinterviewwithtwoparticipantsrevealedtheimportancetheyplaced

ontheroleofateacheraide.Theyconsideredtheteacheraidewasinsomewaysthe

‘constant’intheFLSwithteachersoutofthespaceforclassroomreleasetime,

leadershiprelease,PLDandsickleave.Fromweektoweektheteacheraidewas

consistentlyinthespacesupportinglearningandstudents.TeacheraidesinaFLS

appeartobeseenbymanyasanother‘teacher’inthespace,supportingindividual

andgrouplearningneeds.Theirroleinsupportingteachers’andstudentlearning

wasviewedassignificant.

4.4.6 Resourcing

TeachersandsupportstafftransitioningintoaFLSrequireresourcingtoenhancethe

transitionprocessandforongoingeffectivecollaboration.Only48%ofteacher

participantsinthesurveyconsideredtheyhadadequatereleasetimetomeetthe

demandsofco-teachinginaFLS.Classroomreleasestimeappearedtobemore

contentiousinspaceswheresecondaryandprimaryteacherswerecollaboratingin

thesamephysicalspacewiththesecondaryteachersreceivingmorethandoublethe

releasetimeoftheirprimarycounterparts.Oneofthechallengesco-teachersina

FLSfaceistheneedformorecollaborativediscussions.Thiscanbeachallengefor

teacherstransitioningfromtraditionalclassroomstoaFLSwheretheyhavehadthe

freedomofstartandfinishtimes.WorkingcollaborativelyinaFLSlimitsthat

flexibility.TheAustralianparticipantsinprimaryschoolshadsignificantlymore

releasetimeofonedayperweek,comparedtoanaverageofbetweenoneandthree

hoursperweekinNewZealandschools.Thelackofresourceallocationforrelease

impactsoncollaborativeplanningandmeetingtimeasidentifiedbytheseresponses:

N= 28 teachers

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VERYIMPORTANTTOHAVECOLLABORATIVETIMETOPLAN!

Ifyoucan'tmeettogethertodiscussanything,plan,catchuponPDorreflectthenyoucan'tbeonthesamepageorbeprovidingaconsistentprogram,thenthechildrenwillsufferandyourrelationshipwillsufferasyouwillneedtomakeextraefforttomeetinyourowntime.Andwithallthemeetingsteachersalreadyhavethiscanbeverydifficult.

Tomitigatethelackofreleasetimeteachersspokerepeatedlyabouttheimportance

ofasharedworkspacefortheco-teachingteamtofacilitateconversations,capture,

“Justintime,”informationaboutstudentsandbuildacollaborativecultureinthe

team:

Wehaveourteachingoffice-wemeetthereinthemornings,atlunch,afterschool-itisaplacewherewetalkandmeetallthetime.Thisiswhereitisimportantthevaluesmatchupsostaffcantrusteachotherandareflexibletowardschange.Wehaveregularpre-arrangedmeetings.

Teachers’didnotconsiderco-teachinginaFLSmadeanyadditionaldemandson

resourcingrequirements,infactthesharingofresourcesmayevenmeanmore

effectiveuseofresourcesandsavingstotheschool.Teacherswerealsoadamant

thatnew,‘fancyfurniture,’wasnotarequirementinaFLS:

Sometimes-IthinkpeoplegethunguponthefactthattheyneedMLEfurnitureetc....butthepedagogyandphilosophyneedstocomefirst.

Finally,thoughnota‘requirement,’asignificantnumberofteacherscommentedon

theadvantagesofhaving1:1devicestosupporttheteachingandlearninginaFLS.

eLearninghasbecomeevenmoreofa'need'withco-teachingasourstudentsareworkingsomuchmorecollaborativelyaswell.Intheareasofourschoolwherewearenot1:1,thishascausedanissueastherearenotenoughdevices.

Thetwomainareasofresourceneedsidentifiedtosupportco-teachinginaFLSare

fundingforreleasetimeforcollaborationanddevicestosupportteachingand

learning.

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4.5 SmartsystemsinplaceEffectivesystemsandroutinesarerequiredtoenableeffectiveco-teachinginaFLS.

Thesesystemsincludegroupingofstudents,timetables,resourceallocation,theuse

oftechnology,andpracticalsystemsforthedaytodayfunctioningoftheFLS.

Systemsratedveryhighinrelationtotheimpactoncreatinganeffectiveco-teaching

relationship:

4.5.1 Systemsformeetingstudents’needs

AcriticalcomponentofaneffectiveFLSistheunderstandingthechildrenare,‘Ours,’

not,‘Mine.’Participantsstressedtheimportanceofcollaborativeresponsibilityfor

everyaspectofeachchild’slearning,selfregulationandhauora.

Studentsarechangedaroundsotheyworkwithdifferentadultsandstudents.

Appropriatesystemswererequiredtomanagethiscollectiveresponsibilityand

accountabilityforthelearning,selfregulationandhauoraofstudents.Inlarger

spacesofthreeteachersormore,systemswereestablishedtomanage

administration,planningandassessmentrequirementsforindividualstudents.To

N= 28 teachers

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achievethissomeschoolsusedasystemofhomeroomsalthoughdifferentschools

useddifferenttermsincluding,‘Homeroom,’‘Whānaugroup’or‘Guardiangroup.’

Participantsresponsesindicatethereisavariationintheimportanceplacedonthese

groupswithoneschoolmovingawayfromthesystemofhomegroupsovertimeas

teachers,childrenandfamiliesbecamemorecomfortablewithcollective

responsibilityforlearning:

WhenIfirststartedteachinginacollaborativepod,wereallyfelttheneedforhomegroups.Wecalledtheseguardiangroups.Itwasactuallymoreforthebenefitoftheparentsasthiswasallsonewtothemandwedidn’twantthemtofeelasthoughwewouldn’tknowtheirchildren.Asthecommunityhascometotrustusandthecollaborativemodelmore,wehaven’tneededthisandnowdonothavethisatall.

Itwasapparentsometeachersstruggledwiththedifferencebetweena,‘Home

group’andaclassroom,creatingsometensionbetweentheneedforacloser

relationshipwithasmallergroupofchildrenandtheriskofrevertingtotraditional

practiceof‘myclass’.

Wehavedeliberatelysteeredawayfromthis(homerooms)sothat‘ownership'ofchildrenisshared.

Re-groupingchildrenaccordingtoneed,interestorpassionrequiresschoolshavea

rangeofsystemsinplacetocommunicatelearningexpectationsandgoalsandto

monitorprogressandachievement. Significantsystemsandprocesseswererequired

fordaytodayfunctioningoftheroomtominimisestresstostudentsandstaffand

maximiseteachingandlearningtimes:

Systemsareveryimportantforthechildren,otherwiseitcouldbeveryoverwhelmingforthem.Systemsthatarediscussed,agreeduponandcarriedoutarevitaltothecollaborativespace.Forexample,wheretoputthebooks,whatchildrenneedtobeseen(whereandwhen),negotiationofliteracy/mathsactivities,storageofresources.Wheneveryoneknowswhatishappening,thingsworkreallywellandprecioustimeisnotwasted.

Teachersagreeeffectivesystemssupportstudentwell-beingandselfregulation:

Thestudentsneedtoknowwhattheexpectationsareforindependentlearningandwhatwewantittolooklike.

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Teachersinthisstudyrecommendsignificanttimebeallocatedtotheorganisationof

effectivesystems,toimprovetheeffectivenessoftheteachingandlearninginthe

environment,furthermore,theysuggestoncesystemsareagreedon,theymust

adheredtobyall.

Experiencehasshownussofarthatsystemsarecrucial.Theseenvironmentsaretwiceasstructuredastheywerewhenteacherswereteachinginisolation.Ifthesystemsarenoteffectivethenco-teachingcannothappen.Althoughitseemsonthesurfacethatitisseamless,therewasalotoforganising,discussingandprioritisingthatgoesonbeforehand.

4.5.2 SmartDigitaltools

Onlineplanningwasastrategyusedby74.1%ofparticipantswithGoogleDocsthe

mostcommonplanningplatform.Foreffectivecollaborationtooccur,teachersneed

immediateaccesstouptodateinformationregardingallofthechildrenintheir

learningstudio/community.Thisalsoenablesarangeofteacherstocommunicate

effectivelywithoneanother,leadershipparentsandwhānau.Furthermore,teachers

identifiedtheuseofdigitalplanninggaveadditionalopportunityforstudentagency

andselfregulationwithplanningoftensharedwithchildrenandfamilies.Effective

sharingofinformationensuresallteachersareabletosupportandchallenge

learnerstoachievethebestoutcome.Detailedplanningisopenandtransparent,as

aresuccesscriteriaandnextstepsforlearningwith96.3%ofparticipantssharing

planning,assessmentandanecdotalinformationwithcolleagues.

Utilisingdigitalsystemsallowsasharedapproachtocommunicationsextendingas

farasreportwritingwith74%ofteacherswritingreportscollaboratively.This

methodofreportwritingisdifferenttobothtraditionalprimaryschoolreportwriting,

whereoneteachertypicallywritesthereport,andintermediateorsecondary

schoolingwherereportsarewrittenbysubjectteachers.Inthisapproachteachers

‘share’reportwritingresponsibilitydependingonthechild,therelationshiptothe

teacherandtheformatofreportwriting.Insomecasesthefinalreportissimplythe

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OverallteacherJudgement(OTJ)asprogressandachievementcommentsandgrades

havebeenallocatedasandwhenthelearningtookplaceratherthanasummative

reporttwiceayear.

SmartsystemsareidentifiedascrucialinaneffectiveFLS.Thefindingsindicateeach

schoolhasbeendevelopingtheirownsystemsovertime,predominatelythrougha

trialanderrorapproach.Effectivesystemsreducestresstostudentsandteachers

andassistparentsandwhānautounderstandteachingandlearninginaFLSwhere

co-teachingisthenorm.Withouteffectivesystemsteachingandlearningtimecanbe

wastedandstudentscanreceivemixedmessagesregardingexpectationsand

teachersmaymissopportunitiestogivejustintimefeedbackandassiststudents

withnextsteps.Forsystemstobeeffectiveteachersneedtohaveclear

understandingsaboutthesystemsandhavethenecessaryskillsandattitudesto

implementthese.Teachersagreeconsiderabletimemustbesetasidetodiscuss

everydetailofthedaytodayfunctioningoftheFLSandthecreationofenabling

systemstosupportteachingandlearning.

4.6 StrategiesunderstoodandenactedWhileanumberofrecognisedco-teachingstrategiesarereadilyavailablefor

teachers,only41.7%ofteachersutilisetheseonadaytodaybasis.Ofthe41.7%

whoimplementedspecificco-teachingstrategies,somewereveryexplicitaboutuse:

Weuseavarietyofallteachingstrategiesthroughouttheday.Itdependsontheprogrambeingimplementedandthenumberofchildreninourclassatthetime.Wewouldmainlyusestationteachingforliteracy,parallelteachingfornumeracyandteam

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teachingforinquiry.Weuseoneteach,oneassistinthemorningroutineorpackup.Andwhenweimplementedthenewteacherwehadoneteacher,oneobserve.

Alignedwithintentioneduse,asmallnumberofparticipantshadreceivedspecific

PLDtosupporttheimplementationco-teaching:

Weusealloftheabove(oneteach:oneobserve,oneteach:oneassist,parallelteaching,stationteaching,alternateteaching,teamteaching)atdifferenttimes.ThisissomethingwehadextensivePDonandwhenweareplanningwedecidehowitwilllook.

Conversely,otherparticipantsindicatedamoreglobalandintuitiveapproachtoco-

teaching:

Weusedamixofstrategiesatanygiventime!Weteamteach.

Furtherinvestigationwithteachersandleadersindicatesthemajorityofparticipants

inthisstudyarenotexplicitlyutilisingspecificstrategiestheycanidentifywithco-

teachingotherthan,‘Workshops’and,‘Needsbasedguidedteaching,’bothofthese

couldbedescribedaseitherstationoralternateteaching.Ofthefivetosix

commonlyknownco-teachingstrategiesthemostoftenutilisedbyteachersare,

‘One(ormore)teach:oneassist,’and‘Alternate/stationteaching.’Someteachers

commentedthatwhiletheystartedwithexplicitstrategies,overtimetheseevolve:

Weacknowledgethatallofthese(co-teachingstrategies)haveaplaceinco-teaching.Wetrytoexplicitlystatewhatco-teachingstrategiesweareusinginourplanning,butoftenitevolvesorganically-especiallyasrelationshipsdevelop

Inadditiontothecommonlyknownco-teachingstrategiesotherstrategieshave

evolvedtosuitthespaceandthefocusoftheteam.Oneschoolidentifythe,“Daily

5,”asastrategyutilisedtomanageliteracy.Anotherschooldescribesthetypeof

teachingandlearningoccurringinthedifferentspaces:

Inmyteamwesetupspecificclassroomse.g.4classroomsRoom1-teacherroomwheresmallgrouplessonsaretaughtRoom2-TuakanaTeinaRoom-workinginpairsRoom3-sharespaceandgrouproomRoom4-quietroom,individualwork

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Inthiscasewhilenospecificswereprovidedregardingthestrategyemployeditis

evidenttheteacherswereutilisingstationteachingwherestudentswerereceiving

smallgroupinstructionandteachingdependingonneed.Principalsidentifyco-

teachingpracticesareinconsistentacrossthemajorityofschools:

Insummary,themajorityofteachers(nearly60%)usenoparticularstrategiesto

implementco-teachingratherrelyingonamoreorganicprocessofteachersworking

togethertomeetneeds.Evenamoungthosewhodoimplementspecificstrategies

thereisconsiderablevariationfromexplicituseofawiderangeofstrategiestoa

moreglobalandintuitiveapproach.

4.6.1 Effectivenessofco-teaching

Whenaskedhowteachersknowiftheirco-teachingrelationshipwaseffectivefew

couldarticulateanyspecificindicatorastotheeffectivenessofco-teachinginaFLS,

forexample:

Wedon'treally,notformally.Moreinformalconversationsandreflections.Tenparticipantsreferredtostudentgoalsandtheirprogresstowardachievingthese

asameasureoftheeffectivenessoftheirco-teaching,16referredtotheir

communications,relationshipsandreflectionsandtworeferredtothehappinessof

therelationshipasameasureoftheeffectiveness.Ofthetenwhoreferredto

studentgoalsandprogress,anumberindicatedtheeffectivenessoftheirco-teaching

relationshipwasnotsomethingtheyhadspecificallyconsideredorplannedfor:

N= 12 Leaders

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Studentresults?Comparetopreviousyearswhenworkingindifferentteams?Studentengagement?goodquestion!

