Upload
others
View
2
Download
0
Embed Size (px)
Citation preview
Thekeycomponentstocreating
effectivecollaborativeteachingandlearningenvironments
ATHESIS
Submittedinfulfilment
OftherequirementsforthedegreeofMasterofEducation
IntheUniversityofCanterburyBy
NeillO’Reilly
UniversityofCanterbury
2016
1
1 ACKNOWLEDGEMENTS
IwouldliketoacknowledgemywifeDeniseforherunwaveringsupportwhileI
studiedandledaschoolsplitovertwositespost-mergerwhileleadingthedesign
andbuildofanewschool!Withouther,thisthesiswouldnothavebeenpossible.Her
patience,support,critique,challengeandconsiderationhavebeensimply
phenomenal.
Theparticipantsinthesurveywereincrediblygenerouswiththeirtimeandideasand
Ithankthemforparticipatingatatimewhenmanydidnotfeeltheyhadthe
necessaryknowledgeandskillstobeleadinginthisarea.Myspecialthankstothe
BOTandstaffofWaitākiriSchoolfortheirpatience,perseveranceandcourageaswe
haveworkedandlearnttogetheroverthelasttwoyears.Finallymythanksforthe
support,encouragementandprobingquestionsprovidedbymysupervisorsChris
andJulie.
2
2 TABLEOFCONTENTS
1 ACKNOWLEDGEMENTS.....................................................................................................1
2 TABLEOFCONTENTS.........................................................................................................2
3 Glossary.............................................................................................................................6
4 ABSTRACT..........................................................................................................................8
1 CHAPTERONE:SITUATINGTHISSTUDY.............................................................................9
1.1 Chapteroutline...........................................................................................................9
1.2 Rationale.....................................................................................................................9
1.2.1 Canterburyfacesrapidchange............................................................................9
1.3 ResearchProject.......................................................................................................10
1.3.1 Researchquestions............................................................................................10
1.4 ThesisStructure........................................................................................................11
1.4.1 Chapter1.Introduction......................................................................................11
1.4.2 Chapter2.Literaturereview..............................................................................11
1.4.3 Chapter3.Methodology....................................................................................12
1.4.4 Chapter4.Findings.............................................................................................12
1.4.5 Chapter5.DiscussionofFindings.......................................................................12
1.4.6 Chapter6.Conclusionsandrecommendations.................................................13
2 CHAPTERTWO:LITERATUREREVIEW..............................................................................14
2.1 OpenPlanEducation.................................................................................................14
2.1.1 OpenPlanEducation..........................................................................................14
2.1.2 Astudentcentredconstructivistlearningenvironment....................................22
2.2 Teachercollaborationandthetransitiontoco-teaching.........................................24
2.2.1 TeacherCollaboration........................................................................................24
2.3 Co-teachingandteamteachingwhatarethey?.......................................................27
2.3.1 Co-teaching........................................................................................................27
2.3.2 Benefitsofco-teaching......................................................................................28
2.3.3 Teamteaching....................................................................................................29
2.3.4 Benefitsofteamteaching..................................................................................30
2.3.5 LimitationsofCo-teachingandTeamteaching..................................................31
3
2.4 FlexibleLearningSpaces...........................................................................................32
2.4.1 Historicalcontext...............................................................................................33
2.4.2 FlexibleLearningSpaces.....................................................................................34
2.5 Professionallearningandprofessionaldevelopment...............................................36
2.6 Leadershipandlearningenvironments....................................................................38
2.7 Support,Systemsandresources...............................................................................39
3 CHAPTERTHREE:RESEARCHMETHODOLOGY.................................................................41
3.1 Anoverviewofeducationalresearch.......................................................................41
3.1.1 ResearchParadigm.............................................................................................41
3.1.2 Interpretiveapproach........................................................................................42
3.1.3 QuantitativeResearch........................................................................................43
3.1.4 QualitativeResearch..........................................................................................43
3.2 ResearchStrategy:Mixedmethods,surveyandinterviews.....................................44
3.2.1 Mixedmethods..................................................................................................44
3.3 Datacollection..........................................................................................................45
3.4 Dataanalysis.............................................................................................................47
3.5 Participantsandsettings...........................................................................................48
3.6 Validity......................................................................................................................51
3.7 Ethicalconsiderations...............................................................................................52
4 CHAPTERFOUR:FINDINGSTheKeycomponentsofaneffectivecollaborativeteachingandlearningenvironment...................54
4.1 Studentcentredlearning/Learnersatthecentre...................................................55
4.2 Sharedbeliefsandunderstandings...........................................................................58
4.3 SkillDevelopment.....................................................................................................60
4.3.1 CommunicationSkills.........................................................................................60
4.3.2 Digitalskills.........................................................................................................62
4.3.3 LeadershipskillswhenworkinginandleadingaFLS.........................................63
4.4 SupportforStaff.......................................................................................................64
4.4.1 Mindsets.............................................................................................................64
4.4.2 Teachers’professionallearning.........................................................................65
4.4.3 PrincipalsprofessionalLearning.........................................................................67
4
4.4.4 Leadership..........................................................................................................68
4.4.5 SupportStaff......................................................................................................70
4.4.6 Resourcing..........................................................................................................71
4.5 Smartsystemsinplace.............................................................................................73
4.5.1 Systemsformeetingstudents’needs................................................................73
4.5.2 SmartDigitaltools..............................................................................................75
4.6 Strategiesunderstoodandenacted..........................................................................76
4.6.1 Effectivenessofco-teaching..............................................................................78
4.7 Structuresandprocessesestablishedschoolwide...................................................79
4.7.1 EmploymentProcess..........................................................................................79
4.7.2 AppraisalProcess...............................................................................................80
4.7.3 TeamSize...........................................................................................................81
4.7.4 Processforselectionoftheco-teachingteam...................................................83
4.7.5 Reportwriting....................................................................................................84
4.8 Spaceflexibility.........................................................................................................85
5 CHAPTERFIVE:DISCUSSIONOFFINDINGS......................................................................87
5.1 Developingsharedbeliefsandtheinfluenceofmindset.........................................88
5.2 Situatinglearnersatthecentre................................................................................93
5.3 EffectivepedagogyinaFLS.......................................................................................96
5.3.1 ProfessionalLearningandDevelopment...........................................................99
5.3.2 Leadership........................................................................................................101
5.3.3 Identifyingeffectivenessofco-teaching..........................................................103
5.4 Collaborationandcollaborativeteaching...............................................................104
5.4.1 Collaboration;Communicationandinter-personalskills.................................104
5.4.2 Collaboration;Developingarangeofco-teachingstrategies..........................105
5.4.3 Maximisingthepotentialofflexiblelearningspaces.......................................106
5.4.4 Smartsystems..................................................................................................107
5.5 Transitiontostudentcentredco-teaching,learningfromthepast.......................108
6 CHAPTERSIX:ConclusionsandRecommendations.......................................................113
6.1 Conclusions.............................................................................................................113
5
6.2 KeyRecommendations...........................................................................................120
6.2.1 Situatelearnersatthecentre..........................................................................120
6.2.2 DevelopsharedunderstandingsaboutEffectivePedagogyinaFLS................121
6.2.3 Developskillsofcollaboration.........................................................................121
6.2.4 Implementspecificco-teachingstrategies.......................................................122
6.2.5 Analysetheimpactoftheco-teaching.............................................................122
6.2.6 Strategicallyprepareforchangeandthefuture..............................................123
7 REFERENCES..................................................................................................................124
8 APPENDICES...................................................................................................................133
8.1 APPENDIXA:Surveyquestions;Teachers...............................................................133
8.2 APPENDIXB:Surveyquestions;Deputyprincipalsandprincipals..........................136
8.3 AppendixC:InterviewQuestions;Teachers...........................................................137
8.4 AppendixD:Interviewquestions;PrincipalsandDP’s............................................137
8.5 AppendixE:Informationletterforparticipants.....................................................138
8.6 AppendixF:Consentforparticipants.....................................................................139
8.7 AppendixG:InformationletterforBoardsofTrustees..........................................140
8.8 AppendixH:ConsentformfortheBoardofTrustees............................................141
8.9 AppendixI:FlexibleLearningSpaceExamples........................................................142
8.10 AppendixJ:DesigningQualityLearningSpacesGuidelines..................................142
8.11 InnovativeLearningEnvironmentAssessmentTool.............................................143
6
3 Glossary
Term Definition
Adaptiveexpertise:Theabilitytorespondflexiblyincomplexcontexts,recognisingwhenparticularrulesorprinciplesdonotapply(Timperley2013)andusetheappropriate/alternativeresponse.Itisaboutdevelopingstudents'expertise(andmindset)tobeabletochoosetherightlearningstrategyforeachlearningsituation.
