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Co-Teaching the Co-Req
Stories, Successes & Strategies
Kimberly Hilton & Danielle Marshall
INADE & NADE 2015
Who are we?
Kimberly Hilton
Associate Professor with 15 years of experience
B.A. English
M.S. Adult Education and M.A. English (May 2015)
Teaching Writing and Teaching Literature Certificates
Danielle Marshall
Adjunct Instructor with two years of experience
B.S. Psychology and B.A. English
M.A. English
Teaching Writing Certificate
We taught together at Ivy Tech Community College in Indianapolis, IN
during Fall 2013 and Spring 2014
Origins of Co-Teaching
Chapman and Hyatt define this practice: “Co-teaching is an effective, evidence-based instructional strategy in which two or more caring professionals share responsibility for a group of students and work collaboratively to add instructional value to enhance their efforts.”
Typically co-teaching is found in elementary/middle/high schools and in special education classrooms.
(Chapman & Hyatt 2011)
Co-Teaching the Co-What??
A co-requisite enrolls students into a developmental class along with the corresponding college level class
At Ivy Tech, students take English 073 along with English 111, optimally with one instructor
Our initiative is based on the Accelerated Learning Project (ALP) from the Community College of Baltimore County in Maryland
According to the ALP website, Indiana, Michigan, Virginia, Colorado, and West Virginia have adopted the model statewide
• Enrolls in 073
• Companion 111
Student places below
English 111
Half the class
tested into
English 111
Attends class with same
teacher
• Satisfies 073 prereq
• Receives credit for English 111
Student passes English
111
Ivy Tech’s Version of ALP
• English 073 has 10 Dev Ed students in a computer lab
• Assignments in 073 are designed to support the essays in English Comp (Backward design)
• Additional time and attention is given in 073 to non-academic/affective issues such as student finances, employment, parenting, etc.
Why teach Co-Reqs?
To increase retention To increase graduation rates 073 supports the
assignments in 111 Students see 073 in a
positive light instead of a negative/punishment
Mandated statewide for Ivy Tech
Indiana Mandates Co-ReqsFormer Governor Mitch Daniels won a
$1 million grant in 2011 “Smarter Choices, Faster Completion”
Redesign the delivery of remedial coursework at Ivy Tech (Reading, Writing, and Math)
Co-requisite component that places students into college level courses with supplemental support (ALP model chosen)
(Indiana Commission for Higher Education 2013)
Why Co-Teaching?
Ivy Tech increased co-reqs to 75% of all composition courses offered
One teacher for 073
Same books for both classes
Students receive a grade in each course
Shortage of credentialed teachers for both levels
One teacher for 111
Same 111 syllabus as non co-reqs
Students must earn at least a D in 111 and a C in 073
Our Story Since Danielle had recently graduated
and had no teaching experience, we decided to create our own mentoring strategy
During fall semester, Kim taught English 111 and Danielle taught 073. She also sat in on all of Kim’s 111 classes
In spring, Danielle taught 111 and Kim taught a pilot of 075 (Integrated Reading/Writing)
For 075 we used a theme of literacy through both courses (career, music, technology, educational)
In both scenarios we planned the courses together in person, communicated regularly via email and text, and visited each other’s classes
Relevant Research
We could not find any specific research on co-teaching a co-requisite class
We searched for best practices for co-teachers in other settings; for example, middle school/high school teachers
There are guidelines for new co-teachers in other settings that can be applied to the co-req teaching partnerships
Allessandra’s Platinum Rule and Eisen & Tisdell’s Relationship Styles
Survey of Ivy Tech Indianapolis Co-Teachers Fall 2014
The Platinum Rule
Allesandra’s “The Platinum Rule” offers four possible styles of co-teachers:
1. Directors 2. Socializers 3. Relaters 4. Thinkers All teachers can exhibit aspects of
more than one style, but one will be predominant (2014)
Platinum Rule Styles
Positives Negatives Needs
Director Task-oriented, work quickly and alone
Dominating, stubborn and impatient
To control and achieve
Socializer
Enthusiasm, persuasiveness and ideas
Short attention span, aversion to working alone
To be with others and in the action
Thinker Detail-oriented, persistent problem solvers
Over-critical, perfectionists
Proof, caution in making decisions
Relater People-oriented, good listeners, loyal employees
Risk-aversive, prefer status quo
Consistency, agreement
Adapting to the Styles
With Directors, be efficient and competent. Be organized and get to the point
With Socializers, be interested in them. They are people-oriented, so give them time to socialize
With Thinkers, be well-prepared, detail-oriented, business-like, and patient. They need details, so give them data
With Relaters, be non-threatening and sincere. Talk in terms of feelings, not facts. Take things slow, earn their trust, support their feelings, and show sincere interest
(Allesandra 2014)
Using the Platinum Rule
Know yourself & your primary style
Identify what your needs are
Kim primary style is Director , then Socializer
Get to know your Co-Teacher’s style
Ask your partner what he/she needs
Danielle’s primary style is Socializer, then Director
Types of Relationships
Committed Marriage: Team members select
each other voluntarily &
commit to working closely over time.