Thefindingsrevealmostteachersinaco-teachingrelationshiphavenotspecifically

consideredtheeffectivenessorimpactoftheirco-teaching.

4.7 Structuresandprocessesestablishedschoolwide

4.7.1 EmploymentProcess

LeadersmodifiedtheemploymentstructurestoemployteacherstoworkinaFLS.A

numberoffactorsspecifictoaFLSrequiredconsiderationsuchastheinterpersonal

skillsoftheapplicant,theneedsoftheteam,themake-upoftheexistingteamand

theneedsofthestudents.Revisedemploymentstrategiesandprocessinclude:

• involvingtherelevantteamintheemploymentprocessandincludingtheiropinioninthefinaldecision

• involvingstudentsintheemploymentprocess• requiringapplicantscometogetherforadaytoworkinacollaborativespaces

andbeobservedbytheemploymentcommittee(whichincludedstudents)• observinghowapplicantsinteractwithotheradultsandchildreninaseriesof

challengesandactivities• consideringpersonalityprofilesbyusingtoolssuchastheBelbinTeamwork

profile• allowingtherelevantteamtohavethefinaldecisiononthesuccessful

applicant

Principalsandteachersconsidertheemploymentprocesstobemorehighstakesina

FLSgiventheco-teaching,studentcentredrequirementsandthedeprivatisedspace:

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Yes,weneedtobeincrediblymindfulofthe"arrangedmarriage"typeofsituationthatco-teachingdemands.Ouradvertisementsforstaffclearlyarticulatethatapplicantsmustwanttoworkcollaboratively.Ithasbeennecessaryforustomakeafewstaffchangestoensurethatwehavethebestcombinationsofpeoplethatwecanmanage.

Thishasledtochangesinthewaysteachersareemployedandtheexpectations

schoolswithFLS’shaveoftheirnewstaff.Leadersidentifiedtheneedforrobust

inductionprocessestoassistteacherstotransitiontotheenvironment.Otherthan

havingteammembersontheinterviewpanel,themostsignificantchangeisschools

havingpre-interviewswithallapplicants:

Wehavealwaysneededtoconsiderthatnewstaffwillbeworkinginateamandpartsofourapplicationandinterviewprocessaredesignedtoenableustogatherinformationaboutthewaytheapplicantsworkwithothersforexampleshortlistedapplicantsspendadayatourschoolwithothershortlistedapplicantstakingpartinsomegroupplanningactivitiesandthenconductingashortpresentationbasedonsomeaspectofteaching/learningphilosophy.Wealsoencouragestudentsandotherteacherstobearoundduringbreaktimestoobservehowtheapplicantsinteract.

Co-teachinghascausedprincipalstoreconsidertheirappointmentprocessesin

responsetotheadulttoadultinteractionsandrelationshipsrequiredtocreatean

effectiveteachingandlearningenvironment.

4.7.2 AppraisalProcess

Thepracticeofco-teachingwasvariedwithinschoolswithonly25%ofschools

reportingconsistency.Despitethisinconsistency,75%ofschoolsincludedco-

teachingintheirappraisal.Leadersconsideredco-teachingandcollaborationcentral

tothecultureoftheschoolandtheunderpinningvaluesandbeliefsandtherefore

essentialtoincludeinappraisal:

Becauseitissuchanimportantpartofwhatwebelieveinandwhoweare.

Ourteachersteachwiththeircolleaguesalldayeveryday.Itisimperativethattheirabilitytoco-teachisanareaofappraisalandongoingdevelopment.Weneedtobeawareoftheirneedsasco-teachers,notjustasindividuals.Weneedtounderstandtheirattitudes,abilitiesandnextsteps.

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Appraisalcriteriaincludedco-teachingability,interactions,attitudes/mindsetand

strengthsandweaknesses.Twoschoolshadco-createdindicatorsandsuccess

criteriaforco-teachingandcollaborationwiththeirstaffandsubsequentlyused

theseforappraisal.

4.7.3 TeamSize

Co-teachingrelationshipsoffourormoreareevidentin46.5%ofparticipantschools,

howeveronly25%identifyfourormoreastheirpreference.Teamsoftwoorthree

arepreferredby74%ofteachers.Thetwocontributingfactorsforthispreference

arethecomplexityofworkingwithalargergroupofteachersandthechallengesof

gettingtoknowverylargegroupsofchildren:

Itisn'tjusttheamountofteachersbuttheamountofchildren...forpastoralcarepurposeseachteacherisresponsibleforroughly25childrenatourschool.HoweverintheMLEenvironmenttherealityis,todoyourjobwell,atanyonetimeyouneedtoknowhowallchildrentickinyourenvironment.

N= 28 teachers

N= 28 teachers

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Withinthesurveygroup,teamsofthreeweremostcommonandmostpreferred.

Preferencecanbeattributedtopreviousexperienceworkingwithaspecificnumber

ofco-teachersandtherelationshipsexperiencedwithintheseteams.Co-teaching

teamsoftwoenabledconversationsandasmallernumberofchildrento‘know’,

equallyariskwasidentifiedofadominantpersoncontrollingtherelationshipina

duo.Benefitsofteamsofthreeincludedamoredemocraticapproachtodecision

makingandopportunityformoreprofessionalsupportandskilldevelopment

throughworkinginateamofthree.Anumberofparticipantsreferredtothe

importanceofthe‘PowerofThree,’althoughtheydidnotelaborateonthe

importanceofthenumberthree.Othersidentifiedtheriskofpotentialconflictwhen

threeareinateam,identifyingconflictingviewpointsandunderstandings:

Inmyopinionthethreeteacherhasoftenbeenthemostdifficulttogetrunningsmoothlyduetoalotmorerelationships/differences/opinions/decisions…toworkthrough.

Withteamslargerthantwo,formalmeetinganddiscussionstimewererequiredto

ensureallco-teacherswerepresentandintheloop.Inlargerteams(threeplus)

teachersidentifiedtheopportunitytoutilisethestrengthsofeachteammemberto

meetstudentneedsandthereducedintensityinrelationshipswhenworkingina

largergroup.Formostteachers,relationshipsplayamoresignificantrolethanteam

size:

I’mgoingtosay3butIhaveatthisschoolworkedwithupto7inacommunityanditalldependsonrelationshipsandsharedexpectationswehaveoflearning

Equallythecurriculumcontentandrelatedlearningexperienceshadabearingon

preferences:

Dependsontheactivitytakingplaceandwhatoutcomesyouwantoutofit.

Whatwasevidentisallparticipantsbelievedinthepowerofmorethanone.Beyond

thispreferenceofteamsizeispersonalandvariesfrompersontopersonandschool

toschooldependingonexperiencesandrelationships.

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4.7.4 Processforselectionoftheco-teachingteam

Determiningwhowillbeineachteamismorecomplex,highstakesandcontentious

inaFLSthanintraditionalschools.Teachersandleadersagreeteachersshouldhave

avoiceintheirplacementforthefollowingyear,howeverfor39%ofparticipantsit

appearsteachersdonotfeeltheyhavehadavoice.

Theresponsestothisquestionindicateacomplexinterplaybetweenteachershaving

anopportunitytocommentonwhotheyco-teachwithandwhomakesthefinal

decision.Mostteachersbelieveditwasthejobofleadership,withtheiroverviewof

theschool,tomakefinaldecisionsaboutteamswithlittleornoinputfromstaff,

othersconsideredteachersshouldbeveryinvolvedinthedecisionmakingprocess.

Thisresponseprovidesanaptsummaryofthethinking:

Iwouldhaveansweredyesandno(shouldteachershaveasaywhotheyco-teachwith)...yesbecauseitisanabsolutefundamentalthatthepeopleyouco-teachwithhaveasimilarvaluesetandcangetalongtogether,soteachersshouldbeabletohaveasayinwhatisaprettyimportantpartoftheenjoymentoftheirjob.HoweverIwouldsaynointhesensethatsometeachersmaynotbeabletoseethebiggerpicturewithinaschool,andjustlikechildren,workingwithyourfriendsisnotalwaysthebestchoice.

Overall70%ofteachersbelievedprincipalsandseniorleadershipshouldmakethe

finaldecision,15%believeditshouldbeacombineddecisionand15%believedco-

teachersshouldmakethedecisionthemselves.

N= 28 teachers

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Thissummaryillustratestheimportanceplacedonselectingmembersoftheco-

teachingteamwith87.7%ofteachersratingselectionoftheteamas‘important’or

‘veryimportant.’

4.7.5 Reportwriting

Reportwritingstructuresandsystemsalignwiththebeliefofcollectiveresponsibility

andaccountability.Teacherscommonlysharedreportwritingresponsibilitywiththe

teacherholdingthemostrelevantteachingknowledgebeingtheoneresponsiblefor

writingaspecificsectionofthereport:

Dependingonwhohastaughtthebulkofthelearning.Homeroomteacherstillsignsthefinalreportthoughcommentsmightbeinitialledtoindicatetheyhavecomefromanotherteacher.

Oneschoolhastransitionedawayfromtraditionalreportingtwiceayeartostudent

ledreportingthroughpersonalblogs:

N= 28 teachers

N= 28 teachers

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Thestudentsdomostofit-theyhaveeachcreatedapersonalwebsite(onlinelearningportfolio)thattheyreflectineachweek.Ourreportisabriefnoteandalinktotheirportfolio.

Thetransitiontocollectiveresponsibilityhasrequiredachangeinhowreportsare

writtenandinformationshared:

Havehadtochangetheformatofreportsthisyeartoacollaborativeplatform(googledoc)sothatmultipleteacherscanaccessthesamedocument.(TheywereinWord)

Participantsindicatedreportwritingwasstillanevolvingprocessformanyschools

shiftingtoco-teaching.

4.8 SpaceflexibilityHalfofthesurveyparticipantswereworkinginapurposebuiltspacewith32.1%

workingin‘retrofit’spaces.

Teacherscommentedonthenegativeimpactspacehadontheeffectivenessofco-

teachingandchildren’slearning:

N= 28 teachers

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Priortolastyearwehad18monthsin2separatespaceswhichhinderedthedegreetowhichwecouldco-teacheffectively

It(alackofflexiblelearningspaces)isthelargestthingpreventingusmovingforward.

Ourspacedoesnotcurrentlyhaveenoughdivisionofspacetobeproperlyeffective.Thereneedstobetheabilitytocloseoffandopenupspacesdependingonthetaskbeingundertakenandteachingmethod.

Teachersidentifiedtheimportanceofbreakoutlearningareastoenableawiderange

oflearningneedsbemet:

Ideallywouldliketohavemorequietbreakoutareas.

Whilesomewerequicktopointoutthateffectiveco-teachingcouldhappen

anywhere;“Youcanteachalessonanywhere!!Becreative,”themajorityindicatedspace

hasasignificantimpactonthestrategiesteacherswereabletoimplementandthe

waychildrenwereabletolearn.

Withoutthespacewehave,wecouldnotoperateaprogrammelikewedo.

Whilespaceswasidentifiedasanenablerbyparticipants,teachersandleaderswere

keentocommunicatetheimportanceofpedagogyfirstandspacesecond.Teachers

hesitancytocommentonspacestemmedfromaconcernthattheprovisionofspace

or‘modernfurniture,’wouldbecomemoreimportantthaneffectiveco-teachingand

studentcentredlearning.

Eightkeycomponentsimpactontheeffectivenessofco-teachingrelationships.Whiletheydonotcontributeequally,eachplaysapartinenablingeffectiveco-teachingrelationshipsinaFLS.Forco-teachingtooccurallparticipantsagreedtheenvironmentmustbestudentcentredwithsharedbeliefstosupporttheresultantpedagogyandpractices.Regardlessofthebeliefs,teachersidentifiedtheimportanceofeffectivesystemstomaximiselearningtimeandminimisestressforall.WhileteachersconsideredqualityPLDtobeimportant,themajorityofteachersinthisstudytransitionedwithoutadequatePLDsparkingastrongrecommendationallfutureteacherstransitioningintoaFLShavethesupportofeffectiveandtimelyPLD.FLSschoolshavemodifiedstructuresandprocessestosupportco-teaching,particularlyappointmentandappraisalprocesses.Whilepedagogyisidentifiedastheprimarydriverforchange,flexiblespacesareidentifiedascriticalenablersforco-teachinginastudentcentredenvironment.

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5 CHAPTERFIVE:DISCUSSIONOFFINDINGS

Thischapterlinksthefindingsfromthisstudytoliterature.Thefindingsidentifiedeightkeycomponentsrequiredtocreateeffectiveco-teachingrelationships.Thechaptercommencesbydiscussingtherolebeliefsandmindsetplayinlearningenvironmentsfollowedbyadiscussionoftheeightcomponentsusingthreemajorthemes;Situatinglearnersatthecentre,EffectivepedagogyinaFLSandCollaborativeskills.Thechapterconcludesbyconsideringthelessonsfromtheopenplanera.Thefindingsarediscussedusingthreeoverarchingthemestogetherwithadiscussion

oftheroleandplaceofsharedbeliefsandmindsets.Thethreemainthemes

emergingfromthefindingsare;Situatinglearnersatthecentre,Effectivepedagogy

inaFLSandCollaborationincludingcollaborative/co-teaching.Theseare

representedinFig2asthebuildingblockstoimprovingstudentlearningoutcomes,

hauoraandselfregulation.

Fig.2.Thebuildingblocksofaneffectiveco-teachingenvironment.

Theeightcomponentsof‘S8toCollaborate’arenowdiscussedusingthebuilding

blocksillustratedabove.Mostprominentinthefindingswerestudentcentred

learning(orsituatinglearnersatthecentre)andsharedbeliefs.However,shared

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beliefsrelatetoallaspectsoftheenvironment,includingabeliefandunderstanding

instudentcentredlearning,effectivepedagogy,thepowerofcollaborationandco-

teachingandtheplaceandroleofresources(especiallyICTandphysicalspace).

5.1 Developingsharedbeliefsandtheinfluenceofmindset

Aunexpectedfindinginthisstudywasthesignificantimpactandinfluencebeliefs

andmindsetappeartohaveontheabilityofteacherstotransitionsuccessfullytoco-

teachinginastudentcenteredFLSandtheongoingimpactofthese.

Beliefshaveamotivationalinfluenceandfunctioninaffectingteacherbehaviour.