Breakoutspaces:Spacesapartfromthemainroomwherestudentscangotolearnontheirown,orinsmallgroups.
Collaboration:Whenindividualsworktogetherasateamonaproblem,projectorgoalinanorganisedway,learningfromandwithoneanother.
Collaborativelearning:Wherestudentscollaboratetogethertoachieveadesiredgoaloroutcome,thiscanbetwoormorestudents.
ConstructivistCurriculum:Theacquisitionofknowledgeandlearningthroughmakingsenseoftheworldthroughaccumulatingknowledgeandbuildingexperiences,constructingnewknowledgeandunderstandings
Co-teaching:Co-operativeteachingorasitismorecommonlyknown,co-teaching,occurswhentwoormoreteachersshareresponsibilityforagroupofstudents,usuallywithinoneworkspace,throughasharedapproachthatincludesthepoolingofresourcesandjointaccountability.Typicallyoneteacherisageneraleducationteacherandtheotherisaspecialeducationteacheremployedtosupportspecialneedsstudentsinthemainstreamclassroom.Typicallyco-teachinginvolvestwoteachersworkinginonetypicalclassroomwith20-30children.
FlexiblelearningSpace(FLS):Spacesdesignedtobemultidisciplinaryandcommunalspacesabletobereconfiguredinanumberofwaysfordifferentlearningmodes.Thesespacesmayincludeoperablewallsandbreakoutlearningareas
InnovativeLearningEnvironments(ILE):ThenamegiventonewbuildingsbuiltbytheMoEfrom2015onward,fromanOECDperspective,thecompletephysical,socialand
pedagogicalcontextinwhichlearningisintendedtooccur.Havingtherightpropertyandflexiblelearningspaces(FLS)inparticularisonlyonepartofcreatinganILE.
Justintimelearning:Learningthatisundertakenatthemomentofneedusuallybasedonaconceptualchallengeorinquiry,e.g:Learninghowtowritealetterduetoaneedtocommunicatewithathirdpartyaboutaninquiry
LearningCoach:Ateacherrolewheretheteachersengagesinone-to-oneconversationfocusedonimprovingperformancethroughquestioning,activelisteningandappropriatechallengeinasupportiveandencouragingclimate.Coachingisaboutteacherresoundingtolearnersneedsnotapredeterminedlearningoutcome
Mindset:Amentalattitudeordispositionformedfromexperiencethatpredeterminesaperson'sresponsestoandinterpretationsofsituations.Mindsetscanbefixed,growthormixed(Dweck,2007)
ModernlearningEnvironment(MLE):ThenamegiventonewbuildingsbuiltundertheMoEguidelines2008-2014
ModernLearningPractices(MLP):AtermusedbysomePLDprovidersandtertiaryorganisationstorepresentaspectsofeffectivepedagogy,21stcenturyteachingandlearningandlearningwithandthroughtechnology.SubsequentlydescribedbyEROas“Currentbestpractice.”Suggestiveofresponsiveteachingpractice,studentownershipoflearning,highlevelsofengagement,authenticcontexts,thedevelopmentof
7
competenciesandthestrategicuseofdigitaltechnologiestoconnect,collaborate,createandsharelearning.
PersonalisedLearning:Learningexperiencesandopportunitiestailoredfortheindividualbasedonneedandusuallynegotiatedbetweenteacherandstudent,representativeofako
Selfregulatedlearners:Studentswhoismanagingselfandlearningtomakechoicesinrelationtolearningthatwillincreaseengagement,motivation,taskcompletionandachievementofgoals.Alsoabletodealwithsetbacksinlearning
StudentAgency:Theabilityofastudenttomakechoices,directlearning,actandadvocateforself,tocontributetothelearningenvironment.
StudentCentredlearning:Learningfocussedonthestudentandtomeettheneedsofthestudent.Personalisedattimes,connectedtotheworldofthestudentandresponsivetostudentneeds,feedbackandmotivations
Teamteaching:TeamteachingasreferredtointheliteraturetypicallyreferstomiddleschoolteachingintheUnitedStateswhereteamsofteacherstakeresponsibilityforagroupofupto150students.ItisimportanttonoteinreferencetoTeamteachingintheUSAmiddleschoolcontexttheteachersdonotworkinthesamephysicalspace.ThetermTeamteachingwasattimesusedtodescribegroupsodteachersworkingtogetherintheopenplanera.
8
4 ABSTRACT
TheCanterburyEarthquakesof2010and2011andsubsequentre-organisationand
rebuildingofschoolsintheregionisinitiatingarapidtransitioningfromtraditional
classroomsandindividualteachingtoflexiblelearningspaces(FLS’s)andco-teaching.
ThistransitionisdrivenbytheMinistryofEducationpropertydivisionwhohave
specificguidelinesfordesigningnewschools,re-buildsandthefiveandtenyear
propertyplanrequirements.BoardsofTrustees,schoolleadersandteachersare
facedwiththechallengeofreconceptualisingteachingandlearningfromprivate
autonomouslearningenvironmentstoco-teachinginFlexibleLearningSpaces
provisionedfor50to180childrenandtwotosixteachersinasinglespace.This
processinvolvesrisksandopportunitiesespeciallyforteachersandchildren.
Thisresearchprojectinvestigatesthekeycomponentsnecessarytocreateeffective
co-teachingrelationshipsandenvironments.Itexploresthelessonslearntfromthe
1970’sopenplaneraandtheviewsof40experiencedpractitionersandleaderswith
twoormoreyears’experienceworkingincollaborativeteachingandlearning
environmentsinsixteenNewZealandandAustralianschools.Theresearchalso
considersteachercollaborationandco-teachingasevidencedinliterature.
Thefindingsleadtotheidentificationofeightkeycomponentsrequiredtocreate
effectivecollaborativeteachingandlearningenvironmentswhicharediscussedusing
threethemesofstudentcenteredness,effectivepedagogyandcollaboration.Sixkey
recommendationsareprovidedtosupporttheeffectiveco-teachinginaflexible
learningspace:
1. Situatelearnersatthecentre
2. DevelopsharedunderstandingabouteffectivepedagogyinaFLS
3. Developskillsofcollaboration
4. Implementspecificco-teachingstrategies
5. Analysetheimpactofco-teachingstrategies
6. Strategicallyprepareforchangeandthefuture
9
1 CHAPTERONE:SITUATINGTHISSTUDY
1.1 ChapteroutlineWhydoesthisstudyfocusonFlexibleLearningSpaces(FLS)andco-teaching?Thischapterprovidesanoverviewoftheresearchproject,thestructureofthethesisandthemethodologiesutilised.Itbeginsbyexplainingtherationaleforundertakingtheresearchandtheconcernsthathaveledtothestudy.Thenextsectionsetsouttheresearchobjective,methodologyandresearchquestion.Thechapterconcludeswithanoutlineofthethesisstructureandthesubsequentchaptercontents.
1.2 Rationale
1.2.1 Canterburyfacesrapidchange.
Theearthquakesin2010and2011changedthefaceofCanterburyforever.The
death,destruction,displacementandresultantfinancialimplicationsofthe
CanterburyearthquakesareunprecedentedinNewZealandhistory.Theimmediate
implicationsfortheeducationsectorincludedschoolclosures,mergers,co-locations
andrelocations.AstheprincipalofWindsorSchoolintheEastofChristchurchIwas
intimatelyinvolvedintheeventsof2011andresultantaftershocks.WindsorSchool,
with620pupils,sufferedminordamagewiththeschoolsubsequentlybecominga
‘hub’forotherdisplacedpupils.Theschoolrollstayedsteadyduring2011and2012,
anddespitetheschool’slocationintheeastthefuturelookedsecure.Itwasa
surprisethen,formyselfandtheBoardofTrusteestobefacedwithamerger
proposalwithBurwoodSchool,ourneighbouringschool,inlate2013.Thenetresult
oftheproposalwasthemergerproceeding,andon28January2014,Waitākiri
PrimarySchoolwascreatedandbeganoperatingontwositeswith800children.
