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Assessing the Outcomes of Implementing the Co-Teaching Clinical Practice Model

Assessing the Outcomes of Implementing the Co-Teaching Clinical Practice Model. Hillary Merk (merk@up.edu) Jacqueline Waggoner (waggoner@up.edu) James B. Carroll (carroll@up.edu) Bruce Weitzel (weitzel@up.edu). About the University. Private Catholic University 3900 students

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Assessing the Outcomes of Implementing the Co-Teaching Clinical Practice Model

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  1. Assessing the Outcomes of Implementing the Co-Teaching Clinical Practice Model Hillary Merk (merk@up.edu) Jacqueline Waggoner (waggoner@up.edu) James B. Carroll (carroll@up.edu) Bruce Weitzel (weitzel@up.edu)

  2. About the University • Private Catholic University • 3900 students • NCATE accredited School of Education • 4-year undergraduate teacher education • 5th Year/MAT graduate teacher education • M.Ed. and post-masters • Ed.D.

  3. Objectives • Gain an understanding of: • How a co-teaching clinical practice model was established. • How the model has progressively improved over the last three years. • Benefits of the model for: • Cooperating teacher • Teacher candidate • P-12 students • Challenges and limitations of model.

  4. What is Co-Teaching? • A cooperating teacher and teacher candidate simultaneously have responsibility for a common group of learners. • Two adults collaborate in: • Lesson planning • Instruction • Development of assessments • Behavior management • Similar to an apprentice model.

  5. Why the Co-Teaching Model? • P-12 learners do as well and often better when being taught in a two-teacher environment. • Candidates learn to be teachers authentically in “real time,” observing, practicing, and acquiring higher-order questioning strategies. • Cooperating teachers receive “free” professional development.

  6. Why the Co-Teaching Model? • Placements are becoming difficult to secure for teacher candidates. • Teachers and administrators are worried about “handing over” their classrooms to a teacher candidate due to issues of: • Standardized testing (school ranking; teacher evaluation based on test scores) • Transition between “lead” teacher & candidate • Parent concerns

  7. Data-Based Changes Changes were implemented in the following areas: • Selection of participants • Trainings • Course offered– initially, 4 CEUs for CT • Changed to three semester hours for CT • Evaluations of effectiveness

  8. Changes in Selection of Co-Teaching Participants • Year 1 (2011-2012): • Purposeful selection of 14 teacher candidates • Field experience evaluations (UG) • Professional Disposition forms (UG and MAT) • Content match for high school/middle school teacher candidates

  9. Changes in Selection of Co-Teaching Participants • Year 2 (2012-2013) and Year 3 (2013-2014): • Cooperating teacher enrolled in co-teaching course • Candidates placed in those classrooms were selected to participate • Content match for high school/middle school teacher candidates • Number of co-teachers expanded by 10 co-teachers in Year 3

  10. Co-Teaching Training • Year 1 (2011-2012) • Candidate informational (September) • CT and US overview and expectations (October) • CT, Candidate, US training on strategies and planning (November) • Check-in (February) • Final meeting (May)

  11. Co-Teaching Training • Year 2 (2012-2013) • Added a US training (August) • CT overview and expectations (October) • Student teaching requirements • CT training on strategies and planning (Nov.) • No candidates were able to attend due to course conflict • Check-in (February) • Final meeting (May)

  12. Co-Teaching Training • Year 3 (2013-2014) • US training (August) • CT overview and expectations (November) • Added summary of year 1 and 2 results • Check-in (February)

  13. Co-Teaching Training • Year 3 (2013-2014) • CT and Candidate training on strategies and planning (January) • All Candidates attended training • Strategies altered based on year 1 and 2 • Final Meeting (May) • Final project presentation with Candidates

  14. Co-Teaching Course • Year One (2011-2012) • 4 CEU’s • Assessment • Attendance at trainings

  15. Co-Teaching Course • Year 2 (2012-2013) • Course of 3 graduate credits • Assessment • Participation at trainings • Online discussions based on selected readings • Mentorship strategiessuch as questioning skills and providing effective feedback