Teacherbeliefsvaryfrompersonaltoglobalandactasaframeworkfortheirdayto

dayteachingpractices,theirinteractionswithchildren,colleaguesandthewider

community.Whilepracticesmaychangefromtimetotime,beliefsaregenerallylong

termandaremoredifficulttochangeandmosttypicallycomefromtheteachers’

ownexperienceofschooling(Yero,2010).Forexample,teachers’whobelieve

childrenarenotcapableofachievement,negativelyimpactonchildren’slearning

(Clarke,2015;Hattie,2009;2015b;Khelm,2013).Teacherbeliefsimpactontheir

viewanduseofarangeofteachingapproachesandpractices,includingforexample;

technology,specificteachingstrategies,theimportanceandplaceoftheartsor

learningthroughplay,andtheinclusionofchildrenwithspecialneedsinthe

mainstreamclassroom.Similarly,whenteachersbelieveopenplan(orflexible

learningspaces)arecounterproductivetoteachingandlearning,thisbeliefwillhave

animpactontheirabilitytoworkinsuchaspaceandco-teachinastudentcentered

environment.Leaderswarnoftheimpactteachersmindsetscanhaveonthe

environmentandsuggesttimelycommunicationmaybeneededwiththosewho

seektoundermineacollaborativeapproachduetoafixedmindsetandpre-

determinedbeliefs.

Teacherparticipantsinthisresearch‘believe’incollaborativeteachingandlearning

andco-teachinginenvironmentswithlearnersatthecentre,howeverformanytheir

beliefshaveevolvedovertimeandthroughtheexperienceofworkinginthese

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environments.Changingteacherbeliefsisacombinationofexperience,reflectingon

practice,researchandtestingresearchagainstpractice(Timperley&Robinson,2001;

Zeuli&Tiezza,1993).Recommendationsfromparticipantsinthisstudysuggest

leaderswillneedtocontinuallyprovideopportunityforbeliefstobechallenged

whileprovidingsupporttoassistteacherstorefinebeliefsovertimethrough

practicalexperience,facilitateddiscussions,ongoingresearchaswellasqualityPLD.

Teachersspokeoftenoftheimportanceofbeingalearner,beingpreparedtotake

risksandexamineone’sownbeliefsasindicatedbythe‘advice’theywouldofferto

teacherstransitioningintoaFLS:

Bearisktaker,innovate,experimentandbecreative.Takerisks,haveago,reflectandchallengeeachother

Rememberthatwhileit'simportanttogrowasaprofessionalyourmainpriorityisworkingasateamtowardsthecommongoal.Bepreparedtoleavebehindsomeofyouroldhabitsandassumptions.Beopentolearningnewwaysofteachingandlearningandenjoythejourney.

Inthisresearch,leaderscouldclearlyarticulateaschool-widebeliefinthe

importanceandplaceofcollaborationintheschool,moreimportantlythebeliefin

thepowerofcollaborationandstudentcenteredlearningwasheldbytheleader.

Intheopenplaneraoneofthefactorsleadingtotheultimatedemiseofthe

approachwasalackbeliefandunderstandingof‘why’teachersweredoingwhat

theyweredoingandthelackofleadershipbyprincipalstosupportthelearning

environment(DepartmentofEducation,1977).Teachersandprincipalsinthatera

hadsomeideaabout‘what,’wasexpected,howevertheydidnotunderstand‘why,’

nor‘how,’toworkintheseenvironments(Cuban,2004).Teachersinthisresearch

articulatedtheirbeliefincollaborativeteachingandlearningandalsorecognisedthe

importanceoftheirprincipalandleadersunderstandingwhyco-teachinginflexible

spaceswasessential.Beliefsandanunderstandingofwhyacertainapproachor

practicewillbeundertakeniscentraltosuccess,particularlywherenewinnovations

arebeingimplemented(Sinek,2009).Schoolswhowereabletoarticulatebroad

beliefsinrelationtocollaborationenabledthedevelopmentofsupportingprinciples

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andpracticestoevolvethroughprocessessuchasteacherasinquiry,actionresearch

andspiralofinquiry.Theseprocessesallowarangeofpracticestobetestedand

refinedasschoolsmoveintorelativelyuncharteredwatersofco-teachinginaFLS.

Whenteachersandleadersspokeofsharedbeliefsandinparticularofleavingold

waysbehindandadopting‘MLP’s,’theirbeliefscentrearoundcollaboration,student

centredlearning,agrowthmindsetandaconstructivistcurriculum.

Thesharedbeliefinco-teachingappearedstraightforwardonthesurface,however

discussionrevealthemyriadofpracticesemanatingfromthisbeliefandteaching

strategy.Findingsindicatethewaysinwhichteachersimplementedco-teaching

variedsignificantlyfromschooltoschool,andwithinschoolsasteamsattemptedto

determinebestpracticethroughtrialanderror.Specifically,schoolswereaskedif

theyhaddefinedwhatco-teachingmeantforthem,therationaleforit,howitwas

enactedandtheimpactofco-teachingonsystemssuchasappraisaland

appointmentprocedures.Whileallrespondentswereadamantabouttheimportance

ofco-teachingandtheirbeliefinit,lessthanhalfcoulddefinespecificco-teaching

strategiesused,skillsrequiredtoco-teach,PLDtosupportco-teachingorprovide

evidenceco-teachingwasimprovingoutcomesforlearners.Thislackofclarity

(especiallyforschoolsattheearlystagesoftransition)indicatesthepowerofbeliefs

inachangeprocess.Whileteachersandleadersdidnotnecessarilyarticulate

strategiesorskillstheydid‘believe’theactionstheyweretakinghadsoundbasisand

hencethedetailswereseenasoflessimportance.Schoolswhohadmoreexperience

inco-teachingweremoreabletoarticulateprinciplesandspecificstrategiesderived

fromtheirbeliefandhadmeasuresofsuccessfortheteachingandlearningoccurring

inthespace.Sinek,(2009)referstotheimportanceofstartingwithbeliefs(why)

thenexploringprinciples(how)andfinallytheproduct(what)usingthe‘golden

circles’toillustratethisprocess(Fig3).

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Fig.3.TheGoldenCircles(Sinek,2013)

Sinekchallengesorganisationstore-thinktheirapproachandworkfromthecentre

outratherfromthe,‘What?’in.Certainlyinthecaseofthisresearchitisevidentthe

openplanerabegantobedrivenfromtheoutsideinwiththeerabeingbuildings

andteachersworkingtogetherinonespaceratherthanthephilosophyofstudent

centredconstructivistlearning.Thereremainsasignificantriskin2016schoolsare

drivenbythe,‘What?’notthe,‘Why?’astheybecomeexposedtoideasandtrends

suchasMLEorILEandco-teachingwithoutfirstunderstandingwhyteachersmight

wanttoworktogetherinonespacetakingcollectiveresponsibilityforteachingand

learning.

Leadersandteachersinthisstudyrepeatedlyidentifiedtheimportanceandimpact

ofmindsetandtheimpactsuchmindsethasonthechangeprocess(Clarke,2015;

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Dweck,2007).Participantsconsideredcolleagueswithfixedmindsetslesslikelyto

bereceptivetonewideasortohavingtheirexistingbeliefsandpracticeschallenged.

InthecontextofCanterburytherewillbemanyschoolstransitioningtoFLSandco-

teachinginthefuture,manyteachersintheseschoolswillhavebeliefsandviews

abouttheirownpractice,abouttheroleandplaceofstudentsandaboutco-teaching.

Teachers’enteringintothischangeprocesswithafixedmindsetaremorelikelyto

reverttotheirknownpracticewhenfacedwiththechallengesanddemandsofco-

teachinginastudentcentredFLS.Toachievethenecessarychangeinpracticeand

beliefs,leadersneedtoclearlyarticulatetherationale(or‘why’factor)forthenew

paradigm,thensetandcommunicateclearandunambiguousgoalsandexpectations

forteachersinordertogaincommitmentfromteachers(Robinsonet.al,2009).If

suchgoalsarerealistic,meaningfulandrelatedtostudentachievement,self

regulationandwell-beingwithwell-definedcriteriaandaresuitablyresourced,

leadersprovideappropriatepathwaysforteacherstoreframebeliefsandimprove

theirpracticeandcollaborativeexpertisetobettermeetstudentneeds(Hattie,

2015b;Robinson,etal.,2009,Timperley,2008).Mindsetsplayasignificantrolein

theestablishmentofaneffectiveco-teachingrelationshipandlearningenvironment.

Examplesofspecificexpectationsderivedfrombeliefsinthepowerofcollaboration

intheparticipantschoolsincludedexpectationsforsharedplanningandmoderation

ofassessment,useofstudentdigitalportfolios,co-creationofsuccesscriteria,

personalisedlearningplansandportfoliosanduseofspecificco-teachingstrategies.

Furthermore,toassistwiththeprofessionalgrowthanddevelopmentofbeliefs,

teachersinseveralparticipantschoolswererequiredtoundertakeactionresearch

projectstodeterminetheeffectivenessandimpactofteaching,studentcentred

learningandco-teachingstrategies.Inmostcasesleadersinvolvedstaffinreview

processesattheendofeachyearorthestartofthenewyeartoconsidertheschool

widebeliefsandvaluesandtheresultantprinciplesandpracticesoccurringinthe

school.

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GiventhecomplexityoftransitioningtoandeffectivelyworkinginaFLSitisevident

beliefsneedtobeexplored,howevertheexaminationofbeliefsmustleadto

principles,practices,goalsandexpectationswithsupportprovidedforstaffto

achievethesegoalsandexpectations.Beliefschangeslowlythroughexperience,

researchandreflection.Timemustbeallocatedandstructuresputinplacetoallow

teacherstorevisittheirbeliefsandthoseoftheschoolonanongoingbasis.

Timperleyetal.,(2007)suggestteachersbegivenopportunitiestohavetheir

theoriesofpracticeandtheirbeliefsengagedandchallengedandthenhavethetime

totranslatetheirtheoriesintopractice.Thisrevisitingprocessassistswithdeveloping

consistencyschoolwideandprovidesopportunityforteacherstoconsiderandrefine

theirevolvingpractice.Thefollowingdiscussionofthethreethemes(situating

learnersatthecentre,effectivepedagogyinaFLSandcollaborationandco-teaching)

isundertakenwiththeunderstandingteachersandleadersmustexaminebeliefsand

mindsetsinrelationtoallofthese.

5.2 Situatinglearnersatthecentre

Situatingstudentsatthecentredisfundamentaltothecreationofaneffectiveco-

teachingenvironment.Teachersinthisresearchidentifiedtheimportanceofcreating

environmentswherestudentshavevoice,areempoweredtobecomeself-regulated

learnersandlearningexperiencesaredesignedtoberesponsivetotheneeds,

interestsandlivesofstudents(Brooks&Brooks,1999;OECD,2012).Characteristics

oftheseenvironmentsincludestudentsbeingabletosetgoalsandassesstheir

progress,selectingworkshopsandteachers,andlearningexperiencestoachieve

specificsuccesscriteria,undertakingself-assessmentandconsultingwithteachersto

clarifytheirprogressandnextsteps(Baker,2013;Bird,2009;EducationEndowment

Foundation,2015;Hattie,2009).Studentswerealsoexpectedtoselectappropriate

spacesandcollaboratorsforlearningandprogressivelymanagetheirownlearning.

ThesecharacteristicsarenotuniquetoFLS’sandco-teaching,rathertheyarecentral

totheNewZealandCurriculum(NZC)andexpectationsofeffectivepedagogical

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practice(MinistryofEducation,2007).Whatisuniquehowever,arethe

opportunitiesaffordedthroughco-teachingstrategiesandflexiblespacesteachers

areusingtoassistchildrentobecomeself-regulatedandtomaximisetheirlearning

potential.Teachersandleadershaveevidencedtheyarebestabletomeetdiverse

studentneedsusingtheskills,strengthsandexperienceoftheco-teachingteam

(Buckley,2000;Villa,Thousand&Nevin,2013;Welch,2000).

Astudentcentredapproachisconsistentwithcallsforpersonalisedlearning,

increasedcollaborationbetweenteachersandthedeprivatisationofteachingspaces

toenhancethesharingofskills,knowledgeandeffectiveteachingstrategiesbetween

teachers(Hattie,2015b;MinistryofEducation,2007;Sergiovanni,2009).Aneffective

studentcentredenvironmentrequiresteachershavetheknowledgeandskillsetsto

meetdiversestudentneedsutilisingarangeofperspectivesofthecurriculum.

Creatingstructures,systemsandpracticeswhichenableself-regulation,providing

opportunityforqualityfeedbackfrommultipleperspectivesandscaffoldingeffective

metacognitiveapproachesprovidestudentswithsignificantadvantagesintheir

learningjourney(Dignath,Buettner&Langfeldt,2008;Hattie,2009).Furthermore,a

studentcentredenvironmentinaFLSsupportscollaborativeandco-operative

learning,alsoidentifiedashavingsignificantpositiveeffectsonlearningoutcomes

whenwellsupportedandcoupledwithstudentself-regulation(Hattie,2009;Johnson,

Maruyama,Johnson&Nelson,1981).Thestudentcentredlearningenvironments

evidencedinthisstudyenabledopportunityforstudentstoselfregulatethroughthe

provisionofnegotiatedsuccesscriteria,structuresforstudentselfreflectionand

assessmentandtheuseofformativeassessmentstrategiestosupportongoing

learning(Bird,2009;Clarke,2014;Hattie,2009;OECD,2012).Teachersinthese

studentcentredenvironmentshadtheadvantageofcollectiveandcollaborative

problemsolvingastheyworkedthroughthecomplexpuzzleofcausinglearningto

occurforeachandeverylearner(Fullan,2011;2014;Hattie,2009;2015b;

Sergiovanni,2007).

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Ratherthanteachersbeingresponsiblefor‘theirclass,’teachersinaneffectiveFLS

considertheneedsofeachchild,planningstrategies,provocationsandexperiences

toenablelearningutilisingthecollectivestrengthsoftheco-teachingteam.

Conversely,repeatedwarningscomefromthoseoftheopenplaneraaswellas

participantsinthisstudyoftheriskofattemptingtorepeat,“Oldwaysofteaching,”

inaFLS.The‘oldways,’refertoateachercentricandteacherdirectedapproachto

teachingandlearningwithanemphasisondirectinstructiontothewholeclassor

grouptogetherwithabilitygrouping.Teachersidentifiedtheproblemofteachers

transitioningintotheseenvironmentsandtryingtoworkasthoughtheywereina

traditionalclassroomasoneofthekeyfactorsleadingtoconflict,noiseandstressin

variablespaces(Cameron&Robinson,1986;Cuban,2004).Effectiveco-teachingina

FLSrequiresteachersreconceptualisetheirnotionofaclassroomtransitioningtoa

newparadigmwheretheycooperateandcollaboratetomeettheneedsofalarger

groupoflearnersandaconceptof‘Ours,’ratherthan,‘Mine.’