Onthe15thofJanuary2014planningbegantobuildanewschool,a‘Modern
LearningEnvironment,’(MLE)forafuturerollof650children.Oneofthedefining
characteristicsofthenewschoolwouldbeFlexibleLearningSpaces(FLS’s),which
wouldenablecollaborativeteachingandlearningwithinsixlearningstudios;each
accommodating100-115childrenandfourtofiveteachers.Thisnewschool
10
representedasignificantparadigmshiftforteachers,childrenandthecommunity.
Teacherswouldberequiredtotransitionfromautonomousteachingintraditional
classroomstoco-teachinginde-privatised,open,flexiblelearningspaces.To
compoundmatters,thisshiftwastotakeplaceinthefaceofsomenegative
reportingfromthemediaregardingMLE’sandsignificantscepticismfromparents
andsometeachers.Theapparentscarcityofresearchregardingco-teachinginaFLS
andthechallengesfacingbothWaitākiriSchoolandcommunityandimminent
changesforotherschoolsinCanterburypromptedthisresearch.
1.3 ResearchProject
Thisresearchisdesignedtoidentifythekeycomponentsrequiredtocreateeffective
co-teachingrelationshipsandpracticesinFlexibleLearningSpaces.Theseare
environmentswheretwoormoreregisteredteachersworkwithtwoormore
equivalentclassesinonesharedspace.Theresearchwasinitiatedatthestartof
2015withtheintentionofsupportingeducators,whanau,professionallearning
organisationsandtheMinistryofEducationastheCanterburyrebuildgained
momentum.Theparticipantsinthestudyareteachersandleadersfromschoolsin
NewZealandandAustraliawithaminimumoftwoyears’experienceworkinginaFLS.
Thisresearchdrawsonthelivedexperienceofeducatorsinthefieldtogetherwithan
analysisoftheopenplaneraoflastcentury.
1.3.1 Researchquestions
Thefollowingquestionsguidedmyresearch:
Mainquestion:
• “Whatarethekeycomponentsofaneffectiveco-teachingrelationship?”
Supplementaryquestions:
• “Howcananddoeducatorsdetermineiftheircollaborativeteachingand
learningenvironmentiseffective;whatevidencecouldeducatorsuse?”
• “Whataretherisksandopportunitiestostakeholdersofco-teachingina
FLS?”
11
1.4 ThesisStructure
1.4.1 Chapter1.Introduction
Theintroductionsituatesthestudyandintroducesthemainpoints.
1.4.2 Chapter2.Literaturereview
Framingquestions:
1. Doesthe“OpenPlanera”ofthe60’sand70’shaveanyrelevanceforthis
studyandifsowhatcanwelearnfromtheresearch?
2. Whatisteachercollaborationandwhatrolesdoco-teachingandteam
teachingplanincollaboration?
3. WhatareFlexiblelearningSpacesanddoes‘space’haveanyinfluenceon
teachingandlearning?
4. Whatroledoesprofessionallearninganddevelopmentplayinthechange
process?
5. Whatinfluencedoleadershiphaveincreatingeffectiveteamsandlearning
environments?
6. Howimportantaresupportforstaff,systemsandresourceswheninitiating
change?
Thischapterinvestigatestheopenplaneraincludingtheroleofastudentcentred
constructivistapproachtoteachingandlearning.Nexttheimpactofcollaborationin
teachingandthevariouswayscollaborationisexpressedinschoolsisexplored.This
isfollowedbyanreviewoftheorigins,strengthsandlimitationsofbothco-teaching
andteamteachingfromaninternationalandlocalperspectiveandtheimplications
forteachingandlearningpractice.Physicalspacesandflexiblelearningspacesare
reviewedasaretheroleofprofessionallearningandleadership.Thechapter
concludesbyexaminingtherolesupportforteachers,systemsandresourcingplayin
enablingorrestrictingchange.
12
1.4.3 Chapter3.Methodology
Framingquestions:
1. Whywasaninterpretivemixedmethodapproachselected?
2. Howwastheresearchprojectimplementedandhowweretheresults
analysed?
Thischapterexplainstherationaleforusinganinterpretivemixedmethodapproach,
linkingliteratureandexploringtheroleofquantitativeandqualitativeresearch.A
descriptionoftheresearchstrategyfollowswithanoverviewoftheprocessesused
toplanfor,implementandanalysesurveysandinterviewsforthisstudy.Thechapter
concludeswithadiscussionofvalidityandethicalconsiderationsincludingan
overviewofthedatacollected.
1.4.4 Chapter4.Findings
Framingquestions:
Whatarethedistinctivefindingsofthisstudy?
Thischapteroutlinesthefindingsfromthesurveysandinterviews.Theinterviews
andsurveyswereanalysedforthemes.Eightcomponentsemergedfromthefindings
askeyfactorstosupportingeffectiveco-teachinginaFLS.
1.4.5 Chapter5.DiscussionofFindings
Framingquestion:
Whatistherelationshipbetweenthefindingsofstudyandtheresearchquestions
andtheliterature?
Thechaptercommencesbydiscussingtherolebeliefsandmindsetplayinlearning
environments.Thisisfollowedbyadiscussionoftheeightcomponentsusingthree
majorthemes;Situatinglearnersatthecentre,EffectivepedagogyinaFLSand
Collaborativeskills.Thechapterconcludesbyconsideringthelessonsfromtheopen
planera.
13
1.4.6 Chapter6.Conclusionsandrecommendations
Framingquestions:
1. Whataretheconclusionsfromthisstudy?
2. Whatkeyrecommendationswouldmakeasignificantimpactonthe
successfulimplementationofco-teachinginaFLS?
Thisfinalchaptersummarisestheconclusionsfromthisresearchwithsome
supportingillustrationswhichhelpclarifythekeyunderstandingsforthose
transitioningtoco-teachinginaFLS.Theconclusionisfollowedbykey
recommendationstoassistschoolsmakeasuccessfultransitiontoand
implementationofco-teachinginaFLS.
ChapterSummaryTheeducationallandscapeinCanterburyischangingrapidlyasadirectresultofthe2011and2012earthquakes.OneofthemostsignificantchangesisthecreationofFlexiblesLearningSpaces(FLS’s)designedtosupportstudentcentredlearningandco-teaching.SomeeducatorsinNewZealandandAustraliahavesignificantexperienceworkingsuccessfullyinthesespaces,theirreflectionsandrecommendationstogetherwiththeavailableliteraturewillbeanalysedtodevelopunderstandingsofthekeycomponentsrequiredtocreateeffectiveco-teachingrelationshipsinaFLS.Teachers,children,leadersandthecommunitywillbenefitfromimprovedunderstandingofeffectiveco-teachingpracticetogetherwithstrategies,systems,andstructurestosupportthetransitiontoworkingcollaborativelyinaFLS.
14
2 CHAPTERTWO:LITERATUREREVIEW
Thisreviewexaminestheopenplaneraandtheimplicationsforthecontemporaryshifttoco-teachinginflexiblelearningspaces.Teacherscollaborationisexaminedtodeterminepotentialbenefitsforlearnersasareco-teachingandteam-teaching.Flexiblelearningspacesthemselvesareinvestigatedtodeterminetheimpactspacehasonteachingandlearning.Theroleofprofessionallearninganddevelopmentisconsiderednextasareleadership,resourcingandtheimportanceandplaceofsupportforstaffandsmartsystems.
2.1 OpenPlanEducation
2.1.1 OpenPlanEducation
Therationalefor,implementationof,practiceinandphysicalspacescreatedwithina
contemporaryFLS,havesimilaritiestotheopenplanera.Therearerisksand
opportunitiesimmediatelyevidentregardingthecurrenttrend.Risksiflessonsofthe
pastareunheeded,opportunitytolearnfromthepastandcreateacontemporary
andimprovedversionoftheopeneducationmovement(Cuban,2004;Hattie,2015;
Nair,2014).Althoughmuchcomparisonismadebetweentheopenplaneraoflast
centuryandthecurrenttrendtoco-teachinginmoreopenspaces,significant
differencesareevident.Incontrasttotheopenplanera,thecurrentapproachiswell
supportedbyacomplementarynationalcurriculum,neuroscienceandresearch
regardingeffectiveteachingandlearning(DepartmentofEducation,1977;Cameron
&Robinson,1986;MinistryofEducation,2007).