Extended Family: Individual teachers
exchange ideas, observe each
other & commiserate.
Blind Date: Strangers are
matched by a 3rd party. This could
lead to a committed
marriage OR a one-night stand!
The Village: The team is composed
of learners & teachers who seek to foster a broad-
based learning community.
(Eisen & Tisdell 2000)
The Survey We asked full and part-time faculty
about their co-teaching experiences at Ivy Tech
A survey was presented via Survey Monkey and all responses were anonymous
Number of respondents was 16 While 37% reported having 2 to 5 years
experience teaching at Ivy Tech, 25% were first year teachers
Only 25% had over 10 years of experience
Seventy-five percent of respondents had no previous experience co-teaching, while 19% said they had previous experience at the college level
Only 6% had previous experience at the K-12 level
How Did They Communicate?
In Person
Blackboard IM
Texting
Phone
Attending class
0 2 4 6 8 10 12 14 16
14
15
0
2
5
2
Method of Communication
Instructor Comments on Challenges
My first challenge was not understanding what I was supposed to teach the 073 students
My co-teacher was a brand new adjunct so she had to learn all the ins and outs of the College, Blackboard, the courses and the Co-Req all at once
Scheduling convenient times to communicate face-to-face and/or via phone was challenging
I was partnered with someone who was not engaged in the class and ended up leaving mid-semester. This caused real issues since I didn’t know what was happening in 111 other than what the students told me after I took over her class
Benefits of Co-Teaching
The students liked having two different perspectives. It helped them see their work in a different light
Working together, we could re-emphasize core concepts and reinforce each other’s messages
Students liked having another teacher to ask questions, especially if they find one teacher less approachable
I learned new techniques and ideas from my co-teacher
In sharing information, we were both able to get to know the students much better
Suggestions from the Co-Teachers
Get together with your partner early and often; trade notes about student work and share perspectives
Meet prior to the course beginning to plan
Sit in on each other’s classes now and then. I think having an experienced teacher paired with a less experienced one is definitely helpful as a mentoring aspect
If you are the 073/075 instructor, be willing to make changes to help reinforce the 111 learning
More Suggestions
Working together with personal contact makes all the difference in maximizing the benefits of the Co-Req experience for students and for teachers
The stipend helps, but it really isn’t enough when you factor in all the work that is done
Place more emphasis on professional development for co-teachers. The co-teaching relationship is overlooked because there is so much focus on the classes themselves
Communicate, communicate, communicate!
