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Toni Strieker, Jim Wright, Susan Stockdale Kennesaw State University October 3, 2011

Toni Strieker, Jim Wright, Susan Stockdale Kennesaw State University October 3, 2011. Collaborative Practices in Preparing Pre-service Content Middle Grades Teachers to Co-Teach: Results of a Two-Year Study. Presentation Outline. Our Journey Program Design & Implementation

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Toni Strieker, Jim Wright, Susan Stockdale Kennesaw State University October 3, 2011

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  1. Toni Strieker, Jim Wright, Susan Stockdale Kennesaw State University October 3, 2011 Collaborative Practices in Preparing Pre-service Content Middle Grades Teachers to Co-Teach: Results of a Two-Year Study

  2. Presentation Outline • Our Journey • Program Design & Implementation • Assessment of Candidate Dispositions & Concerns - Model & Survey Development - Findings of Study - Implications & Limitations • Administrative Assessment of Faculty Concerns • Road Ahead

  3. Our Journey Social Studies Special Education Science

  4. Design & Implementation • Co-teaching Curriculum, Focus on Concerns - Interactive Seminar - Readings & Log - Observations & Interviews - KWL Charts • Embedded in a semester long middle school methods block

  5. Qualitative Findings • Understanding Critical Elements of Effective Co-teaching • Planning and Preparation • Co-Delivery of Instruction • Positive Interaction and Communication • Content Competence and Differentiated Instruction • Greater Understanding of and Respect for Special Education Teachers’ Work and Expertise

  6. Self-Study Design • Mixed method design to systematically examine the change in concerns regarding co-teaching with pre-service middle school candidates • Pre-post instrument to examine concerns using Preservice Teacher Concerns Questionnaire, adapted from of Stagesof Concern Questionnaire (Hall, et al.)

  7. Research Model Impact Task Self CBAM (Hall & Hord, p. 63) Modified by Cheung & Ng

  8. Pre/Post Mean Scores for Each Stage20 item PTCQ instrument 35 students

  9. Pre/Post Mean Scores by Dimensions 20 item PTCQ instrument 35 students

  10. Implications • Limitation • Reworking the instrument • What to do with “zero” • Other issues . . .

  11. Administrative Assessment of Faculty Concerns • Three years ago . . .began with with refocusing (top level not expected in pre-service teachers • Today . . . information . . .

  12. Why Co-Teaching Curriculum for SMGE? • Initially faculty (limited ) driven . . . bottom up • Today . . . • National emphasis on Clinical Experiences • Renaissance Group Emphasis • P-12 School Emphasis • Special Education Recognition • All MGE faculty

  13. Administrative Support • Facilitate scholarship (research) of co-teaching • Maintain longitudinal data base • Facilitate learning and writing communities

  14. References • Cheung, D., & Ng, D. (Su 2000). Teacher stages of concern about the target-oriented curriculum. Educational Journal, 28, (1), 109-122. • Hall, G., & Hord, S. (2001). Implementing Change: Patterns, Principles, and Potholes. Boston: Allen and Bacon. • Hall, G., George, A., & Rutherford, W. (1979). Measuring Stages of Concern about the innovation: A manual for use of the SoC Questionnaire. Austin, TX: The University of TX at Austin, Research and Development Center for Teacher Education.

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