Openplanunitsutilised‘open’or‘variable’spacesandprovidedforstudentagency
throughopportunityforstudentstoselectactivities,theuseofrichlearning
resourcesandactivities,andcurriculumintegrationwithafocusonsmallgroupand
individualteachingratherthanlargegroupinstruction(Cuban,2004;Horwitz,1979).
Themovementfavouredchildrensettingthepacefortheirlearning,provisionof
artefactsforstudentstointeractwithandlearnthrough,andalackofformal
furniturehistoricallyfoundinaschool(Hutchinson,2004).Childrenwereencouraged
15
toselecttheirownlearningplaceandwerefreetositonthefloororbeanbagswith
couchesandotherinformalfurnitureevidentinthespace,thiswasindirectcontrast
totraditionalschoolingwithsingledesksinarowfacingthefront(Cuban,2004).
Collaborativelearningwasencouragedandresourceswereprovidedtoencourage
imagination,creativity,intrigueandproblemsolving.Inopenplanclassrooms,rather
thandispensingknowledgeteachersbecamefacilitatorsoflearning(Cameron&
Robinson,1986;Cuban,2004).Theopeneducationmovementwasasignificant
departurefromthetraditionalclassroomandpedagogyoftheday.
Openplaneducationencapsulatedthephilosophyofstudentcentrededucation
throughaconstructivistapproach(Cuban,2004).ThewritingsofDewey,Vygotsky
PiagetandMontessoriwereinfluentialinamorehumanisticchildcentred
philosophytoteachingandparticularly,learning(Nair,2014).Proponentsargued
learningandthecurriculumwouldhavemoremeaningwhenconnectedtotheworld
ofthechildandconnectedtotheirinterestsandpassions(Brooks&Brooks,2001).
Thisapproachcontestedtothedirectinstructionofthetimewithteachercontrol
characterisedbytheteacheratthefront,teachingthewholeclassandapre-
determinedcurriculumtobemeasuredthroughtestingandexams.Inthetraditional
teachercentredapproachtheteachercontrolledallaspectsoftheenvironment,with
largegrouporwholeclass,directinstructionandalackofstudentchoiceoragency.
Inadditiontoastudentcentredrationale,thecreationofopenplanunitswas
attributedtofinancialnecessitytogetherwithadesiretode-streamprimaryschools
(Bennet,Andrae,Hegarty&Wade,1980;Martinho&daSilva,2008).
Thephysicalspaceswereeitherpurposebuiltunitsorretrofitofexistingclassrooms.
Inthecaseofretrofits,corridors,cloakbaysandtoiletswererepurposedasteaching
andlearningspaceswithclassroomwallsremovedtoconnectrooms(Cameron&
Robinson,1986).Purposebuiltspacesweretypicallytwo,threeorfourclassroom
equivalentswith‘classes’openingtoacentralspacetogetherwithwithdrawaland
breakoutrooms.FinmereSchoolintheUKhasbeenidentifiedasthe‘first’openplan
16
schoolcreatedin1959(Fig.1)followedbyothersuchasaEvelineLowePrimary
School(Fig.1.1)in1966.ThedesignofFinmerePrimaryremovedcorridorsand
walkwaysandconnected‘classrooms’inthissmallruraltwoteacherschool.The
schoolattractedconsiderableattentionatthetimeandwasapopulardestinationfor
educatorsanddesigners(Woolner,2010)
Fig.1.FinmerePrimarySchool,UK(Woolner,2010)
Thedesignprovidedopportunityforneedsbasedteaching,provisionofarangeof
learningzonesandutilisedfoldingpartitionsandsupportedthechildcentred
approachpopularatthetime.FinmereSchoolattractedattentionandthedesignwas
followedbyotherpurposebuildschoolsofasignificantlylargersizesuchasEveline
LowePrimary(Fig.1.1)
17
Fig.1.1.EvelineLowePrimarySchool,UK1966(Woolner,2010)
EvelineLowePrimaryrepresentedapurposefulandsignificantshiftindesignfora
largeurbanschoolandwasprototypedonFinmerePrimary.Followingthe
constructionofEvelineLowePrimary,openplanschoolsbecamemorecommonwith
allnewschoolsdesignedandbuiltinthiswayintheUKby1976(Woolner,2010).The
schoolincludedbreakoutlearningareas,connectedlearningareasandconnectionto
theoutdoors.
Breakoutorwithdrawalroomsweredescribedasessentialbyteachersandprincipals,
oftenwithatleastonebeingdesignateda‘quietroom’(Galton,Hargreaves,Comber,
18
Wall&Pell,1999).Astimeprogressedsotoodidthenamingofthespaces,moving
fromopenplanschools(thisattractedsomenegativepublicityatthetime)to
variablespaceschools(Cameron&Robinson,1986).Variablespaceschoolswereless
‘open’intheirnaturewithmoreoperablewallsandsharedspacesconnecting
classroomsizerooms(Woolner,2010).Acoustictreatmentswereconsidered,
howevertheyweremoreevidentinthepurposebuiltunits.Architectsatthetime
consideredimportantfactorstobeacoustics,naturallighting,insulationandnatural
ventilation(DepartmentofEducation,1977).Anumberofopenplanunitsarestill
evidentwithinlocalschoolsinCanterbury(ParkviewSchool,QueensparkSchool,
ShirleyPrimaryforexample)withthewallsre-insertedcreatingtraditional
classrooms.Openplanunitsprovidedflexibilityforteachersandstudentsandwere
designedtoenabletheemergingpedagogyandincorporatethelatestadvancesin
buildingdesignandtechnologicalcapability.
Theopenplanteamteachingapproachofthe1960-1980’shadsignificantbenefits
forlearnerswithteachersabletogrouplearnersmoreeffectivelytorespondto
individualneedsandenhancesocialwell-beingofstudentswhodevelopedasmore
capableandconfidentself-regulatedlearners(Cohen,2010;Departmentof
Education,1977;Cameron&Robinson,1986;Hattie,2009).Schoolinspectorsatthe
timeconsideredchildreninopenplanunitshadmoreopportunityforindependent
learningthaninconventionalclassrooms.Teachersworkinginthespacesconsidered
thereweresignificantbenefitsfor“mostchildren,especiallybright,creativeor
confidentpupils…also…averagepupils,slowlearners,andunder-achieversinboth
readingandmathematics,andMaoriandPacificIslandchildren”(Departmentof
Education,1977,p.93).Principalsconsideredstaffutilisationwasmoreeffectivein
openplanunitsduetothebenefitofcollegialsupportandongoingprofessional
development,theyalsoidentifiedsignificantbenefitsforbeginningteachersand
teacherswhowerelessproficient(Cameron&Robinson,1986).
19
Comprehensivestudieswereundertakeninthe1970’stoinvestigatetheimpactof
theopenplanapproach.Thesereviewsidentifiedchildrenlearningthroughthe
directinstructionapproachintraditionalclassroomsachievedslightlybetter
outcomesonachievementteststhanchildreninopenplanspaces.However,those
learningthroughtheopenplanapproachhadsomewhatbetteroutcomesin
creativity,problemsolving,abstractthinking,attitudestowardschool,independence,
curiosityandattitudestowardteachers(Horwitz,1979;Peterson,1979).Peterson
(1979)identifiedtheimportanceofteachersunderstandingtheneedsand
motivationsofthelearner,orgroupsoflearnersandthenteachinginawaythatwas
mostlikelytocauselearningtotakeplace.Forexample,itwasfoundthathigh
achievingtaskorientatedlearnersweremoresuccessfulwhengiventheopportunity
tolearninamoreopenplan,studentdirectedapproach.Wherelessonsincludedthe
teachingofbasicskills(forexampleinreading,writingandmaths)adirectinstruction
approachwasidentifiedasmorebeneficial,iftheteachingwasproblemsolvingor
creativefocused,amoreopenplanandstudentcentredapproachwouldbemore
appropriate(Peterson,1979).Thesefindingsindicatedteacherswouldrequire
specifictrainingtoworkeffectivelyinthespaces(DepartmentofEducation,1977;
Cameron&Robinson,1986).
Principalsandteacherswithexperienceinopenplanunitsatthetimedidhave
concernsabouttheriskstocertainchildren.Theconcernswerefor,“Shyand(or)
aggressivepupils;fornewentrantsandemotionallydisturbedchildren.”