ContemporaryFLS’saredesignedtocomplimentandsupportthevision,valuesand

principlesoftheNZC.Theycannotfunctioneffectivelywithtwo,threeormore

teacherstryingtocontrolandteachtheirownclasssolelythroughtheuseofdirect

instructionandattemptingtoactindependentlyofothersintheenvironment.

Retentionofateachercentricenvironmentinvariablyleadstorequestsfrom

teacherstosectionofftheirspacetoreducenoiseanddistractionsinthe

environment(Cuban,2004;Woolner,2010).Rather,effectiveco-teacherswork

towardtheidealofpersonalisinglearningandcreatinglearningexperiencestomeet

studentneedratherthanteachingapredeterminedcurriculumregardlessofthe

needs,interestsandpassionsofthelearner(Robinson,Hohepa&Lloyd,2009;Fullan,

2011;Hattie,2009).Furthermorethetradition(especiallyinNewZealandPrimary

Schools)ofguidedteachingofabilitygroupsinreading,writingandmathsis

challengedbyteacherswithexperienceinastudentcentredFLS.Teachersindicated

thevalueof‘workshopping’basedonaspecified‘justintime’needforstudents

ratherthanteacherspredeterminingthelearningintentionandplacingchildrenin

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fixedabilitygroups(Clarke,2014).Teachersinthisstudyhaveidentifiedbenefitsto

studentsbehaviour,selfregulationandwell-beingthroughastudentcentred

approachandthepowerofco-teaching(OECD,2009).

5.3 EffectivepedagogyinaFLS

Participants,educationalistsandPLDprovidersusearangeoftermstodescribe

effectivepedagogyinthecontemporarycontextofflexiblelearningspaces,MLE’sor

ILE’s.Thesetermsinclude,butarenotlimitedto;MLP,ILP(InnovativeLearning

PracticesorPedagogies),ILE(InnovativeLearningEnvironments)withtheseterms

havinggainedprominenceaseducatorsandstakeholdersattempttocapturethe

essenceofthepotentiallearningenvironmentcreatedinstudentcentredflexible

learningspaces.Characteristicsofthesespacesincludeflexiblespacesdesignedwith

multipleteachersand‘classes’inonespace,astudentcentredconstructivists

approach,ubiquitoustechnologytogetherwiththecharacteristicsofeffective

pedagogyasdefinedintheNewZealandCurriculum.TheuseoftermssuchasMLP,

ILPandILEarenotparticularlyhelpfultoeducatorsastheyinferthesepracticesand

pedagogiescanonlyoccurinflexiblespaceswithcollaborativeteachingandtendto

‘mystify,’teachinginan‘ILE’.Throughoutthesurveysomeparticipantsreferedto

MLP(whichcouldmeanModernLearningPrinciplesorPractices)andmorerecently

andthisrapidlyevolvinglandscape,referenceismadetoILP.Whenparticipantswere

askedtoelaborateonwhat‘MLP’was,fewcoulddescribeanysignificant

characteristicsandweremorelikelytorefertocharacteristicsofeffectivepedagogy.

Modernlearningprinciplesareused.Co-teachingtakesawaythepowerofsinglecellteachinginthewaythatyouhavetosharespaceandstudents.Teachingbecomestransparent.Planningisopen.Itde-privatiseseducation.

MLP'sarebasedondevelopinggraduatesthatarecapableandconfidentinarangeofknowledge&skills.

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Acloserinspectionofthesetermsandinparticulartheprinciplesoflearning

describedin“InnovativeLearningEnvironments”(ILE)revealstheseprinciples(like

theprinciplesoftheNZCurriculum)canandshouldbepresentineachandevery

NewZealandclassroombeitatraditionalclassroomwithasingleteacherora

purposebuiltflexiblelearningspacewith150childrenandsixteachers(OECD,2013).

Table2revealstheverycloselinkbetweenEffectivePedagogyandthe7Principlesof

Learning.

Table2EffectivePedagogyandThe7Principlesoflearning

EffectivePedagogy(NewZealandCurriculum,2007)

7Principlesoflearning(OECD,2013)

Studentsatthecentre Learnersatthecentre

Facilitatesharedlearning Thesocialnatureoflearning

Createasupportivelearningenvironment

Emotionsareintegraltolearning

Makeconnectionstopriorlearningandexperience

Recognisingindividualdifferences

Providesufficientopportunitiestolearn

Stretchingallstudents

Encouragereflectivethoughtandaction Assessmentforlearning

Enhancetherelevanceofnewlearning Buildinghorizontalconnections

Inquireintotheteaching–learningrelationship.

EffectiveuseofElearningtosupportandextendlearning

Table2.Themultipleconnectionsbetweenthe7PrinciplesandEffectivePedagogy

MostrecentlytheEducationReviewOfficepublished,“ModernNewZealand

LearningPractice,MLP”(EducationReviewOffice,2015).Thispublicationisdesigned

to“Demystifymodernlearningpracticeandenvironments”(ERO,2015,p.1).

Unfortunately,whiletheglossarydoeshelpdefinesomecontemporarytermsand

acronymsitfailstoidentifykeyfactorswhichhavebeenevidencedtoimprove

outcomes,selfregulationandhauora.Morehelpfulthancreatingnewterms,isfor

leadersandeducatorstoconsidereffectivepedagogy,whichincludesenablingE

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Learning,andconsiderhowteachercollaboration,co-teachingandflexiblelearning

spacesmightassistteacherstoenacttheseaspirations.Hence,whileteachersand

leadersareusingawiderangeoftermstodescribetheirpractices,thedescription,

‘co-teachinginflexiblespaces’and‘effectivepedagogy,’(whichincludesstudentsat

thecentre)mayclarifydirectionforschoolsandassistteachersandeducatorstoplan

strategicallyfortransitionscommunicatingeffectivelyandmeaningfullywith

stakeholders.Whenconsideringfeedbackfromparticipantsitwasevidentnotall

schoolshadcreatedclarityabouteffectivepedagogyintheirenvironment.Thishas

thepotentialtocreatedisagreementamongco-teachersiftheirunderstandingsvary.

Aneffectivepedagogicalapproachtostudentcentredlearningincorporatesavariety

ofteachingstrategiesincludingdirectinstruction,guidedteachingandreciprocal

teaching(Hattie,2009).Teachersinthisresearchidentifiedtheyfeltmoreableto

undertaketheserolestomeetthediverseneedsoflearnersandthroughco-teaching

wereabletoprovidemultipleperspectivesonthecurriculumandforstudent

learners(Fullan,2011).Inadditiontotraditionalrolesofteachers,participants

identifiednewrolesforteacherswhichweremadepossiblethroughteacher

collaborationandco-teaching.Thesenewrolesincludedtheroleof,‘LearningCoach.’

ALearningCoachwasdescribedbyaparticipantasateacherconferencingwith

learnerstodeterminetheprogresstheyhavemadewiththeirlearning,tochallenge,

provokeandsupportlearnersandtoassistwithdecisionsregardingnextstepsfor

learning.Othersdescribedthisasa‘RoamingTeacher’.Oneschoolinparticularwas

concernedaboutthetermandroleoftheRoamingTeacherastheybelievedthis

termdidnotadequatelyrepresentthecomplexanddynamicroleofcoaching

studentsinanexperientiallearningcontext.ThetermLearningCoachcouldalso

describedasexperientialteachingwhereteachersareresponsivetotheneedsand

motivationsofthelearner/sandhavenopre-determinedobjectives(OECD,2010).

Thisrolerequiresteachersbeattentivetothelearner,haveasoundunderstanding

ofthelearningprocess,curriculumcontentandareskilledpractitionersabletoutilise

questioningstrategies,giveandreceivefeedbackandunderstandtheimportanceof

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studentselfregulationandselfassessment.Thisroleismadepossiblebyco-teaching

forexample;oneteachermaybeintheroleoflearningcoach,whileanotheris

involvedinguidedteachingandanotherindirectinstruction.Thealternative

groupingarrangement(andsizeofgroups)madepossibleinaFLSthroughco-

teaching,maketheserolespossibleandenhanceseffectivepedagogicalapproaches.

Hattie(2015,p.17)suggests,“Teachersshouldbecoachedinalternativewaysof

teachingthatopenspaceinvites,shouldbecoachedinworkingwitheachotherto

teachtogetherinthesespaces,andshouldbecoachedonhowtoevaluatetheir

impactwhenworkinginthesedifferentspaces.”Co-teachinginaFLSprovidesan

opportunityforleadersandteacherstoenhanceeffectivepedagogyasitispresently

understood,potentiallyinvestigating,“EffectivepedagogyinFlexibleLearning

Spaces,”or,“EffectivePedagogywhenCo-teachinginFlexibleSpaces”Thisapproach

willalsoassistschoolsandstakeholderstofocusonwhatcounts,thatistheteaching

andlearningratherthanbuildingsandfurniture(Hattie,2015b).

5.3.1 ProfessionalLearningandDevelopment

Effectivepedagogyissupportedbyandalignedtoparticipationinprofessional

learning(especiallyselfinitiated)whichenhancesteachersefficacyandsupports

continuousimprovement(Timperleyetal.,2007).Thisisespeciallyevidentand

essentialwhentransitioningintoandthenworkingasco-teachersinaFLS(Cameron

&Robinson,1986;Cuban,2004;Hattie,2015).Teachersinthisstudyidentifiedthe

importanceofrelevantPLDtosupportthetransitionintoandongoingworkinaFLS.

Thisisconsistentwiththerecommendationsfromtheopenplaneraandfrom

contemporarysources(Friend&Cook,2010;Hattie,2015;Villa,Thousand&Nevin,

2006).Furthermore,teachersmayrequireassistanceunderstandingand

implementingastudentcentredapproach.Whileastudentcentredapproachis

consistentwitheffectivepedagogyandshouldbeevidentineveryNewZealand

school,itiscriticalforteacherscollaboratinginaFLS.Feedbackfromparticipants

wouldsuggestnotallteachershavesharedunderstandingsaboutthisapproach.

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Supportforteachersmakingtheparadigmshifttoco-teachinginastudentcentred

FLStookanumberofforms.Oneapproachwasthesearchforexternalexpertiseto

supportthetransition.Timperley,Wilson,BarraandFung(2007)affirmthisapproach

suggestingteachersandleadersseekexternalexpertisewheresubstantialnew

learningknowledge,skillsandstrategiesarerequired,especiallyiftheseexpertshave

anon-goingrelationshipwiththeschool.However,participantsevidencedalackof

suchexpertiseleavingteachersandleaderstorelyontheirownresearch.Thisisnot

necessarilyanegativeforschoolsinthisstudyasthepresenceofexternalexpertise

initselfdoesnotguaranteesuccess(Timperleyetal.,2007).Inadditiontoexternal

experts,participantsinthestudysuggestanimportantcomponentofPLDinvolves

ongoingopportunitiestovisitotherschoolswhereeffectiveco-teachingisoccurring

togetherwithtimetoreflectonsuchvisitsandplannextsteps.Whilevisitstoother

schoolsisimportant,facilitationofdiscussionsandinquiryintoreflectionsisessential

forteacherstogainmaximumbenefitfromthePLDapproach(Timperleyetal.,2007).

Giventhatteachershavetraditionallyworkedindependentlyinaprivatisedspace

thereisasignificantneedforlearningtheskillsanddispositionsofcollaborationand

theimplicationsthesehaveforcommunication,planning,assessment,andreporting.

ThefailuretoprovidethenecessaryPLDsupporttoteachersandleadersintheopen

planerawasasignificantfactorinitsultimatedemise(Cuban,2004;Cameron&

Robinson,1986,DepartmentofEducation,1977).Likewise,participantsinthisstudy

consideredthelackofrelevantandevidencedbasedPLDsupportalimitingfactorfor

teachersandleaderstransitioningtoco-teachinginastudentcentredFLS.

Feedbackfromparticipantsinthisstudyconfirmsthesectorislackingclearpathways

fortransitioningtoco-teachinginaFLS.QualityPLDisrequiredforprincipals,senior

andmiddleleaderssotheycansupportteachers(Cuban,2004;Cameron&Robinson,

1986;Hattie,2015).ThislackofsupporthasresultedinleaderscreatingFLS

environmentsthroughtrialanderrorwithminimalempiricalevidence.PLDproviders

haveattemptedtosupportschoolsthroughtheprocess,howevertheirimpactand

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benefittoschoolshasbeenquestionableandattimeshasaddedtoconfusion

throughthecreationofnewtermssuchasMLPandnowILP.Leadersidentifythatfor

manyteachersthetransitiontoco-teachinginaFLSisasignificantparadigmshift

requiringpre-serviceandin-servicesupportwhichtodate,theythemselveshavehad

toprovide.Addedtothechallengeforleaders,arethetimeframesaroundre-builds,

newbuildsandretro-fitswithsomeschoolsworkinginverychallengingphysical

spaceswhileattemptingtoprototypeandimplementco-teachingandstudent

centredlearning.PLDisidentifiedbyteachers,leadersandresearchersasimperative

toassistwiththecreationofeffectivelearningenvironments,thisisasimportantfor

leadersasitisfortheteachersandsupportstaffworkinginthesespaces.While50%

ofteachersidentifiedtheyhadreceivedadequatePLDtosupportthetransition,100%

ofprincipalsreportedinadequacyinPLDprovisionforleaders.ThislackofPLDis

consistentwiththeopenplaneraandplacesteachers,studentsandthecommunity

atrisk(Cameron&Robinson,1986;Cuban,2004).ThereisanopportunityforPLD

providerstocreateresponsiveandtailoredPLDopportunitiestosupportschoolsand

leadersthroughthiscriticaltransition.

5.3.2 Leadership

Leadershipplaysacriticalroleinthetransitiontoandcreationofeffectiveteaching

andlearningenvironmentsinaFLS.Teachersidentifiedthecriticalroleleadersplay

inestablishingvision,challengingbeliefs,supportingstaffandensuringaschool

widecollectiveapproachtochangeandinnovation.Teacherscommentedonthe

importanceofleaders,‘Holdingthevision,’fortheschoolanddrivingthechange

processthroughprofessionaldevelopment,enablingresourcesandfacilities.