Toni & Michele’s Story Toni is an adjunct with 12 years
experience teaching developmental reading and writing at Ivy Tech
She has taught the developmental side of the Co-Req with three different co-teachers
Michele is an adjunct on her 5th year teaching Composition 1 and 2 at Ivy Tech with no experience teaching the developmental writing stand alone or co-req
She has only co-taught with Toni
They taught together Spring 2014 semester and met every week for an hour
and a half to adjust their courses according to student needs
In Their Own Words…
“For all of us, instructors and students, communication became the cornerstone of our Co-Req experience.” – T
“Although Toni and I teach differently, I feel the students were MORE engaged because our approaches were different.” – M
“I like the Co-Req classes as a co-teacher. I can spend more time with each student on their particular writing problems and I can reinforce what is being taught in the English 111 class.” – T
“Without a supportive Co-Req partner, I’m not sure my positive teaching experience or student retention would have been the same. I feel it critical to expend the time to select and coordinate Co-Req teams for success and use them.” – M
Let’s Hear from the Students! The (co-req) helped me
tremendously, not to mention I had two great English instructors that helped me through my semester. I was never lost or confused
I was able to ask questions without feeling dumb or a bother to the instructors. I also enjoyed having two teachers because it made me separate the two courses from each other
I would recommend that advisors and counselors be more aware of the classes and how they work
More Student Comments The best thing about taking 073/111
is the fact that you get them both done in one semester and get credit for both
The two teachers worked well together and they were both helpful whether it was 073 or 111. The work we did in the 073 class helped with the papers we wrote
It would be better if both classes were scheduled in one room so we don’t have to move
The 073 part was too long and could be shorter
So You’re Going to Co-Teach a Co-Req
Jane Sileo writes that, “Teachers must first know the meaning of co-teaching, as well as logistics involved with the process.”
Also important is whether the instructor chose to co-teach or if it was chosen for them. A majority of Ivy Tech Indianapolis instructors are matched by an administrator based on availability
Parity, or equal status, requires that all responsibilities are shared equally. (In our case, planning the curriculum was the primary focus
(Sileo 2011)
Get to Know Each Other
What are our styles? (Platinum Rule) What out of school responsibilities do
we each have? Child care, full time job, family issues, other classes?
What do we have in common? How are we different from each other?
How often and where will we meet to plan?
How will we communicate? How will we resolve differences?
Co-Create Your Courses
Who has experience with teaching either or both courses and/or Co-Reqs?
How will the 073 class support the 111 assignments?
What are the major papers in 111? What teaching strategies will we use?
(Lecture, discussion, group activities) What forms of assessment will we use?
(Rubrics, quizzes, informal writing) How will we use technology? (Learning
Management System, e.g. Blackboard)
Reflect and Assess Solicit feedback from your students
via journals or surveys Exchange feedback with your co-
teacher Assess what worked well and what
flopped Decide if you would/could/should co-
teach together again If so, make a proactive plan to let
your chair know you would like to be assigned together the next semester
Begin to make any changes in the courses ahead of time to ensure co-teaching and student success
Recommendations
New instructors, even if qualified to teach both courses, should only teach one class first with an experienced co-teacher
Mentoring program/handbook Get acquainted with your co-teacher
before classes start Create a habit of constant communication Stipend for co-req team teachers to
compensate for their extra time ($680 in 2014)
Maintain teams that work. A committed marriage is better for the students than a one night stand!
For copies of this presentation, please take a business card
and we will email it to you.
Thank You!
Works Cited
Allesandra, Tony. "The Platinum Rule." Alessandra.com. Allesandra & Associates, Inc., 1 Jan. 2014. Web. 1 Sept. 2014. <http://www.alessandra.com/abouttony/aboutpr.asp>.
Chapman, Carrie, and Cate Hart Hyatt. Critical Conversations in Co-teaching: A Problem-solving Approach. Bloomington, IN: Solution Tree, 2011. 1-165. Print.
“Co-Teaching the Co-Req.” Survey Monkey results from faculty. Sep 2014.
Eisen, Mary-Jane, and Elizabeth J. Tisdell, eds. Team Teaching and Learning in Adult Education. Fall 2000 ed. Vol. 87. San Francisco, CA: Jossey-Bass, 2000. 1-94. Print.
“Reaching Higher, Achieving More." State of Indiana. Indiana Commission for Higher Education, n.d. Web. 10 Apr 2013. <http://www.in.gov/che/2713.htm>.
Sileo, Jane. "Co-Teaching: Getting to Know Your Partner." Teaching Exceptional Children 43.5 (2011): 32-38. Print.