(DepartmentofEducation,1977,p.93).Theseconcernswerenotedinboththe1977
and1986reportswithrecommendationsfromteachersandleadersthatadequate
provisionbemadeforchildrentolearnintraditionalclassroomsorequivalentspaces
ratherthansolelylargeopenplanspaces.Thisledtoarecommendationfromthe
committeereviewingopeneducationforeachopenplanunittohavemultiple
breakoutspaceswithonelargeenoughtoaccommodateupto15studentstogether
withresourcesspaceandteacherworkroomineachunit(DepartmentofEducation,
1977).
20
Teachersandleadersoftheopenplaneranotedsomesignificantchallengesto
workinginthespace.Theseincludedalackofadequatepreparationforworkingin
anopenplan;inadequatesystemstosupportcollaborativepractice,alackof
appropriatestoragespacesandteacherworkroomsandtoalesserdegreesome
noisechallenges(DepartmentofEducation,1977;Cameron&Robinson,1986;Cuban,
2004).Someteachersalsoreportedhigherstresslevelsworkinginopenplanunits
causedbytheimpactofhavingtoworkwith,andbeobservedbyothers,thenumber
ofchildrenintheunit,timerequiredtomeetasateamforplanningandpreparation,
andrigiddailytimetablerequirements(DepartmentofEducation,1977;Cameron&
Robinson,1986).Principalscommentedontheimportanceofstaffrelationshipsin
theopen-planunitsandthesubsequentimplicationsforplacementofstaff
(DepartmentofEducation,1977).Anumberoffactorscreatedsignificantchallenges
forteachersworkingintheseopenspacesresultinginresistancefromsometeachers
withtraditionalclassroompracticesresurfacing.Thesetraditionalpracticeswerenot
suitedtotheopenplanenvironment.
Thereisevidenceteacherscanbeveryresistanttochangethatisexternallyimposed
especiallyifthechangeplacesteachersinapositionofperceivedvulnerability
(Alterator&Deed,2013;O’Neill,2004;Troen&Boles,2012).Whenunderpressure,
teacherstypicallyreverttotraditionalwaysofworkingwhichreflectshowtheylearnt
andweretaughttoteach(Cameron&Robinson,1986;Hargreaves,1998).Some
teacherswhowereworkingintheopenplanunitsmayhavefoundtheirautonomy
andprivacychallengedandsoughtstrategiestoremainprivateandautonomousin
theseopenspaces.Bytheearly1980’sover51percentofteachersworkinginopen
planspaceswereteachingindependentlyandworkinginthespaceasifitwasa
traditionalclassroom(Cameron&Robinson,1986).Theteachingapproachesmost
evidencedinopenplanunitswasteamteaching,co-operativeteachingortraditional
teachinginanareawithinthespace(Cameron&Robinson,1986;Departmentof
Education,1977;Martinho&daSilva,2008).
21
By1985manyopenplanunitswouldcomprisetwoorthreeteachers(twobeing
mostpopular)withbetween80-90students.Itwasrecommendedthemaximum
spacewouldbefortheequivalentoffourclassesof100-120children(Departmentof
Education,1977).Teachingandlearningtypicallyoccurredinhomeorclassgroups
forthemorning(reading,writingandmathematics)andthenintegrationforthe
afternoontopiclearning.Theresultantteachingpracticeinopenplanunitswasa
significantbackwardstepfromtheidealsofopenandprogressiveeducationoffull
integration,studentledlearningandteachersactingasfacilitators(Cuban,2004).
Evenwithintheopenplanunitswhereco-operativeteachingwasoccurring,many
differentpracticesemergedthatweredescribedasco-operative.Thesepractices
rangedfromco-operationbyworkingwithtwoormoreclassesforsingingorreading
astory,throughtofullycollaborativepracticewithintegrationthroughouttheday
andteacherssharingresponsibilityforthewholegroupratherthanindividualclasses
(Brogden,2007;Cameron&Robinson,1986).Teachersidentifiedalackofpreservice
orin-servicesupportlimitedtheirabilitytomeettheidealsoftheopenplan
classrooms(Cameron&Robinson,1986;DepartmentofEducation,1977).Itis
evidentastheeracametoanendinthemid1980’smanyteachersworkinginthese
spaceshadalreadyrevertedtotraditionalteachingpracticeofoneteacher:one
class,withspacesdividedwithfurnituretogiveteacherstheirown‘classroom’.
Thedemiseofopenplanschoolswasevidencedbythegradualrebuildingofwalls
anddoorswithintheopenplanspacesstartinginthelate1970’sandearly1980’s
(Brubaker,1998).Anumberoffactorsledteachersandprincipalstowallupthe
spacesincludingrejectionofthenotionofchildcentrededucation,thecomplexity
andlackofunderstandingofco-teaching,alackofcollaborativeskills,teacher
conflict,oppositiontochange,noiselevels,andperhapsmostsignificantly,teacher
lackofunderstandingandownershipoftheapproach(Cuban,2004;Cameron&
Robinson,1986;Nair,2014;O’Neill,2004;Woolner,2010).Furthercomplicatingthe
openplanerawasthe,‘topdown’,approachwhereitwasexpecteddesignand
buildingswoulddrivepedagogyratherthana,‘bottomup’,approachwithteachers
22
andschoolleadersdrivingthechangeandrequestingspacestomeetpedagogical
needs(Fisher,2005).Significantly,manyteacherswerenotpreparedforthe
pedagogicalshiftnecessaryforteachinginthesespacesnorwasthereadequatePLD
withregardtocollaborativeskills,systems,strategiesandstructuresconsidered
necessarytoworkeffectivelyintheunits(Brogden,2007;Cameron&Robinson,1986;
DepartmentofEducation,1977).Perhapsthedefiningfactorinthedemiseofthe
openplanmovementwasthepoliticalchangeoftheearlytomid1980’swiththecall
forincreasedaccountability,areturnofthe‘threeR’s’andabacklashtothe
experimentalphilosophyandchildcentredapproachofthe1960’s(Cuban,2004;
Brogden,2007;Nair,2014;O’Neill,2004).
2.1.2 Astudentcentredconstructivistlearningenvironment
Centraltotheopenplanmovementofthelastcenturyandtherecentmovetoward
FLS’sisthenotionofstudentorchildcentredlearningthroughaconstructivist
curriculum.Enablingstudentsasindependent,self-directedandsuccessfullearnersis
aprincipalgoalofeducation(Baker,2013).Studentcentredlearningisattheheartof
theNewZealandCurriculum(2007)withthevisionfor“Confident,connected,
activelyinvolvedlifelonglearners.”(MinistryofEducation,2007,p.7).Astudent
centredapproachisalsoaffirmedbytheprinciples,valuesandkeycompetencies
containedintheNewZealandCurriculum.Thecentralpremiseofastudentcentred
constructivistlearningenvironmentislearnersinternalisingandreshapingnew
information,andfromthis,constructingnewmeaningsanddeepunderstandings
(Brooks&Brooks,1999;OECD,2012).Astudentcentredapproachisenhancedby
teachercollaborationmeetingtheneedsoflearnersusingteachersskill,experience,
knowledgeofthelearnerandthelearner’sneedstocreateeffectiveandmeaningful
learningopportunities(Hattie,2015b;OECD,2009).Teacherswhohaveamore
advancedunderstandingandimplementationofstudentcentredlearning
environmentsandconstructivistlearningaremorelikelytocreatepositiveand
orderlylearningenvironments(OECD,2009).Astudentcentredandconstructivist
23
approachtoteachingandlearningisfoundationalincreatinganeffective
collaborativeteachingandlearningenvironmentinaFLS.
Self-regulatedlearnersandpersonalisedlearningareattheheartofastudent
centredlearningenvironment.Thekeycompetencydevelopmentofaself-regulated
learnerisconsideredessentialtoallowstudentaccesstothecurriculum(Ministryof
Education,2007).Self-regulatedlearnersutilisemetacognitivestrategies;setting
goals,developingplans,managingtheirtime,monitoringtheirlearningprogress
throughself-evaluationandself-reportingandultimatelytakingcontroloftheirown
learning(Baker,2013;Bird,2009;EducationEndowmentFoundation,2015;Hattie,
2009).InaFLSoftwotofourequivalentclassrooms,studentself-regulationhas
significance.Spacesthathavebreakoutareas,withdrawalareasandnooksand
crannieswherechildrenareunsupervisedandcanbeunseenrequirestudentstake
responsibilityforself.Self-regulationislesspossibleiftheenvironmentis‘controlled’
bytheteacherwiththeteacherdeterminingandcontrollingallaspectsofthe
environmentincludingwhatistobelearnt,whowilllearnit,whereitistobelearnt,
howlearningandassessmentwilloccur,wholearnswithwhoandwhenthelearning
willtakeplace(Absolum,2006;Brooks&Brooks,1999;Clarke,2014;Madjar&Assor,
2013).Alackofunderstandingaboutstudentcentredandconstructivistlearning
environmentscausedchallengestoteachersintheopenplaneraandhasthe
potentialtocausesimilarproblemsinthemodernerainflexiblelearningspaces.
