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Cooperating Teacher and Teacher Candidate Workshop
Schedule:
Lunch and Introductions
Co-Teaching
Break
Field Experience Orientation
EdTPA
Jon Howeiler, Jane Kinyoun, Antony Smith
Lunch and Introductions
Cooperating Teacher/Teacher Candidate conversation (or in small groups):
1. What is a favorite hobby or activity or summer memory?
2. Share your pathway to becoming a teacher
3. Read and discuss the Pairs Communication and Collaboration sheet
Overview
Define Co-Teaching – Incorporating into planning Incorporating the 7 strategies into your curriculum
Sharing Q & A
Co-Teaching
Co-Teaching is defined as two teachers working together with groups of students and sharing the planning, organization, delivery and assessment of instruction, as well as the physical space
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center:Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
Some Important Aspects of Co-Teaching
Engages both teachers Incorporates a variety of intentional co-
teaching strategies Scaffolds the approach to learning to teach
with gradual shift of responsibility Reflects a changing definition of classroom
teaching
What are the Benefits?
Benefits to students Increased student achievement More individual attention for students
Benefits to Teacher CandidatesSt. Cloud State University End of Experience Survey
Teacher Candidates indicated that Co-Teaching led to:
Improved classroom management skills (95.5%) Increased collaboration skills (94.9%) More teaching time (94.6%) Increased confidence (89.9%) Deeper understanding of the curriculum through co-
planning (89.1%) More opportunities to ask questions and reflect (88.6%)
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center:Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
Benefits to Cooperating Teachers St. Cloud State University End of Experience Survey
Cooperating Teachers indicate that co-teaching led to:
Ability to reach more students, particularly those with high needs (93.5%)
Better relationship with their teacher candidate (91%) Experienced professional growth (89.2%) Enhanced energy for teaching (87.8%) Hosting a candidate without giving up my classroom
(87.1%) Teacher candidate had a better experience than they would
have through with a traditional model (81.7%)
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center:Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
Co-Teaching
Co-teaching is not simply dividing the tasks and responsibilities between two people
Co-teaching is an attitude of sharing the classroom and students
Co-teachers must always be thinking –
WE’RE BOTH TEACHING!
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center:Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
Co-Teaching Myths/Realities
Myth: Co-teaching inhibits a teacher candidate’s ability to develop classroom management skills.
Reality: A teacher candidate has the support necessary to implement effective classroom management strategies, taking the lead as skills are gained.
Co-Teaching Myths/Realities
Myth: It takes too much time to co-plan.
Reality: While shared planning make take more time initially, the benefits of planning together are considerable, including increased academic performance of P-12 students.
Co-Teaching Myths/Realities
Myth: Teacher candidates don’t have to write lesson plans for co-teaching because they co-plan.
Reality: Co-planning takes place before formal lesson plans are written. Once a cooperating teacher and a teacher candidate co-plan, the candidate takes the information and writes up lesson plans, which will be reviewed by the cooperating teacher.
Co-Teaching Strategies
1. One Teach, One Observe
2. One Teach, One Assist
3. Station Teaching
4. Parallel Teaching
5. Supplemental Teaching
6. Alternative (Differentiated) Teaching
7. Team Teaching
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center:Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
How will you incorporate two or more of the seven co-teaching strategies in your classroom and within your curriculum
(If you wish, use the planning guide to think of examples you will incorporate during the first weeks of school.)
Table Discussion
Table Discussion II
What are the essential elements of successful lesson planning in a co-teaching model? Brainstorm a list together
(List and discuss with your partner and then with your table. Record on one side of a card and prepare to share with the whole group)
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center:Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
Co-Teaching: Essential Elements of Planning Reflection Structure of the lesson
and its sequencing Determining objectives Clear objectives for
students and teachers Growth mindset (take
risks and try new things) Face to face
communication Critical feedback
(constructive)
Teach vocabulary needed for the lesson
Plan for class dynamics (learners, materials, physical space)
Plan for “what if…” Student data; assessment Modeling good teamwork Standards Mutual trust and honesty Learning conversations