  16. Co-Teaching Course • Year 3 (2013-2014) • Course of 3 graduate credits • Assessment • Participation at trainings • Online discussions based on selected readings • Final project

  17. Evaluation of Effectiveness • Year 1 (2011-2012) • Faculty member was lead evaluator • Initial conference meeting and mid-term check-in with all co-teaching partners • Observations of co-taught lessons (3x/classroom) • End of experience survey (CT) • Focus interviews with Candidates

  18. Evaluation of Effectiveness • Year 2 (2012-2013) • US leads • Observation of at least one co-taught lesson • Participation in online discussions • End of experience survey (CT) • Check-ins with faculty member lead evaluator • Focus interviews with Candidates • Analysis of quantitative data

  19. Evaluation of Effectiveness • Year 3 (2013-2014) • US checks in with co-teachers • Participation in online discussions • Trainer video records co-taught lessons • End of experience survey (CT) • Check-ins with faculty member and lead evaluator • Focus interviews with Candidates • Analysis of quantitative data

  20. Comparison of Co-Teachers and Matched Student Teachers • No statistically significant differences between work sample ratings of assessment practices. • No statistically significant differences between gain scores of P-12 students. • No statistically significant differences between posttestscores of P-12 students.

  21. Comparison of Co-Teachers and Matched Student Teachers • Statistically significant differences (p < .05) on work sample evaluations in the areas of: • Goals for Concept Attainment • Summary Analysis and Reflection • Statistically significant differences (p < .05) between summary student teaching evaluationscores in the areas of: • Pedagogical Content Knowledge (Planning) • Content Knowledge Application

  22. Qualitative Outcomes of the Co-Teaching Model: Cooperating Teacher • CT felt professionally challenged and enriched by the experience. • Improved mentoring skills especially in areas of giving feedback and teaching questioning strategies • Reflective conversations led them to be better teachers

  23. Outcomes of the Co-Teaching Model: Teacher Candidate • Teacher candidates valued the co-planning time and collaborative discussions that focused on student learning. • Intentional conversations about curriculum, instruction, and assessment provided increased knowledge and skills in these areas. • Increased understanding of and strategies for differentiation. • Candidates observed the co-teachers’ questioning, instructional, and management skills and how they met various learning needs.

  24. Outcomes of the Co-Teaching Model: P-12 Students • P-12 students’ needs were better met • Improvement in student behaviors were realized. • Students felt supported in the classroom • P-12 students “coach” the CT and Candidates about their learning and behavior needs

  25. Challenges to Implementing the Co-Teaching Model • Mismatch between cooperating teacher and teacher candidate. • Co-teaching as an apprenticeship model, yet with a seasoned and novice teacher. • Does the cooperating teacher truly embrace the idea of collaboration?

  26. Challenges to Implementing the Co-Teaching Model • Determining the semester to implement the co-teach model. • Resources: • Staff/faculty to train US, CT, Candidate • Faculty to monitor fidelity to model • Evaluation of the program • Accountability

  27. Discussion • Ensure the co-teaching model is legal in your state. • Provide clear guidelines that identify the specific expectations during each of the stages when using the co-teaching model. • Provide training with candidates to assist with transitioning into lead co-teacher role (rather than remaining a “guest” partner) in the classroom.

  28. Discussion • Provide graduate credits (or CEUs) to CTs who choose to participate in the training. • consider calling the training “Co-Teach Academy” • Maintain a co-teaching training website as a resource and support to the current participants and to all supervisors and former training participants. • Offer certificates to all candidates who participate in the training with their CTs.

  29. Thank You Hillary Merk (merk@up.edu) Jacqueline Waggoner (waggoner@up.edu) James B. Carroll (carroll@up.edu) Bruce Weitzel (weitzel@up.edu) Questions?

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