Methods of Effective Coteaching

Coteaching in the Classroom

A Report by

Matt Duczeminski

AJ Riehl

Rachel Miller

Caitlin O'Dowd

What is Coteaching?

The elements of Co-teaching according to Marilyn Friend

a service delivery mechanism

In other words, co-teaching ensures all students are given the best education possible

Two or more professionals with equivalent licensure and employment status are the participants in co-teaching.

sharing instructional responsibility and accountability

for a single group of students

for whom they both have ownership.

Occurs primarily in a shared classroom or workspace.

Level of involvement depends on area of specialty

(especially in middle and high school)

What Co-teaching is

NOT

Domineering

Stoic

One teach, One tutor

One teach, One observe

"Switching off" teaching and prep

Madeline Friend's Coteaching Models

The class is divided in half, and both teachers teach the same lesson simultaneously.

Class split based on ability

Lower student:teacher ratio gives both teachers

more opportunities to reach all students

One teacher gives the lesson while one circulates the room attending to those in need

Individuals do not interrupt flow of lesson

Teachers should rotate roles

Both teachers actively teach

the lesson

One may read from text while other demonstrates

Requires precise planning,

and flexibility

Combination of teaching styles may reach more students initially

One teacher works with larger group, while the other takes a smaller one

Necessary for remediation AND enrichment

Educators should switch roles periodically

The class is divided into groups that complete different teacher-led activities. after a set time, the groups rotate so that all students complete all activities.

Noise level and behavior must be actively monitored

Should start with two

teacher-led stations,

and gradually add one independant station

Co-teaching Survey/Questionnaire

Reasons Teachers

Decide to Coteach

Student benefit

Moved from inclusion in solo room to co-taught class

Administrative request

Professional experience

Stay "fresh," on "cutting edge"

Common Drawbacks to Co-teaching

LACK OF PROFESSIONAL DEVELOPMENT

Possible personality rifts

Misunderstanding of roles

Lack of common planning time

Forging the

Co-teaching Relationship

Equality

Communication is key

Being there for all students

Similar teaching styles

Flexibility

Impact on Instruction

Students are more attentive

Differentiation made easier

Less behavior issues

Students are exposed to different teaching styles

More beneficial than part-time pull-in/push-out

Individual attention is more prevalent

Team Teaching and "One Teach, One Assist" are most common

Various styles

depending on situation

Co-teachers must switch roles periodically

Equal effort given at all times

Results

Conclusion

Positive

Implications

for Students

Cohesive Education

for All

Decreased

Social Stigma

Increased access to

teachers and education

Positive

Implications

for Teachers

Increased Job

Satisfaction

More time for

individual students

Professional

Growth on

daily basis

On Research

Qualitative Data

Replies from Teachers Only Somewhat Reliable

Suggestions

Longitudinal study of student performance

Use of Curricular Standards and Assessments

“Coming together is a beginning.

Keeping together is progress.

Working together is success.” - Henry Ford

References

Austin, V.L., (2001). Teachers’ beliefs about co-teaching. Remedial and Special Education,

22(4), pp. 245-255.

Conderman, G., Johnston-Rodriguez, S., & Hartman, P. (2009). Communicating and

collaborating in co-taught classrooms. TEACHING Exceptional Children Plus, 5(5) Article 3. Retrieved March 16, 2011 fromhttp://escholarship.bc.edu/education/tecplus/vol5/iss5/art3.

Cushman, S. What is co-teaching? [pdf document]. Retrieved from:

http://www.sagepub.com/upm-data/6847_villa_ch_1.pdf

Friend, M. (2008). Co-Teach!: A handbook for creating and sustaining effective classroom partnerships in inclusive schools. Greensboro, NC: Marilyn Friend, Inc.

Gillespie, D., & Israetel, A. (2008). Benefits of co-teaching in relation to student

learning. Paper presented at the Annual Meeting of the American Psychological

Association, Boston, MA, August 2008.

Kohler-Evans, P.A., (2006). Co-teaching: how to make this marriage work in front of the kids. Education, 127(2), pp. 260-264.

Schutt, R.K. (2001). Investigating the Social World. The Process and Practice of Research, Third Edition. CA:Pine Forge Press

Simmons, R.J., Mangiera, K. (2007). Evaluation of co-teaching in three high schools within one school district: How do you know when you are truly co-teaching? Teaching Exceptional Children Plus, 3(3) Article 4. Retrieved March 16, 2011 from http://escolarship.bc.edu/education/tecplus/vol3/iss3/art 4.

Findings

Effective

Co-teaching Models

On Co-teaching