Timperleyetal.,(2007)affirmtheimportanceofprincipalsholdingthevisionfor

schools,forstudentachievementandforlinkingthosevisionstoPLDandspecific

goalsandoutcomes.Furthermore,seniorleaders(especiallytheprincipal)were

identifiedasplayingacriticalroleinenablingrisktakingandmistakemakingas

teachersgrappledwiththechallengesoflearningtoworkcollaborativelytocreatean

effectivestudentcentredlearningenvironmentinflexiblespaces.Robinsonetal.,

(2009)identifythecentralroleleadersplayinsupportingproblemsolvingand

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investigatingnewapproachestoteachingbysupportingstaffwithresources,systems

andstructurestoimplementnewpractices.Forschoolsconsideringtheparadigm

shifttoco-teachinginaFLSitisimportantleadersplayacentralroleinnotonly

supportingteachersbutalsoparticipatinginPLD(Clarke,2014;Robinson,Hohepa&

Lloyd,2009;Timperley,etal.,2007).SuchisthepublicawarenessaroundMLE’sand

nowILE’s,principalsandseniorleadersmustleadthechangeprocessinaninformed

mannerratherthansendingstaffofftolookatotherschoolsandthemlettingthem

experimentintheirownspaces(Hattie,2015b).Teachersinthisstudyarevery

explicitabouttheimportanceofleadersleadingthischangeprocess.TheMinistryof

Educationaffirmthecriticalroleleadersplayinchangeprocessidentifyingthis

leadershiproleasoneofthemainfunctionsofleadership(MinistryofEducation,

2008).

ThereisariskinCanterburyofschoolsjumpingontothe‘Bandwagon’ofMLE’s,

MLP’s,ILE’s,ILP’sandflexiblespaceswithoutaclearunderstandingoftherationale

fortheseenvironmentsandaclearprocessfortransitioningtothese.

Fig4.JumpingintoMLE/ILEwithoutunderstandingstudentcentredlearningandeffectivepedagogyispotentiallyjumpingonthe‘bandwagon’

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Effectivetransitionrequiresprincipalsandseniorleadersunderstandtherationale

forco-teachinginaFLSandinparticulartheopportunitytopromotestudentcentred

learningwithinschools.Fromthisfoundation,leaderscanthensupporttheirstaffto

carefullyandstrategicallytransitiontotheseenvironments.Goalsandexpectations

playacentralroleineverydaypracticeasdoesthenecessaryfunding,releasetime

andPLDtoenableteacherstoachievethesegoals(Robinson,etal.,2009).Schools

requirenewandinnovativeapproachestoemploymentandappraisalstructuresand

policies,annualplacementofteammembersanddigitalsystemstosupport

collaboration.Thesechangesrequiredirectionfromleadershipandsupportfrom

BoardsofTrustees.Teachersinthisstudyidentifytheimportanceofunwavering

supportfromtheirleadershipteamtomaximisethepotentialofcreatinganorderly

andsupportivelearningenvironment(Robinson,etal.,2009).Thereisariskto

students,staffandthewidercommunityoftransitioningtocollaborativeteaching

andlearningenvironmentbecausebuildingsarechanging,converselythereis

opportunityforleadersandstafftorequestenvironmentsbebuilttosupporttheir

emergingpedagogicalpracticesandstudentcentredapproach.

5.3.3 Identifyingeffectivenessofco-teaching

Whenaskedwhatmeasuresteachersusetodeterminetheeffectivenessofco-

teachingfewutilisedachievementdata,attitudeorengagementsurveysorsimilar

quantitativemeasurestodetermineeffectiveness.Onlytenofthe28teacher

participantsidentifiedameasurableoutcome(mostcommonlyprogressagainst

goals)withtheremainderusingmoreglobalapproachessuchascommunication

betweenco-teachersandfeelingsofwell-being.Thosewhohaveidentifiedlearning

goalsarepayingattentiontooutcomesandprogressthatbothsupportstudentself

regulationandlearningprogress.Hattie(2012),suggeststeacherstakethetimeto

determinetheimpactoftheirteachingstrategies.Thisisespeciallyimportantina

paradigmshiftofthemagnitudeevolvinginCanterburypresently.Thereissignificant

publicscrutinyofflexiblelearningspaces,ofMLE’sandco-teachingwithhighprofile

secondaryschoolsspeakingoutinthemediainfavouroftraditionalclassroomsand

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teachercentriclearningandadietofdirectinstruction(Wilson,2015).Schoolleaders

whotakethetimetodeterminetheimpactofnewstrategies(especiallyco-teaching

inastudentcentredenvironment)notonlyassistwithprofessionalgrowthoftheir

teachersbutalsoprovideevidenceforalternateapproachestoteachingandlearning

(Hattie,2012).Thereareawiderangeofmeasuresschoolleaderscanuseto

objectivelyanalysecontemporaryco-teachinginstudentcentredflexiblelearning

spaces.TheseincludeprogressagainstNationalStandards,attitudeandengagement

surveys,measuringindicatorsofselfregulationandmeasuresofstudentwell-being

andhauora.Itisimportantmeasuresrelatedtofactorsthatmakeadifferencesuch

asthequalityofteachingratherthandistractionssuchasbuildings(Hattie,2015;

2015b).

5.4 Collaborationandcollaborativeteaching

Participantsidentifiedanumberofchallengesrelatedtotransitioningtoco-teaching

inaFLSincludingthecomplexitiesofcollaborationwhenworkingwithacolleaguein

thesamephysicalspaceonanongoingbasiswhilelearninghowtoco-teach.

5.4.1 Collaboration;Communicationandinter-personalskills

Communicationintensifieswhenteachersworkcollaborativelyasco-teachers.

Momentbymomentdecisionstypicallymadebyteachersplayacriticalroleinthe

creationofeffectiveteachingandlearningenvironments(Hattie,2015b).However,

inaFLSdecisionmakingwilltypicallyinvolvetwotofiveteacherswithindividual

decisionsandbehaviourspotentiallyhavinganimpactonthewholeenvironment.

Teacherswhohaveworkedinatraditionalclassroominaprivateautonomousspace

maystruggletocommunicateandcollaborateeffectivelyinaFLS,thishasthe

potentialtoleadtoconflict,stressandattemptstowithdrawtoprivatespaces.

Teachersinthisstudyrepeatedlyacknowledgetheimportanceofhavingthe

necessaryskillstoengageinprofessionalconversationstogetherwithongoing

conversationsaboutthewayseachco-teachercontributes(ornot)inthespace,their

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interactionswithchildren,parentsandotherstaffandtheco-teachingstrategies

used.Teachersarenoteffectivelytrainedtoconsidertheircommunicationand

interpersonalskillswhenworkingcloselywithcolleagues(Robertson,2008).Thislack

oftrainingpotentiallyplacesteachersatriskwhentransitioningtoco-teachingwhere

everydecisionmayhaveanimpactonanotherteacherandalargegroupofstudents.

Teachersidentifiedtheneedtofocusconversationsonfactorsthatmostpositively

impactonimprovinglearningoutcomesratherthansimplymeetingtoconsider

administrativeandorganisationalmatters(Fullan,2015;2015b).Thispresentsa

dilemmatoteacherstransitioningtoaFLSasoneofthemostimportantfactors

identifiedwasthatofsystemsandroutinestosupportteachingandlearningand

thesewereonlycreatedthroughdetailed,ongoingconversationsabouteveryaspect

ofteachingandlearninginaFLS.Whiletheseconversationsaretimeconsumingand

mayhavenoimpactonsupportingindividuallearningneedstheyareinfactessential

toensureasafe,supportiveandorderlylearningenvironment.Feedbackfrom

participantssuggestsongoinginvestmentinPLDtosupportcommunicationand

collaborationenhancesthecultureofthelearningenvironmentandhasthegreatest

potentialtoassistteacherstoimprovelearningoutcomes.Suchsupportmustgo

beyondtheroutines,structuresandsystemsrequiredformultipleteachersworking

togethertoongoinglearningtalkregardingspecificlearningneedsandstrategiesto

improveoutcomes,selfregulationandhauora.

5.4.2 Collaboration;Developingarangeofco-teachingstrategies

TeachersinFLS’sinthisstudyhaveinconsistentapproachestoco-teaching.Some

couldnotidentifyanystrategiesuniquetoteachinginaFLSotherthanrunning

‘workshops’,othersclaimtheyutiliseawiderangeofco-teachingstrategiesbutwere

unabletospecificallyidentifywhatthesewere,howtheywereimplementedand

when.Whengiventheopportunitytoreflectontheuseofsixspecificco-teaching

strategiesanumberreported‘weuseallofthoseallofthetime.’Leadersidentified

co-teachingimplementationwasinconsistentin66.7%ofcases.Thesefindings

suggestteacherslackspecificstrategiestosupportco-teachingandfailtoreflect

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strategicallyontheeffectivenessofparticularco-teachingpractices.Thisnotonlyhas

implicationsfortheteachersinthesespaces,butalsothemanyteachersandleaders

whovisittheseschoolsontheirownjourneytowardworkinginaFLS.Practicing

TeacherCriteria(PTC)6-9&11-12,detailexpectationsthatteacherswillunderstand

andreflectonteachingstrategiesused,analysingtheeffectivenessofthestrategies,

criticallyreflectingonevidenceandrefiningpracticeasrequired(EducationCouncil,

2015).Tomakethiscriticalreflectionpossible,teacherswillneedtoplanspecificco-

teachingstrategiesandreflectexplicitlyontheeffectivenessofsuchstrategies.This

isespeciallyimportantgivenco-teachingstrategiesintheliteraturehavetheirorigins

intheinclusiveschoolingmovementandgenerallyrelatetosupportingspecialneeds

learners.Theseco-teachingstrategiesmayhavevalueinaFLS,howeverexplicit

planningandrefectionisrequiredtodeterminemerit.Giventheco-teaching

strategiesevidenceinthemajorityoftheparticipantschoolshaveoriginsinthe

inclusiveschoolingmovementthereisopportunityforeducatorstorefinetheseto

suittheuniqueNewZealandcontext.

5.4.3 Maximisingthepotentialofflexiblelearningspaces

Teachersspecificallynotedaneedfortimetocommunicatewithco-teachersona

regularbasisandinparticulartheimportanceofsharedteacherworkspaceto

facilitateregularin-depthlearningfocusedconversations(Cameron&Robinson,

1986;Timperley,2008).Whereteachersaretakingcollectiveresponsibilityforalarge

groupofstudentsongoingconversationsensureallstakeholdersareawareof

learningneedsandareabletocollectivelyparticipateinproblemsolvingtomeet

studentneeds(Fullan,2011).Additionally,asco-teachingrelationshipsprogressed

beyondtwoteachers,theimportanceofasharedplaceforconversationsincrease.

Whileenablingspaceisimportantforteachers,itisevenmoreimportantfor

teachingandlearning.Anumberofparticipantsexplainedhowpoorlydesigned

spacelimitedtheeffectivenessofcollaborativeteachingandlearningandchildren’s

abilitytoselfregulate.Inadditiontoteacherworkrooms,effectiveFLS’sincluded

multiplebreakoutlearningareas,qualityacoustictreatment,naturallightandnatural

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flowtotheoutdoorsandsufficient‘openness’toallowreconfigurationoftheareato

respondtoawiderangeofteachingandlearningneeds(Nair,2014).Teacherswho

attempttoco-teachintraditionalspaceslinkedbysharedfoyersandcorridorsfound

thespacerestrictiveandnegativelyimpactingonco-teaching.Theprovisionof

flexiblelearningspacesenablesenhancedteachercollaboration,facilitatesco-

teachingandprovidesimprovedopportunityforstudentselfregulationsupporting

multiplemodesoflearning.

5.4.4 Smartsystems

Theprovisionofresourcingforsuitablesystemstosupportteachingandlearningis

essentialtocreatehighperformingschools(Robinsonet.al,2009).Systemsinclude

digitalsystemsanddaytodaysystemsforthefunctioningofthespace.Asstudents

areencouragedtobemoreselfmanagingandregulatingandarelearningin

environmentswithco-teachers,smartsystemsareessential.Teachersinthestudy

clearlyarticulateco-teachingenvironmentsinaFLSaremorestructuredthantheir

experienceoftraditionalspaces.Thesestructuresandsystemsareidentifiedas

necessarytosupportselfregulationandtoassistteacherstomonitorprogressand

personaliselearning.

Teacherssoughtdigitalsystemtoshareplanning,ongoingassessmentandreporting.

Thesedigitalsystemsalsosupportorganisationofworkshopsorneedsbased

teachinggroupsandmonitoringofprogress.Anumberofparticipantschoolshave

refinedtheirdigitalsystemstosupportteachingandlearninginfiveweekblockswith

veryspecificanddetailedmonitoringofstudentprogress(orotherwise)duringthis

timeframe.ThemajorityofschoolsareutilisingGoogletoolstoshareplanning,

assessmentandteachingstrategies.Additionally,anumberofschoolsareutilising

systemssuchasGoogleclassroom,HaparaandotherITsystemstosupportand

managestudentslearninganddigitalportfolios.Whilethesetoolsarehelpful,

teachersandleadersarespendingsignificantperiodsoftimecreatingpersonalised

systems,ineachteam,ineachschool,acrossNewZealand.Atpresent,smart

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systemsarenotevidentastheserequireinvestmentofmanyhoursofplanningand

creationtimeineachschoolandmostfailtoadequatelypassinformationfromone

yeartothenextwiththechild,thatistheyfailtosupportpersonalisedlearningover

time.

Onlineforumssuchas‘VLN’(VirtualLearningNetwork,MinistryofEducation,2016)

showregularpostsfromteacherswhoaretryingtodeterminehowtoworkinaFLS

withco-teachers,andinparticular,thesystemsrequiredtosupportcollaboration.

ThedaytodayfunctioningofaneffectiveFLSrequiresexplicitandwellconsidered

systemsasteachersmakeaparadigmshifttoco-teachingandcollective

responsibilityandaccountabilityforstudentprogressandachievement.Feedback

fromparticipantswouldsuggestsystems(especiallydigitalsystemstosupportco-

teaching,planning,assessmentandreporting)areanythingbut‘smart’atpresent.

Thisparadigmshift,andtheongoingworkinaFLS,requiresleadershipprovide

resourcingforstafftoaccesstherequiredsystemstogetherwithinvestigating

potential‘smartsystems’tosupportthisnewparadigmandeffectivepedagogyina

FLS.

5.5 Transitiontostudentcentredco-teaching,learningfromthepast

Theopenplanerahadmanyofthesamedriversasthecurrenttrendofco-teaching

inastudentcentredlearningenvironment.Intheintervening40years,international

curriculumsandespeciallytheNZChavemovedmuchclosertotheideals,aimsand

goalsoftheopenplanmovement.Arguably,thisshouldmakethetransitiontoaFLS

lesschallengingforteachersandchildren,reducingthepotentialcultural,

pedagogicalandphilosophicalshockofthetransition.Thelessonsfromtheopen

planeraallow21stcenturyeducatorstominimiseriskandmaximiseopportunity.

Reviewersin1977and1986madestrongrecommendationsregardingthephysical

space,teachingandlearning,studentneeds,communicationwithfamilies,PLDand

teachertraining.