Teachercontrolledenvironmentslimitstudentself-regulationandforcestudentsto
bereliantontheteacherandteachercontrolofthelearningenvironment(Absolum,
2006).Inastudentcentredenvironmentteachersseekteachingstrategiesand
techniquestosupportstudentagencyandself-regulation.Teachershavethe
opportunitytoscaffoldthelearningenvironmentbythewaystheyinteractwith
students.Studentsaffordedtheopportunitytolearninascaffoldedlearning
environmentthroughguided,actionandexperientiallearninghavethepotentialto
developadaptiveexpertise.Adaptiveexpertise“Istheabilitytoapplymeaningfully-
24
learntknowledgeandskillsflexiblyandcreativelyindifferentsituations”(OECD,
2012,p.3).Guidedlearningoccurswhentheteacherpre-determinesthelearning
experience,andplannedoutcomesandactionlearningoccurswhenstudents
becomemoreselfregulatedandareinvolvedinplanningandorganisation.
Experientiallearningwilloccurwhenthestudentleadsthelearninganddetermines
content,outcomesandlearningexperiences(OECD,2012).Teachersseekingto
createastudentcentredenvironmentreconceptualisetheirteachingstrategiesand
thewaysinwhichtheyworkwithotherteacherstobestmeettheneedsoflearners.
2.2 Teachercollaborationandthetransitiontoco-teaching
2.2.1 TeacherCollaboration
Teachercollaborationoccursinsituationswhereteachersworktogetherinaco-
ordinatedwaytoachievecommongoals.HargreavesandFullanprovideauseful
continuumofcollaborationfrom,“Scanningandstorytelling(exchangeofideas,
anecdotesandgossip),tohelpandassistance,tosharing(ofmaterialsandteaching
strategies),tojointworkwhereteachersteach,planorinquireintoteaching
together”(2012,p.112).This‘jointwork’hassignificantbenefitforteachersand
studentswithteachingfocussingonworkthathasthepotentialtoimprovestudent
outcomes,well-beingandself-regulation.Theprocessofjointworkwithteachers
planning,assessingandminingdatacollectivelyhasbeendefinedasprofessional
learningcommunitiesorPLC’s(Eaker,DuFour&Burnette,2002;DuFour&Eaker,
1998;Hargreaves&Fullan,2012;Hattie,2012;Hord,1997;Kise,2006;Robertson,
2005;Stewart&Prebble,1993;Timperley&Parr,2004;Stoll,2011).TheroleofPLC’s
istotransformlearningandvaluetheprofessionalintegrityofstaffwhileimproving
teachercompetenceandknowledgethroughstrategiccollegialinteraction.Of
particularbenefitisthesenseofsharedproblemsolvingasteachersattemptto
identifystrategiestoengagelearnersandassistwithlearning(Hattie,2009;Marzano,
2003;Lovett&Verstappen,2003;Timperley,2008).PLC’sarecharacterisedbythe
25
useofquantifiableevidenceandsharedexperiencetoenquireintoteachingand
learning(Ross,2013).EffectivePLC’ssupportaprocessofcontinuousimprovement,
requiringsharedvision,purposeandgoals.PLC’sasacollaborativeendeavour,have
thepotentialtoassistschoolswithcontinuousimprovementenhancingteacher
competencyandstudentlearningoutcomes.
SomehavedescribedPLC’sascreating,“contrivedcollegiality,”whereleaders
requireteachermeettoassess,mineandmoderatedata,resultingintoken
responses(Hargreaves&Fullan,2012,p.118).Aninherentprobleminthistraditional
formofcollaborationisthelackofopportunityforteacherstoparticipateingenuine,
ongoinglearningaboutteachingandlearninginthecontextwheretheywork
(Elmore,2004;Fullan,2007;Sergiovanni,1992).WhilePLC’shavethepotentialto
improveteacherpracticeandlearningoutcomes,limitationsareevidentinthis
approach.Hence,whileteachersmayappeartobecollaborative,oftenthework
undertakenwhencollaboratingiscontrivedwithteachersremainingisolatedand
managingstudentlearningandwell-beingintheirownclass(DuFour,2011;Feiman-
Nemser,2012;Hattie,2015b).Asignificantchallengetoacollaborativecultureisthe
attitudeandresponsivenessofteacherswhentheyareabletoretreattotheirown
privateclassroomratherthanacollaborativeenvironment(DuFour,2011).
Researchevidencescollaborationaskeytoimprovingschoolsandschoolingsystems
(Fullan,2011;Hattie,2009;Hord,1998).Throughcollaborationandtheprovisionof
mutuallearningopportunitiesandcollaborativesupportstructures,improvements
areevidentinteachercompetencies,retentionofbeginningteachers,trainingof
studentteachersandstudentlearningoutcomes(Fullan,Cuttress,&Kilcher,2009;
Fullan,2011;2014;Hargreaves&Shirley,2009;Sergiovanni,2007).Relativetotheir
ownpastperformance,individualswilloutperformthemselveswhenworking
collaboratively.Furthermore,collaborativeschoolsoutperformindividualisticschools
andarecharacterisedbysustainedimprovement(Fullan,2008;Rosenholtz,1991;
Marzano,Waters,&McNulty,2005).Conversely,alimitingfactorinschooling
26
improvementisthelackofcollaboration;eliminatingteacheropportunitytolearn
reciprocallyonacontinuousbasiswithintheirownclassrooms(Elmore,2004;Levin
&Fullan,2009).Collaborationhasthepotentialtosignificantlyimprovenotonlyhow
teachersworkandlearnbutalsotheeffectivenessoftheirworkandtherefore
outcomesforlearners.
WorkingwithinaFLSprovidesopportunityforteacherstocollaborateonanongoing
basiswithotherprofessionallytrainedteachers.Thisprovidestheidealcollaborative
workplacewhereteacherscanwork,debate,planandproblemsolvetogether
observingcolleagues’lessonssharingsuccessesaswellaschallenges(Sergiovanni,
1992).Teacherscollaboratinginthiswaytypicallydescribedtheprocessasteam
teachingorco-teaching.Thisapproachtocollaborationallowstheconversationsand
decisionsmadeatteam,syndicateorPLCmeetingstobeimplementedinrealtime
withsupportfromcolleaguesthroughcollegialfeedbackandcritique(Anderson&
Speck,1998).Collaboratinginthiswayaddsasignificantlayerofcomplexitytothe
teachingprocesswithteachersneedingtospendtimecollectivelybeforeandafter
lessonsplanning,evaluating,sharinginformation,reviewingtimetablesand
discussingteachingstrategies(Johnson,2003;UniversityofKansas,2014).
Agreementaboutcollaborationandhowcollaborativepracticeswillbeenactedis
necessaryforFLS’stobeusedtotheirfullpotential(Cameron&Robertson,1986;
DepartmentofEducation,1977;MinistryofEducation,2015).Teachercollaboration
isnecessarytoachievecontinuousimprovementintheschoolingsector,however
withtheconstraintsofteachersreturningtotheirautonomousclassroomteacher
collaborationhasitslimitations.SchoolswithFLS’shavetheopportunityto
maximiseteachercollaborationwithteachershavingthesupportandcritiqueof
theircolleaguesinanauthenticcollaborativeworkingenvironment.Theauthentic
supportandchallengeofcollaboratinginasinglespacewithotherprofessionals
givesteacheropportunitytomaximiseagreedstrategiesdesignedtoimprove
studentlearningoutcomes.
27
2.3 Co-teachingandteamteachingwhatarethey?
ThereremainssomeconfusionintheNewZealandeducationsectoraboutwhatco-
teachingandteamteachingreferto,howtheyareenactedandthebenefitsand
limitationsofbothapproaches.TeamteachingismostfamiliartoNewZealand
educators,especiallythosewhoremembertheopenplanclassroomeraofthe
1960’sto1980’s.Theopenplanapproachrequiredtwoormoreteacherstowork
togetherinasharedspacetomeettheneedsoflearnersthroughteamteaching
(Cuban,2004).TeamteachinginternationallyismorelikelytorefertotheAmerican
MiddleSchoolMovementapproachwhereateamofteacherstakeresponsibilityfor
agroupofapproximately150students.Teamteachersinthiscontextretaintheir
ownclassandclassroomsforteaching.Co-teachinghasoriginsinthe1960’sinclusive
schoolingmovementandtypicallyinvolvesaclassroomteacherandapara-
professionalworkinginthesamephysicalspacewithoneclassofchildren(Friend&
Cook,2010).Bothco-teachingandteamteachinghaveimplicationsandpotential
benefitsforthoseworkinginFLS’sandthosewantingtoenhancethepowerof
teachercollaboration,spaceandastudentcentredpedagogy.
2.3.1 Co-teaching
Co-teachingoccurswhentwoormoreteachersshareresponsibilityforagroupof
students,usuallywithinoneworkspace,throughasharedapproachthatincludesthe
poolingofresourcesandjointaccountability(Friend&Cook,2010).Oneofthetwo
teachers’istypicallyageneraleducationteacherwiththesecondteachera
registeredspecialeducationteacher.Co-teachingcanbetracedtotheearly1960’s
whenspecialeducationstudentswerefirst‘included’inmainstreamclasses(Friend
&Cook,2010;Walther-Thomas,1997;Warger&Aldinger,1986).Bythe1990’s
emergingresearchevidencedbenefitsforspecialneedsstudentsininclusive
classroomstogetherwithteachersreportingprofessionalgrowthandanimproved
senseofcollegiality(Friend&Cook,2010;Walther-Thomas,1997;Villa,Thousand&
Nevin,2013).Whileco-teachingwasoriginallyaresponsetochildrenwithspecial
28
needsthelegislativechangesintheUSinrelationtominoritygroupsandthosewith
Englishasasecondlanguagefurtherenhancedtheappealofaco-teachingasa
responsetomeetneeds(Villaetal,2013;Walsh,1992).Co-teachinginUSA
continuesintheinclusiveschoolmovementwithincreasingnumbersofclasses
havingco-teachersasthenumberofstudentswith‘specialneeds’hasincreasedover
time.
Specificco-teachingstrategieshaveevolvedandsubsequentlybeenidentifiedas
beneficialtomeetdiversestudentneeds.Arangeofco-teachingstrategiesarenow
commonininclusiveschoolsincludingalternateteaching,stationteaching,parallel
teaching,oneteach,oneobserve,oneteachoneassist,teamteaching,
complementaryandsupportiveco-teaching(Friend&Cook,2010;Villa,Thousand&
Nevin,2008).Co-teachingstrategiesrequireteachersunderstandandagreeto
mutuallydevelopedgoals,asharedbeliefinco-teaching,abeliefintheimportance
ofengagingintherolesofteacherandlearner,distributedfunctionstheoryof
leadershipandaco-operativeprocess(Friend&Cook,2010;Villa,Thousand&Nevin,
2008).Thesestrategiesprovideopportunityforteacherstoplantheirco-teaching
strategicallytomeetstudentneedsratherthansimplyworkinginthesamespace
andteachingindependently.Whilethesestrategiesweredevelopedwithinclusive
educationinmindthesamestrategiesareofbenefitinacontemporaryFLS.
2.3.2 Benefitsofco-teaching
Childrenwithdisabilities,languagedelays,emotionalrisksandthosewhohave
Englishasasecondlanguageallbenefitfromco-teaching(Conderman,2011;Hang&
Rabren,2009;McDuffie,Mastropieri&Scruggs,2009;Villa,Thousand&Nevin,2013;
Wilson&Michaels,2006).Thesebenefitsarederivedfromthemorepersonalised
anddifferentiatedteachingaffordedbytheprovisionofaco-teacher,theabilityto
groupstudentsaccordingtoneedandcollectiveproblemsolving.Additionally,
studentsbenefitfrommultipleperspectivesonthecurriculumviaseveralteachers
assistingwithteachingandsupportinglearning(Conderman,2011).Gainshavealso
29
beenidentifiedforstudentswhodonothavespecialneedswheninaco-teaching
environmentwithimprovementsinstudentsocialinteractions(Villa,Thousand&
Nevin,2013;Welch,2000).Co-teachersreportareductioninreferralsforintensive
support,lessdisruptivebehaviourinclassandlessreferralsfornegativebehaviour
(SchwabLearning,2003).Childrenarealsoabletoobserveauthenticcollaboration
modelledbytheirteachers,enhancingtheirownskillsandhavingpositiveimpacton
theirsocial,emotionalandlearningskills(Villa,Thousand&Nevin,2006).Teachers
identifyarangeofbenefitswhenco-teachingincludinganincreasedsenseofagency,
efficacyandwell-being,enhancedskillsandproblemsolvingabilityandareductionin
feelingsofisolation(SchwabLearning,2003;Villa,Thousand&Nevin,2013).When
teachersworkinaco-teachingrelationshipthereisanincreasedlikelihoodofusing
researchinformedpractice(Duke,Showers&Imber,1980;Hourcade&Bauwens,
2002;Miller,Valasky&Molloy,1998;Skrtic,1997).Teachersareabletoidentify
significantbenefitsforthemselvesandstudentswhenteachinginanenvironment
enabledbyaco-teachingrelationship.
2.3.3 Teamteaching
GeorgeandAlexander(1993)argueteamteachinghasitsoriginsintheAmerican
Middleschoolmovementof1963.Theapproachconsistedofastructureoffivetosix
teachersassignedto75-150studentsina,‘schoolwithinaschool’;knownasa
‘Team’.Teamteachingalsobecamepopularinthe1960’sand70’swithinthe
progressiveschoolingmovementandopenplanclassrooms.However,theteam
teachingexperiencedintheopenplanmovementandtheteamteachinginthe
MiddleSchoolMovementwerequitedifferent.TeamteachinginMiddleSchools
doesnotrequireteacherstoteachinthesamephysicalspaceatthesametime.Itis
moretypicalforteachersinthisenvironmenttohavetheirownclassroomandto
‘team’withfourorfiveotherteachersbeingcollectivelyresponsiblefroman
administrativeperspectiveforalargegroupofchildren.Teamteaching,asreferred
toincontemporaryliterature,mostcommonlyreflectsthismiddleschoolapproach.
30
Teamteachingintheopenplanclassroomwasanintentionalparadigmshiftaway
fromtheindustrialmodeloftheteacherdirectedauthoritarianclassroom(Alterator
&Deed,2013).Inthiscontext,teamteachingrepresentedtwoormoreteachers,
(moreofteninprimaryschools)planning,teachingandworkingtogetherinthesame
spacewiththeequivalentoftwoormoreclassroomsofchildren.Teamteachingof
thisnatureallbutdisappearedinthemid1980’sinNewZealandalongwiththeopen
schoolingmovementalthoughaverysmallsmatteringofschoolscanbefound
globallycontinuingwiththisapproach.Teamteaching,asevidencedintheopenplan
era,istheapproachmostconsistentwiththatwhichisemerginginFLS’s.
2.3.4 Benefitsofteamteaching
Studentslearninginateamteachingenvironmentgainthebenefitofmultiple
perspectivesonthecurriculumandtheopportunitytoobservethedynamicsofa
rangeofteachers(Buckley,2000).Teachersareabletomaximisetheirownstrengths
andminimiseweaknesses;learningfromcolleaguesinasupportiveandcollaborative
environment.Theopportunitytoplanco-operativelyassiststeamteacherstogaina
broaderoverviewofthecurriculummakingconnectionsforstudentsandreducing
thesiloeffectofsubjectdisciplines(Buckley,2000).Teamteachershave
opportunitiestosupportcolleagueswithproblemsolving,utilisingtheknowledge,
skillsandexperienceintheteamandlikeco-teaching,areabletomodel
collaborativeskillsfortheirstudents.TheCentreforEducationalResearchand
Innovationarguesteamteachingprovidesanappropriatestructureforprofessional
learningcommunitiesviacollaborativeanalysisofpedagogythus,enablingteachers
toimprovepracticeonanongoingbasis(OECD,2013).Teamteachingpresentsa
positivealternativetotraditionalclassroomteachingandinparticulartothesilo
curriculumeffectevidentinmoretraditionalschools.