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During theopenplanera themovementwasalmostdiamertricallyopposed to the

policies, curriculum, pedagogy and understood ‘best practice’ of the day as

illustratedinFig.5.

Fig.5.Thetensionoftheopenplaneraanddisconnectwithpoliciesandcurriculum

Teachersintheopenplanerafacedsignificantpedagogicalandphilosophical

challengestransitioningintoopenplanspaces,theyalsofacedaparadigmshiftto

collaborative,deprivatisedpracticetogetherwithsystems,structuralandphysical

changes.Teachersin2015inNewZealandhaveacurriculumalignedwiththe

aspirationalpedagogyandphilosophyoftheopenplanera(Fig.6).

Fig.6.ThealignmentofthecurrenteraofFLS,studentcentredlearning,collaborationand

theNZC

Thefeedbackfromparticipantsinthisstudysuggestsnotallteacherstransitioning

intoaFLSandworkingasaco-teachersareawareofthevision,values,principles,

andeffectivepedagogyoftheNZCandaccordinglymayhavesignificanttransitional

needs.Thethreediagramsbelow(Fig.7,8&9)illustratethechallengesfacedinthe

OpenPlanMovement 1960’scurriculum,

policiesandpedagogy

2015:NZC FlexibleLearningSpaces

Collaborativeteachingandlearning

Environments

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openplaneraandthedifferencebetweenateachertransitioningintoaFLSwho

understandstheNZCin2016asopposedtoateachersin2016whomaynot

understandthevision,principlesandeffectivepedagogyasdescribedintheNZC.

Fig.7.Thechallengesfacedbyteacherstransitioningtoopenplaninthe1970’s

Asillustratedabove,teachersintheopenplanerafacedamyriadofchallengesas

theytransitionedintoopenplanclassrooms.Theyweretransitioningfroma

traditionalapproachofdirectinstruction,wholeclassteaching,teachercentred,

childreninsingledesksinrows,acurriculumofthe“ThreeR’s”andabsolute

autonomyinaprivatespacetoawholenewparadigm,pedagogyandphilosophy.

Withoutadequatesupport,teacherswhotransitionedtotheopenplaneraquickly

revertedtotheirknownpracticesandpedagogies.Leavingteacherstomakethe

transitionsimplybecausetheyhadthespacetotallyoverlookedthecomplexitiesof

teachingandlearningandthesignificantparadigm,philosophicalandpedagogical

shiftrequiredforteacherstoworkeffectivelyinthesenewenvironments

(DepartmentofEducation,1977).

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Fig.8.ChallengesfacedbyteacherstransitioningtoaFLSin2016whereeffectivepedagogyisunderstood

AsillustratedinFig.8,teacherswithasoundgraspofNZCmayonlyneedtoconsider

howtouseflexiblespaceseffectivelyandpossiblyadjusttoadeprivatisedspace,

theywillhowever,haveconsiderableadjustmentstomaketolearnhowtoco-teach

(indicatedinred)effectively.Teachersandleaderswhodonothaveasound

understandingofNZCandeffectivepedagogyfaceasignificantlylargerchallengenot

toodissimilartothechallengesfacedintheopenplanera(Fig.9).

Fig.9.ChallengeoftransitioningtoaFLSin2016whereeffectivepedagogyisnotunderstood

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Despitehavinganenablingandempoweringnationalcurriculum,feedbackfrom

participantssuggestssometeachersdonothaveaclearunderstandingofeffective

pedagogywithlearnersatthecentre.Inthesecasesteachersmaybeinnobetter

positionthantheircolleaguesof1970andwillrequireconsiderablesupporttowork

effectivelyinastudentcentred,co-teachingenvironmentin2016.Asintheopen

planera,itiscriticalstaffhavethenecessarysupporttotransitiontoco-teachingina

FLS.Thiswillinvolveunderstandingthecurrent‘position’oftheteacher/sandschool

andnavigatinganappropriatewayforwardwiththerelevantPLD,resources,systems

andleadershipsupportrequiredforasuccessfultransition.

ChapterSummaryTransitioningtoco-teachinginaFLSandcreatingeffectivelearningenvironmentsrequiresexplicitplanningandpreparation.Teachersandleadersrequireaclearunderstandingofastudentcentredlearningenvironment,effectivepedagogy,collaborationandco-teachingandwillneedtodevelopsharedbeliefs.Supportwillberequiredtoassiststafftodevelopeffectivecollaborative,communicationandinter-personalskillsastheytransitiontoaFLS.Specificco-teachingstrategiesarerequiredtomaximisethepotentialofcollaborationandflexiblespaceswithteachersandleadersneedingtoidentifygoalsandmeasurestodeterminetheeffectivenessofthesestrategies.Finally,staffwillrequirespecificPLDtomaximisetheaffordancesofflexiblelearningspaces.LeadersandtheMinistryofEducationhavethebenefitofsignificantresearchandfindingsfromtheopenplanerawhichareinstructionalforthecurrentparadigmshift,itisadvisabletheselessonsareconsideredtomitigateriskstostudents,teachersandthereputationofeducatorsinthecontemporarycontext.

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6 CHAPTERSIX:ConclusionsandRecommendations

Thischaptersummarisesthisresearchincludingconclusionsandrecommendationswithsupportingillustrationstoclarifykeyunderstandingsforthosetransitioningtoco-teachinginflexiblelearningspaces.Focusingquestion:Whataretheconclusionsandkeyrecommendationsthatwouldmakeasignificantimpactonthesuccessfulimplementationofco-teachinginastudentcentredFLS?

6.1 ConclusionsBoardsoftrusteesandschoolleadershaveanopportunitytoreasserttheplaceand

importanceoftheNewZealandCurriculumwiththecurrentsupportfromthe

MinistryofEducationfortherepurposingofexistingspacesortheconstructionof

newFlexibleLearningSpaces.TheMinistryhasbeenexplicitinit’sintentionto

empowerschoolstodevelopInnovativeLearningEnvironments(ILE’s),through

provisionofspace,resourcesandanexistingcurriculumalldesignedtosupport

studentcentredlearning,teachercollaborationandco-teaching.Stakeholdershave

thebenefitofreviewingtheopenplaneraapproachtowardstudentcentredlearning

andco-teachinginopenandvariablespacestoensurethecontemporarymovement

leadstoimprovedoutcomes,selfregulationandhauoraforstudentsof2016and

beyond.

Thisresearchhighlightstheimportanceofanumberofcriticalfactorsorbuilding

blockswhentransitioningtoflexiblelearningspacesandco-teaching(Fig.10).

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Fig.10.Thebuildingblocksforeffectiveco-teachingstudentcentredlearningenvironments

AsillustratedinFigure10,schoolssuccessfullytransitioningtocollaborativeteaching

andlearninghavestudentsatthecentre,understandwhateffectivepedagogy

meansintheirschoolandflexiblespace,aredevelopingtheskillsofcollaboration

andhavespecificstrategiesforco-teaching.Theypurposefullyusephysicalspaceand

associatedresourcestosupportstudentcentredlearning,teachercollaborationand

co-teaching.Finallytheyprovidetimeandstrategiestoallowteacherstohavetheir

beliefschallenged,refinedandovertimeestablishsharedbeliefsregardingstudent

centredlearning,collaborationandco-teaching.

Thestartingpointforanychangeprocessisfirsttoask,“Why?”Inthecaseofa

paradigmshifttocollaborativeteachingandlearninginflexiblespaceswhywouldwe

dothis?Whyconstructorre-purposespacessoteachersandstudentscanworkand

learntogetherinonespace?Whatbeliefsdoweholdaboutthisapproach?Most

importantly,whataretheperceivedbenefitstostudentswhenlearninginthese

environments?Whatresearchoremergingevidenceistheretosupportthe

proposedchange?Thesequestionsareofcriticalimportancetoteachers,support

staff,students,whanauandthecommunityastheywillprovidearationalefor

proposedchangeandallowstakeholderstobeinformedandengagedinthechange

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process.Itisnotacceptablenorhistoricallysuccessfultosimplyallowachangein

buildingdesigntodrivepedagogicalchange.Asillustrated(Fig.10.1)usingspacesor

resources(suchastechnology)astherationaleforchangeplacesstudentsatriskand

failstoidentifyandworkfromasolidfoundationoflearnersatthecentreand

effectivepedagogy.

Fig.10.1.Therisksofplacingbuildings(FLS)orITastherationaleforchange

Thereissignificantpotentialriskforstudents,staffandwhānauwhenspace

(buildings)ortechnologydrivethechangeprocess.Thiswasevidencedintheopen

planeraandcanoftenbeevidencedschoolsin2016wheretechnologyand

programmessuchas1:1andBYODarepromotedasa‘fixall,’ratherthanbuilding

fromafoundationoflearnersatthecentreandeffectivepedagogy.AsHattie(2015)

suggests,weenterintothepoliticsofdistractionwhenthefocusoftheschoolorthe

sectorshiftsfromfactorsthatdomakeadifferencetothosewhichhaveless

potentialimpactsuchasbuildingsandITresources.Regardlessofthechangeunder

consideration,schoolsleadersandBoardsofTrusteeshavearesponsibilitytoplace

learnersatthecentreofdecisionmakingandbaseanychangeontheirneedsand

throughthefilterofeffectivepedagogy.Thereisalsoariskco-teachingbecomesthe

rationaleforchangeasopposedtoco-teachingbeingidentifiedasastrategyto

supportastudentcentredenvironmentgroundedineffectivepedagogy(Fig.10.3).

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Fig.10.3.Therisksofco-teachingastherationaleforchange

Simplyputtingtwoteacherstogetherinonespacewithoutarationale,systems,

supportandstructuresisproblematicandhighrisk.Beforeteachersembarkintothe

highlycomplexdomainofco-teachinginflexiblespacestheyfirstneedtounderstand,

‘Why?’Tocreateaneffectiveteachingandlearningenvironmenttheythenneedto

haveclarityaboutwhatlearnersatthecentremeans,whateffectivepedagogylooks

likeintheirschoolandunderstandhowtocollaborateeffectivelywithotheradultsto

achievetheseaims.Failuretotakethesestepsiswelldocumentedthroughtheopen

planeraresultinginsignificantstressandriskforteachers,studentsandwhanau.

Thereisasignificantrisktothewell-beingofall,thelearningandselfregulationof

studentsandthereputationoftheprofessionwhenrushingintoco-teachingin

flexiblelearningspaces(orMLE/ILE)withoutthecorrectfoundationsinplace(Fig.

10.4).

117

Fig.10.4.Thenetresultsofchangewithoutunderstanding‘Why?’

Teachercollaborationnotonlyimprovesthepracticesofteachingbutalsoimproves

outcomesforlearners.FormanyyearsNewZealandteachershavetakentimeto

collaboratewithcolleaguestomoderateassessmentinformation,planunitsof

learning,problemsolveandsharetheimmensetaskofmeetingthediverseneedsof

learners.Researchaffirmsthepracticeofteachercollaborationandencourageseach

teacherfocusonthosefactorsthatreallymakeadifferenceforlearners.Through

theprovisionofflexiblelearningspacesteachersnowhavetheopportunityto

maximiseteachercollaborationbyworkingtogetherinonephysicalspacetobest

meetthediverseneedsoflearners.

Theskillsofcollaboration,learningfocussedcommunicationandinter-personalskills

haveasignificantbearingonthesuccessofateachersworkinginaFLS.Specific

strategiesandPLDmayberequiredtosupportteacherstogainthenecessary

collaborationskillstomaximiseworkingwithcolleagues.Teacherscurrentlyworking

inFLS’sidentifyeffectivecommunicationandcollaborationskillsessentialtowork

together.

118

Co-teachinginflexiblelearningspacescanmakeasignificantpositivedifferencefor

learnersandenhancethequalityofteaching,teacherefficacyandwell-being.When

establishedwithlearnersatthecentreandasharedunderstandingofeffective

pedagogy,co-teachinghasthepotentialtoenhancethequalityofteaching,the

retentionandwell-beingofbeginningteachersandthequalityofthelearning

environment.TeachersworkinginFLS’shavetheopportunitytolearnfromand

supportoneanotheronamomentbymomentbasisandgainingdiffering

perspectivesoflearnersandthecurriculumastheyworkalongsidecolleagues.

Teachershaverealtimesupportwhendealingwithchallengingbehaviour,learning

difficultiesandlearningchallenges.Theyarebetterabletomeetthediverseneedsof

theirlearnersthroughsharedplanningandimplementingarangeofco-teaching

strategies.Teachersbenefitfromalternateperspectivesofindividualstudentsand

theirownteachingpractice.Theyareabletoarrangelearnersintoneedsbased

groupsandreportthatcollectivelytheyarebetterabletomeetneedsthanwhen

workinginisolation.Teachersreportlessdisruptivebehaviour,improvedstudent

self-regulationandincreasedengagementandmotivationfromstudentswhereFLS’s

areestablishedwithlearnersatthecentre.Teachersarealsolikelytoconsider

themselvesmoreaccountableintheseenvironmentssharingplanning,assessment

andhavingtheirteachingpracticemadepublic.

Studentsnowhavetheopportunityformultipleperspectivesofthecurriculumas

theyinteractwithnumerousteachersinonespaceonadailybasis.Studentsno

longerruntheriskofbeen‘stuck’withateachertheydonotrelatetoforayearor

more,ratherhavinganumberofteacherswithwhomtheycanformlearning

focussedrelationshipswith.IneffectiveFLS’sstudentsgainagreatersenseofagency

andwell-beingasagroupofteachersworktogethertosupporttheirlearning.

Studentsalsohavethebenefitofthedifferingstrengthsandinterestsindividual

teachersbringtotheFLS.Wheresharedbeliefsareinplace,studentsalsohavethe

benefitofconsistentmessages,practicesandprocessestosupporttheirlearning,

hauoraandselfregulation.

119

ThephysicalenvironmentinaFLSprovidesopportunityforteachersandstudentsto

selectthebestlocationforlearning.Welldesignedspacesprovideopportunityfor

smallandlargegrouplearning,directinstruction,guidedteachingorindividual

inquiryandlearning,togetherwiththeopportunitytocreatespecialistlearning

zoneswithintheenvironment.SchoolleadersandBoT’swouldbewelladvisedto

ensuretheirbuildingdesignprovidesopportunityforsmallandlarge‘breakout’

learningareasinadditiontomoreopenspaces.Acoustictreatmentisofcritical

importancewhentwoormore‘classes’sharealearningspaceasarenaturallight,

ventilation,insulationandconnectiontotheoutdoors.Teachersalsobenefitfrom

havingasharedspacewheretheycanmeetforprofessionalconversations,planning,

assessmentandproblemsolving.Whilephysicalspaceshouldnotbethedriverfor

changeitwillsupportteacherstocreateaneffectiveteachingandlearning

environment.

IntheNewZealandcontextcollaborativeteachingandlearninginflexiblespaces

providesopportunitytoaffirmtheNZCandconceptsimportanttoMāorifurther

enhancingeducationaloutcomes,well-beingandselfregulationfortangatawhenua

(MinistryofEducation,2011b).Inparticulartheseenvironmentssupport:

Manaakitanga;environmentswhenakolookingafterothers,showrespectand

kindnesstoothersandenhancingmana.

Whanaungatanga;buildingstrongrelationships,buildingasenseoffamilyconnection,

providingasenseofbelongingthroughbuildingrelationships,andincludingothers

andlearninginmultiyearlevelstudiostogether

Rangatiratanga;learnersencouragedtotakeleadershipanddecisionmakingaround

theirlearningandachievement,environmentswhereprogressivelystudentsare

enabledtomakedecisionsaboutwheretheylearn,whotheylearnwith,when,what

andwhytheylearn.

Ako;adynamicformoflearningwheretheeducatorandthestudentlearnfromeach

otherinaninteractiveway

Tuakanateina;referstotherelationshipbetweenanolder(tuakana)personanda

120

younger(teina)person.Withinteachingandlearningcontexts,thiscantakeavariety

offorms:

• Peertopeer–teinateachesteina,tuakanateachestuakana.• Youngertoolder–theteinahassomeskillsinanareathatthetuakanadoes

notandisabletoteachthetuakana.• Oldertoyounger–thetuakanahastheknowledgeandcontenttopassonto

theteina.

WhiletheseconceptsshouldbepresentineveryNewZealandSchool,evidencefrom

thisstudysuggeststheflexiblelearningenvironments(typicallymultilevel)provide

additionalopportunityforenhancingoutcomesforMāoriako.

6.2 KeyRecommendations

6.2.1 Situatelearnersatthecentre

Itisrecommendedleaders,professionallearningprovidersandteachertraining

organisationsdevelopsomekeyunderstandingsofwhatlearningiswhenstudents

aresituatedatthecentre,theimplicationsforteaching,learning,thephysicalspace,

systems,teachingstrategiesandresourcing.ThesuccessofanyFLSisdeterminedby

teacherswhoareworkingwithinthespacehavingasharedunderstandingregarding

studentcentredlearningandevolvingtheirpedagogy,practicesandbeliefsto

supportthisapproach.Allstakeholdersneedtoask:

“Whysituatestudentsatthecentre?”

“Whatdoesstudentcentredlearningmeanatourschool?”

“Whatarethesuccesscriteriaforourschoolwhenstudentsareatthecentre?”

121

6.2.2 DevelopsharedunderstandingsaboutEffectivePedagogyinaFLS

Whenteachersworktogetherinonephysicalspacetakingsharedresponsibilityfor

learningtheyrequireasharedunderstandingofeffectivepedagogytomaximise

opportunityforstudents.Inconsistencyandalackofsharedunderstandingregarding

effectivepedagogycanleadtoconfusionandstressforstudentsandconflictforstaff.

Teachersandleadersneedtoask:

“Whatdoeseffectivepedagogylook,soundandfeellikeatourschoolandinourFLS?”

6.2.3 Developskillsofcollaboration

Littleisdoneinpre-serviceorin-servicetrainingtoassistteacherstounderstand

howtocollaborativeorcommunicateeffectivelywithcolleaguesorhowtodevelop

inter-personalskills.TransitioningintoaFLSandco-teachingexposesthislackof

training,skillandknowledgeplacingteachersandstudentsatrisk.Teachers,school

leadersandPLDprovidersneedtoask:

“Whataretheskillsneededtocollaborateeffectively?”

“Howdowecreatelearningfocussedcommunicationanddeveloptheskillsto

communicateeffectivelywithcolleaguestobestmeetstudentneeds?”

“Whatareinter-personalskillsandhowmightweimprovethesetoachieveour

goals?”

122

6.2.4 Implementspecificco-teachingstrategies

Teachersinthestudyrepeatedlywarnthatsimplytransitioningoldwaysintoa

collaborativeenvironmentisasignificantrisk.Teacherswillbenefitfrom

understandingthestrategiesavailabletoenhanceco-teachingandhowtomaximise

thepoweroftwoormoreforthebenefitoflearners.Co-teachinginaFLSprovides

opportunitytoachieveoutcomessimplynotpossibleinatraditionalclassroomwith

oneteacherand27children.Teachersneedtoask:

“Whatarethespecificstrategieswecanimplementtomaximisethepoweroftwoor

more?”

6.2.5 Analysetheimpactoftheco-teaching

Co-teachinginastudentcentredFLSisasignificantparadigmshiftforstaff,children

andwhanau.Thereisconsiderableriskifteachersarenotsupportedandiftheyfail

tounderstandthebuildingblockstocreatinganeffectiveteachingandlearning

environment.Teachersandleadersneedspecificgoalsandmeasurestodetermine

theeffectivenessofthisapproachandshouldask:

“Whatstrategiesandmeasurescanweusetodeterminetheimpactoftheteaching

andlearningenvironmentwearecreating?”

“Howandwhenwillwe‘check’onprogressandwhowillwereportto?”

123

6.2.6 Strategicallyprepareforchangeandthefuture

FlexibleLearningSpaces(FLS’s)arethemosteffectivedesignresponsetoanever-

changingworldandtherapidandsignificantimpactoftechnologyoneducationand

thepotentialofteachercollaboration.TofulfilthegoalsandaspirationsoftheNew

ZealandCurriculumrequiresflexiblespaceswithstudentsatthecentre.Substantive

researchsupportsteachercollaborationasacriticalfactorforcontinuous

improvementintheeducationsector.Workingincollaborativeenvironmentsisnot

secondnaturetoteachers.TheyrequirequalityPLDtomaketheparadigmshiftto

co-teachinginade-privatisedenvironment.Additionally,teachersandleadersneed

tofullyunderstandtheprinciples,expectations,valuesandkeycompetencies

expressedintheNZCiftheseenvironmentsaretoreflectthenationalcurriculum.

Teachersrequiresupporttounderstandhowandwhentousesystems,tools,

strategiesandspacetoachievedesiredoutcomesandwhatenablingstructuresneed

tobeinplace.Understandinghowtoworkwithoneanotherinasinglespace,howto

maximisestrengths,minimiseweaknesses,learnfromandwithoneanotherandto

participate,asrespectfulprofessionalswilltaketimeandongoingsupport.To

achievethesegoalsthefollowfinalrecommendationsaresuggested:

• Creationofprofessionallearningmodulestosupportunderstandingsof

studentcentredenvironments

• IdentificationofFLSenvironmentswhereeffectivecollaboration,co-teaching

andstudentcentredlearningisevident

• AdditionalresourcingfromtheMinistryofEducationtosupportschools

transitioningtoco-teachinginFLS’s

• Creationofresourcestosupportschoolsunderstandingofeffectiveuseof

flexiblespace

• Sectorwidesupportforsmarttoolstosupportcollaborativeteachingand

learning

• AdditionalPLDforleaderstransitioningschoolstoFLS

124

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8 APPENDICES

8.1 APPENDIXA:Surveyquestions;TeachersThankyouforagreeingtoparticipateinthissurveyregardingco-teachingrelationships.Theinformationyouprovidewillhelpdeterminethemesandoverall‘keycomponentsofaneffectiveco-teachingrelationship”toreportinbothathesisandadigitalresourcesforschoolsinNewZealandandoverseaswhoareinterestedinco-teaching.Noonepersonorschoolwillbeidentifiedinthepublishedthesisanddigitalresourcethatwillresultfromthisresearch.Youwillremainanonymousandyoumaystopthesurveyatanypointandrequestyourinformationnotbeincludedifyouarenotcomfortablewithquestionsaskedortheresponsesyouhavegiven.Forthepurposeofthissurvey,co-teachingisdefinedas;“Twoormoreteachersworkingtogethercollaborativelytodeliverinstructiontoaheterogeneousgroupofstudentsinasharedinstructionalspace.Inthisenvironmentteachersblendtheirexpertise,sharematerialsanddevelopcommoninstructionalgoals”(FriendandCook,2010)Thissurveymaytakeupto60minutessopleasemakesureyouhavesetasideuninterruptedtime.

TeachersSurveyGenderM/FHowlonghaveyoubeenteachingfor? DropdownboxyrsHowlonghaveyoubeenco-teachingfor? DropdownboxyrsComment:Whattypeofspaceareyouworkingin?Dropdownbox:NewMLE?RetrofitComment:Howmanyregisteredteachersworkinyourlearningspace?DropdownboxnumberHowmanychildrenareinthespaceyouareworkingin?DropdownboxnumberHowmanyarecurrentlyinyourco-teachingrelationship?(Insomeschoolsalthoughthespacemayhold150childrengroupsofteachersandchildrenworktogetherspecificallyasco-teachers,forexampleitmaybeafiveteacherspacewithco-teachersinagroupofthreeandagroupoftwo)DropdownboxnumberIsyourspacemulti-levelorasingleyeargroup?DropdownboxMulti/SingleIfmulti-levelhowmanyyearlevelsarerepresentedinthespace?DropdownboxnumberYourco-teachingteam:Whodeterminedwhoyouwouldco-teachwith?Dropdownbox:Me,Leadership,OtherComment:Didyouhaveanyinputintothedecisionmakingaboutwhowouldbeinyourco-teachingrelationship?(Forexamplewereyouaskedwhoyouwouldliketoworkwithandwhyandperhapswhoyouwouldnotliketoworkwith?)DropdownboxYes/NoDoyouthinkteachersshouldhaveinputintowhotheyco-teachwith? Comment:Whoshouldmakethefinaldecisionaboutco-teachingrelationships?Comment:Whatisyourpreferenceforthenumberofteachersinaco-teachingrelationship?DropdownboxnumberWhy?Selectyourtop5characteristicsyouseekinothersyouwillbeco-teachingwith

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EffectiveCommunicator,honest,trusting,excellentcurriculumknowledge,lifelonglearner,similarpersonality,tidy,quiet,extrovert,introvert,organised,forgiving,teachingskill,havingdifferentstrengthsfromme,supportive,encourager,senseofhumour,reliable,prompt,respectedbyothers,perseverance,hardworking,accurate,confidential,willchallengeme,detailed,ideasperson,patientProfessionallearning:Wereyouprovidedwithanyprofessionallearningaboutco-teachingpriortomovingintoaco-teachingrelationship?DropdownboxYes/NoIfyespleasedescribe…Pleasedescribehowprofessionallearningaboutco-teachinghasassistedyourco-teachingrelationship:CommentboxWhatotherprofessionallearningdoyouthinkwouldhelpyoutobemoreeffectiveinaco-teachingrelationship?Commentbox:Whatprofessionallearningyouwouldrecommendtostaffmovingintoaco-teachingrelationship?Commentbox:Howimportantisprofessionallearningincreatinganeffectiveco-teachingrelationship(1-5)Dropdownbox1-notimportant,5extremelyimportant(1-5)Howhaveyourideasandexperiencesaboutprofessionallearningchangedsinceworkinginaco-teachingrelationship?Comment:Releasetime:Whatreleasetimedoyouhavewithyourco-teachingpartner/seachweek?Isthissufficient?DropdownboxYes/NoWhy/whynot?Howoftendoyoumeeteachweekwithyourco-teacher/s(otherthanformalreleasetime)?Dropdownbox:Daily/twiceaweek/threetimesaweekOnaverageinminuteshowlongdoyoumeetforatthesetimes?Dropdownbox:5/10/15/20/25/30/35/40/45/50/55/60Whydoyoumeet?Whatwouldbetheidealreleasetimearrangementforyouwithyourco-teachingpartner/s?Howimportantisreleasetimeincreatinganeffectiveco-teachingrelationship(1-5)Dropdownbox1-notimportant,5extremelyimportant(1-5)Systems:(includingmonitoringandreporting)Homeroom:Forthepurposesofthissectionyour‘homeroom’childrenarethoseyouaredesignatedwithregardingwell-beingandmonitoringprogressandachievement.Inyourco-teachingrelationshipdoyouhavea‘homeroom’orsetofchildrenyouarespecificallyresponsiblefor?DropdownboxYes/NoWhodecidedwhoyourhomeroomchildrenwouldbefor2015? Dropdownbox:Leadership/Leadershipwithteacherinput/Teachers/OtherDoyouteachchildrenoutsideofyourhomeroomgroup? DropdownboxYes/NoHowdoyouplanforthesechildren?DropdownboxPaper/OnlineIstherearequirementyoushareplanningandassessmentwithyourco-teachers?DropdownboxYes/NoDoyouconsiderthissystemiseffective?DropdownboxYes/NoComment:

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Summary:Howimportantishavingeffectivesystemsinplaceincreatinganeffectiveco-teachingrelationship(1-5)Timetabling:Whodeterminesthetimetableforyourco-teachingteam?Dropdownbox:Teachers/Leadership/leadershipandteachers/otherDoesdecisionmakingregardingtimetablingeffectthequalityofyourco-teachingrelationship?DropdownboxYes/NoComment:Howimportantistimetablingincreatinganeffectiveco-teachingrelationship(1-5)Multi-levelclasses:Doeshavingamultiyearlevelco-teachingpartnershipimpactpositivelyornegativelyonyourco-teachingrelationship?DropdownboxPositively/NegativelyWhy?Resources:Doestheprovisionoforlackofresourcesimpactoftheeffectivenessofyourco-teachingrelationship?DropdownboxYes/NoComment?Physicalspace:(Noise,breakouts)Does,orinthepasthas,thevolumeyourco-teacherspeaks/givesinstruction/teachesat,haveanyimpactontheeffectivenessofyourco-teachingrelationship?DropdownboxYes/NoIfyespleaseelaboratebelow.Doesthephysicalspaceplayanypartintheeffectivenessofyouco-teaching?Comment:Leadershipwithinthelearningspace:Isthereadefinedhierarchyinyourlearningenvironment?(Forexampleateamleaderorsyndicateleader)DropdownboxYes/NoDescribe:Hasthisimpactedontheeffectivenessofyourco-teachingrelationship?DropdownboxYes/NoComment:Hastheleadershipoftheschoolassistedintheestablishmentofaneffectiveco-teachingrelationship?DropdownboxYes/noIfYes,how?IfNowhathavebeenthechallengesfromyourperspective?Howimportantisleadershipwithinyourco-teachingenvironmentincreatinganeffectiveco-teachingrelationship(1-5)Howimportantisschoolleadershipincreatinganeffectiveco-teachingrelationship(1-5)Relationships:Doesyourco-teachingrelationshipimpactonyourrelationshipwithotherstaffinanyway?Commentbox:What(ifany)specificstrategiesdoyouemploytodeveloprelationshipswithchildrenwhoarenotinyourhomeroom?Comment:Whatstrategies/systemsdoyouhavetomaximiserelationshipwithyourownhomeroomchildren?Comment:

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Howimportantisrelationshipwithchildrenincreatinganeffectiveco-teachingrelationship(1-5)Inyourspacewhohasresponsibilityforcommunicatingwithfamilyandwhānau?Arethereanymethodsorsystemsthatyouusetoenhancerelationshipswithfamily/whānauinyourco-teachingrelationship?Howimportantisrelationshipwithfamily/whānauincreatinganeffectiveco-teachingrelationship(1-5)Effectiveness:Howdoyou‘measure’theeffectivenessofyourco-teachingrelationship?CommentboxGeneral:Arethereanythingsyoubelievewillnegativelyimpactonaco-teachingenvironmentthathavenotbeendiscussedabove?Isthereanyspecificadviceyouwouldwanttogivetoleadershipandboardsoftrusteeswhenestablishingaco-teachingenvironment?Isthereanyspecificadviceyouwouldwanttogivetoteachersheadingintoaco-teachingrelationshipforthefirsttime?GeneralComments:

8.2 APPENDIXB:Surveyquestions;Deputyprincipalsandprincipals

PrincipalsandDP’sSurveyDoesyourschoolhaveaclearbeliefstatement/rationaleaboutwhyco-teachingisthepreferredmethodofteachingatyourschool?DropdownboxYes/NoIfyeswhatisthatbelief?Whowerethestakeholdersincreatingthebeliefstatement?Comment:Isthereanyprocesstoensurethatthisbeliefstatementisenactedindaytodaypractice?Comment:Doesyourschoolhavespecificco-teachingstrategiesthatareimplementedacrossyourschool?DropdownboxYes/NoIfyes,whatarethesestrategies?Istheimplementationofco-teachingconsistentacrossyourschool?DropdownboxYes/NoIfyeshowdoyouknow?Isthepracticeofco-teachingincludedinyourappraisalsystem?DropdownboxYes/NoWhy/whynot?Whatprofessionallearningwasprovidedtoteachersspecificallyinpreparationforco-teaching?Comment:Howdoyoudefineco-teachingatyourschool?Comment:Howwasco-teachingintroducedtoyourcommunity?Comment:Howimportantisco-teachingtoyouasaleaderinimprovingoutcomesandwell-beingoflearners?(1-5)Hasco-teachingchangedyourappointmentsorstaffplacementprocess?Comment:What(ifany)researchorevidencedidyourschooltakeintoaccountwhendeterminingco-teachingwasthemethodofteachingexpectedatyourschool?

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Comment:Whataretheconditionsthatyoubelievemustbeinplaceforeffectiveco-teachingtooccur?Comment:Howdoyoudetermineiftheco-teachingrelationshipsatyourschoolareeffective?Comment:Whatadvicewouldyougivetoschoolstoassistthedevelopmentofeffectiveco-teachingrelationships?Comment:

8.3 AppendixC:InterviewQuestions;TeachersTeachersInterviewWhatdoesco-teachingmeantoyou?Whydoyouco-teach?Canyoutalkmethroughtheprocessthatledtoyouco-teaching(preparation/PL)?Doyouconsideryourco-teachingrelationshiptobesuccessfulandeffective?Why?Howdoyoudeterminesuccessoreffectiveness?Whatarethethingsthatmakeyourco-teachingrelationshipeffective?Canyoudescribesomeofthechallengesyouhavehadalongtheway?Ifyouweretodescribe/identifythefivemostimportantcomponentsofcreatinganeffectiveco-teachingrelationshipwhatwouldtheybe?Ifyoustartedagainwhatwouldyoudodifferently?

8.4 AppendixD:Interviewquestions;PrincipalsandDP’sPrincipalsandDP’sInterviewWhyisyourschoolusingco-teachingasastrategyforteachingandlearning?Whodecidedtoimplementco-teaching?Whatprocessesdidyouusetopreparestaffforco-teaching?Whatprocessesdidyouusetopreparechildrenforaco-teachingenvironment?Whatprocessesdidyouusetopreparethecommunityforco-teachingschool?Whatdoyouseeasthebenefitofco-teachingasopposedtotraditionalteaching?Whatdoesyourschoolconsidertobethekeycomponentstocreatingeffectiveco-teachingrelationships?

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8.5 AppendixE:InformationletterforparticipantsNeillO’ReillyPh:0272703300principal@waitakiri.school.nzMarch2015Keycomponentsofaneffectiveco-teachingrelationshipsurveyInformationsheetforteachersandprincipalsIamapostgraduatestudentresearcherattheCollegeofEducation,UniversityofCanterburyandtheprincipalofamergedschoolinChristchurchNewZealand.Ourschoolisintheprocessofatotalrebuildasamodernlearningenvironment(MLE)witheightlearningstudiosranginginsizefrom60childrenandthreeteachersto120childrenandfourtofiveteachers.OurschoolisthefirstofmanythatwillberebuiltorremodelledtobeMLE’swithafocusoncollaborativeteachingandlearningandinparticular,co-teaching.Thepurposeofmyresearchistodeterminethekeycomponentsofaneffectiveco-teachingrelationship.TodothisIwillbeaskingteachersandprincipalswhohaveexperienceinco-teachingtoparticipateinastudy.Theresearchfindingswillbevaluabletomanyschoolsembarkingon,orconsideringchangestoteachingenvironmentsandpractices.Iwouldliketoinviteyoutoparticipateinmystudybycompletingananonymoussurveyinquiringaboutyourexperiencesofco-teaching.Ifyouagreetotakepartyouwillbesentalinktoaccesstheonlinesurveywhichwilltakeapproximately45minutes.Pleasenoteparticipationinthisstudyisvoluntary.Ifyoudoparticipate,youhavetherighttowithdrawfromthestudypriortosubmissionoftheonlinesurvey.However,onceyouhavesubmittedthesurveyformIwillnotbeabletoremoveyourdataastherewillbenothingtolinkyouridentitytoyourresponses.Youmayhoweverdecidetonotcompletethesurvey,orchoosetoleavesomequestionsblank.Thereisnopenaltyforwithdrawinginthisway.Iwilltakeparticularcaretoensuretheconfidentialityofalldatagatheredforthisstudy.Iwillalsotakecaretoensuretheanonymityofallindividualsandschoolsinpublicationsofthefindings.Allthedatawillbesecurelystoredinpassword-protectedfacilitiesandlockedstorageatmyhomeforfiveyearsfollowingthestudy.Itwillthenbedestroyed.Theresultsofthisresearchmaybeusedtoassistschoolsandgroupsestablishorimproveco-teachingrelationshipsintheirorganisation.Theresultswillbereportedthroughthelocalprincipals’group(CanterburyPrimaryPrincipalsAssociation,CPPA)inadigitalresourceaswellasbeingsharedatnationalandinternationalconferences.Allparticipantswillreceiveareportonthestudy.Ifyouhaveanyquestionsaboutthestudy,pleasecontactme(mydetailsareabove)ormysupervisorDrJulieMackey(Julie.mackey@canterbury.ac.nz).Ifyouhaveacomplaintaboutthestudy,youmaycontacttheChair,EducationalResearchHumanEthicsCommittee,UniversityofCanterbury,PrivateBag4800,Christchurch(human-ethics@canterbury.ac.nz)Ifyouagreetoparticipateinthisstudy,pleasecompletetheattachedconsentformandreturnittomeby30May2015.Thankyouforconsideringtakingpartinthisproject.NeillO’Reilly

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8.6 AppendixF:ConsentforparticipantsNeillO’ReillyPh:0272703300principal@waitakiri.school.nzMarch2015Keycomponentsofaneffectiveco-teachingrelationshipstudyConsentformforteachersandprincipalsIhavebeengivenafullexplanationofthisprojectandhavebeengivenanopportunitytoaskquestions.IunderstandwhatwillberequiredofmeifIagreetotakepartinthisproject.IunderstandthatmyparticipationisvoluntaryandthatImaywithdrawatanystagewithoutpenalty.IunderstandthatanyinformationoropinionsIprovidewillbekeptconfidentialtotheresearcherandthatanypublishedorreportedresultswillnotidentifyme.Iunderstandthatalldatacollectedforthisstudywillbekeptinlockedandsecurefacilitiesatmyhomeandwillbedestroyedafterfiveyears.IunderstandthatIwillreceiveareportofthefindingsofthisstudy.Ihaveprovidedmyemaildetailsbelowforthis.IunderstandthatifIrequirefurtherinformationIcancontacttheresearcher(NeillO’Reilly)orhissupervisorDrJulieMackey.IfIhaveanycomplaintsIcancontacttheChairoftheUniversityofCanterburyEducationalResearchHumanEthicsCommittee.Bysigningbelow,Iagreetoparticipateinthisresearchproject.Name:____________________________________Date:_____________________________________Signature:_________________________________Emailaddress:_____________________________PleasereturnthiscompletedconsentformtoNeillO’Reillyby15May2015

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8.7 AppendixG:InformationletterforBoardsofTrusteesNeillO’ReillyMarch2015Ph:0272703300principal@waitakiri.school.nzKeycomponentsofaneffectiveco-teachingrelationshipsurveyandinterviewInformationsheetforBoardsofTrusteesIamapostgraduatestudentresearcherattheCollegeofEducation,UniversityofCanterburyandtheprincipalofamergedschoolinChristchurchNewZealand.Ourschoolisintheprocessofatotalrebuildasamodernlearningenvironment(MLE)witheightlearningstudiosranginginsizefrom60childrenandthreeteachersto120childrenandfourtofiveteachers.OurschoolisthefirstofmanythatwillberebuiltorremodelledtobeMLE’swithafocusoncollaborativeteachingandlearningandinparticular,co-teaching.Thepurposeofmyresearchistodeterminethekeycomponentsofaneffectiveco-teachingrelationship.TodothisIwillbeaskingteachersandprincipalswhohaveexperienceinco-teachingtoparticipateinastudy.Theresearchfindingswillbevaluabletomanyschoolsembarkingon,orconsideringchangestoteachingenvironmentsandpractices.IwouldliketheBoard’spermissiontoinvitestaffatyourschooltoparticipateinmystudy.Iftheyagreetotakeparttheywillbeaskedtocompleteanonlinesurveyregardingco-teaching.Thissurveywilltakeapproximately45minutes.Thesurveywillbeanonymouswithalinksenttoparticipantstoaccessthesurveyiftheyagreetoparticipate.Asmallergroup(oneortwoperschool)willalsobeaskedtoparticipateinindividualsemi-structuredinterviewsregardingco-teaching.Thiswilltakeplaceatschool,oraplaceconvenienttotheparticipant,andeachinterviewwilltakeapproximately60minutes.Pleasenoteparticipationinthisstudyisvoluntary.Thosewhodoparticipate,havetherighttowithdrawfromthestudyatanytimewithoutpenalty.Iftheywithdraw,Iwilldomybesttoremoveanyinformationrelatingtothem,providedthisispracticallyachievable.Surveydata,oncesubmitted,willnotbeabletobeextractedastheidentityoftheparticipantcannotbelinkedtotheirresponses.Iwilltakeparticularcaretoensuretheconfidentialityofalldatagatheredforthisstudy.Iwillalsotakecaretoensuretheanonymityofallschoolsandindividualsinpublicationsofthefindings.Allthedatawillbesecurelystoredinpassword-protectedfacilitiesandlockedstorageatmyhomeforfiveyearsfollowingthestudy.Itwillthenbedestroyed.Theresultsofthisresearchmaybeusedtoassistschoolsandgroupsestablishorimproveco-teachingrelationshipsintheirorganisation.Theresultswillbereportedthroughthelocalprincipalsgroup(CanterburyPrimaryPrincipalsAssociation,CPPA)inadigitalresourceaswellasbeingsharedatnationalandinternationalconferences.Allparticipantswillreceiveareportonthestudy.Ifyouhaveanyquestionsaboutthestudy,pleasecontactme(mydetailsareabove)ormysupervisorDrJulieMackey(Julie.mackey@canterbury.ac.nz).Ifyouhaveacomplaintaboutthestudy,youmaycontacttheChair,EducationalResearchHumanEthicsCommittee,UniversityofCanterbury,PrivateBag4800,Christchurch(human-ethics@canterbury.ac.nz)Ifyouagreetostafffromyourschoolparticipatinginthisstudy,pleasecompletetheattachedconsentformandreturnittomeby15thMay2015.Thankyouforconsideringtakingpartinthisproject.NeillO’Reill

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8.8 AppendixH:ConsentformfortheBoardofTrusteesNeillO’ReillyPh:0272703300principal@waitakiri.school.nzMarch2015Keycomponentsofaneffectiveco-teachingrelationshipstudyConsentforstaffparticipationfromtheBoardsofTrusteesWehavebeengivenafullexplanationofthisprojectandhavebeengivenanopportunitytoaskquestions.Weunderstandwhatwillberequiredofstaffiftheyagreetotakepartinthisproject.Weunderstandthatparticipationisvoluntaryandparticipantsmaywithdrawatanystagewithoutpenalty.Weunderstandthatanyinformationoropinionsstaffprovidewillbekeptconfidentialtotheresearcherandthatanypublishedorreportedresultswillnotidentifythestaffortheschool.Weunderstandthatalldatacollectedforthisstudywillbekeptinlockedandsecurefacilitiesatmyhomeandwillbedestroyedafterfiveyears.Weunderstandparticipantswillreceiveareportofthefindingsofthisstudy.Weunderstandthatifparticipantsrequirefurtherinformationtheycancontacttheresearcher(NeillO’Reilly)orhissupervisorDrJulieMackey.IfparticipantshaveanycomplaintsweunderstandtheycancontacttheChairoftheUniversityofCanterburyEducationalResearchHumanEthicsCommittee.Bysigningbelow,onbehalfoftheBoardofTrusteesIagreetostaffofourschoolparticipatinginthisresearchproject.Name:____________________________________Date:_____________________________________Signature:_________________________________Emailaddress:_____________________________

PleasereturnthiscompletedconsentformtoNeillO’Reillyby15.5.15

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8.9 AppendixI:FlexibleLearningSpaceExamples

8.10 AppendixJ:DesigningQualityLearningSpacesGuidelines

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8.11 InnovativeLearningEnvironmentAssessmentTool

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