31
2.3.5 LimitationsofCo-teachingandTeamteaching
Thelimitationsofco-teachingandteamteachingaresufficientlysimilartobe
consideredtogetherasco-teaching.
Teachersidentifyarangeoflimitationswhenworkinginadeprivatisedspaceandthe
challengescreatedbymisconceptionsabouttheroleandfunctionsofco-teaching
(Murawski&Swanson,2001;Nair,2014).Aleveloftrustisnecessaryforco-teaching
tobeeffective,thetimetakentobuildsuchtrustcanbeastressforteachersasthe
collaborativerelationshipdevelops(Conderman,2011;Fullan,2007;Osbourne,2013;
Sergiovanni,2005;Tannock,2009).Discordancebetweenteachersalsohindersthe
effectivenessofco-teaching,addingstresstotheworkplace(Friend&Cook,2010;
Jang,2006).Teacherscanfeelalossofautonomyanddecreasedabilitytobeflexible
andresponsivetotheteachablemomentandevenasenseofinsecurityastheir
previouslyprivatepracticeandspacebecomepublic(York-Barr,Ghereand
Sommerness,2007;UniversityofKansas,2014).Co-teachersworkinginthesame
physicalspacerequireadditional‘conversation’timewiththeircolleaguestoarrange
planning,assessment,organiseadministrativerequirementsanddevelop
pedagogicalframeworksaddingtimepressureforsome(Friend&Cook,2010;Jang,
2006;Roth,Masciotra,&Boyd;1999;Ploessl,Rock,Schoenfeld,&Blanks,2010).
Alackofadequatereleaseornon-contacttimelimitsteachers’abilitytoadequately
meetstudentneedsandlimitsqualityprofessionalconversationswithcolleaguesin
co-teachingenvironments(Friend&Cook,2010;Jang,2006).Teacherswhohavea
differingviewpointorteachingapproachtotheirco-teachingcolleagueshavethe
potentialtobeostracised(Colwill&Boyd,2008;Gunn&King,2003;Hargreaves&
Dawe,1990;Johnson,2003).Co-teachingcanalsoleadtoamorecomplexproblem
fortheschoolwhereteamsdeveloptheirowncultureandbeliefsandcanpotentially
causefactionswithinthewiderschool(Johnson,2003).Inadequacyornon-provision
ofqualityprofessionallearning(pre-serviceandin-service)tosupportthetransition
toandeffectiveworkinginaco-teachingenvironmenthasbeenidentifiedasamajor
limitationforteachers(Buckley,2000;Cuban,2004;Friend&Cook2010;Hattie,
32
2015;Villa,Thousand&Nevin,2013).Theselimitationshavethepotentialto
significantlyconstrainthepotentialofco-teachinginaFLSandmayresultinnegative
experiencesforteachers,staff,childrenandwhānau.Whilethereisevidenceofthe
benefittostudentsinaFLSwithco-teachingthisevidencerepresentsarelatively
smallbodyofresearchcomparativetootherfactorsinfluencingstudent-learning
outcomes(Blackmore,Bateman,Loughlin,O'Mara,&Aranda,2011;Friend,Cook,
Hurley-Chamberlain,&Shamberger,2010;Hattie,2009).Additionally,furtherstudies
indicatetheoverallimpactofco-teachingasmoderatewithgainsdependentonthe
relationshipbetweentheteachers(Hattie,2009;Murawski&Swanson,2001).
2.4 FlexibleLearningSpaces
Physicalenvironmentsmakeadifferencetochildren’slearning.Warm,well
ventilated,acousticallytreatedspaceswithprovisionforindividual,smallandlarger
grouplearningcanimproveoutcomes(Higgins,Hall,Wall,Woolner&McCaughey,
2005;Tanner,2015,Woolner,2010).WithinalargeFLS,evidencesuggeststhelackof
withdrawalorbreakoutroomsmaynegativelyimpactonsomechildrenandstaff
(DepartmentofEducation,1977;Cameron&Robinson,1986).Flexiblelearning
spacesprovidestudentsoptionsaboutinteractionswithteachers,others,their
learning,theoutdoors,andtechnology(Alterator&Deed,2013;Departmentof
EducationVictoria,2008,HorneMartin,2002;MinistryofEducation,2014;Nair,
2014).Whencomparedtoatraditional66m2rectangularclassroomawelldesigned
FLSaffordsstudentsandteachersafarmoreeffectiveandenablinglearning
environment(Alterator&Deed,2013;Fisher,2005;Nair,2014;OECD,2013).Flexible
learningspaceshavethepotentialtosupportstudentselfregulationandwell-being,
providingteacherswithopportunitytoworkcollaborativelyinastudentcentred
environment.
33
2.4.1 Historicalcontext
Traditionalclassroomsareaproductofapostwarexpansionphasedesignedtomeet
thesignificantincreasingdemandsforeducationforthemasses.ThebulkofNew
Zealandclassroomswerebuiltinthe1960’s-1970’seraandreflectedthedesignof
thepostwardesignbrief.Theyweredesignedandbuiltinanerarecognisedfora
teachercentredapproachwiththemainteachingstrategybeingwholeclassdirect
instruction(Dovey&Fisher,2014).Theseenvironmentsweredesignedtohavethe
teacheratthefrontoftheroomcontrollingtheenvironment,childreninrowsfacing
thefrontwiththeirattentionfocusedontheteacher,textbooksorworkandnoton
otherdistractionssuchastheoutdoorsorpeers.Thiswasaeraofdiscipline,teacher
controlandauthority,standardisation(classesinprimaryschoolswereevencalled
“Standard1,2,”etc.)andadherencetoauthoritywiththeriskofcorporal
punishmentforoffenders.Schoolsandclassroomsweredesignedtoensure
conformityandcontrol.Thisisthelegacyschoolsinthe2000’sfacedespitetherapid
advancesineducationandpedagogyandtheknowimpactlearningenvironments
playinenablinglearning(Dovey&Fisher,2014;Snehi,2011).
TheMinistryofEducationiscognisantoftheneedtodesignandfacilitatethe
constructionoflearningenvironmentswiththepotentialtofulfilthevisionofthe
NewZealandCurriculumof2007andmeetcontemporaryteachingandlearning
needs.Newschoolsandlearningenvironmentsaredesignedtoenablepedagogies
andinnovativeapproacheswhichmeettheneedsof21stcenturylearnersratherthan
theearlytomid20thcentury(MinistryofEducation,2015c).Unfortunatelythe
rationaleforthesespacesisnoteffectivelycommunicatedthroughtheMinistry’s
currentwebsitewiththefocusofthesitebeingthatofbuildingsratherthanlearning
(MinistryofEducation,2014).TheMinistryofEducationarecurrentlyencouraging
BoardsofTrusteesandprincipalstobuildInnovativeLearningEnvironments(ILE’s)
andwithinthesecreatingFLS’stofacilitatetheteachingandlearningeachschooland
communitydesirefortheirlearners.Thisprocesstowardcreating21stcentury
schoolsforthechildrenoftodayandthefutureisapositiveandnecessarystep,
34
howevercurrentlycommunicationsfromtheMinistryareconfusingandleave
individualschoolsandBoardsunsureabouttherationalanddriversforFLS’s.
Specifically,schoolsareleftwiththequestionwhatdoflexiblelearningspacesmean
forteacherpracticesandinteractionsandhowdoteachersworkmosteffectivelyin
thesespaces?
2.4.2 FlexibleLearningSpaces
InnovativeLearningEnvironments(ILE’s),whichwerepreviouslycalledModern
LearningEnvironments(MLE’s),containwhattheMinistryofEducation(2014)
describeasFlexibleLearningSpaces(FLS’s).TheseFLS’sareessentiallylargespaces
whichcanbereconfiguredtomeetlearningneedsandteachingmodesandcanbe
re-purposedwithmobilewalls(Parnell&Procter,2011).Schoolsarerequiredto
designanynewbuildingsusingthe“InnovativeLearningEnvironmentassessment
tool”tocreateFLS’s(MinistryofEducation,2015c).Inadditiontomeeting
requirementsofinsulation,heating,acoustics,sustainabilityandlightingthese
spacesaredesignedtoallowarangeoflearningspacesforindividuals,smalland
largegroups.Thesespaceswillrangeinsize,betechnologicallyenablingandwill
containbreakoutspaces(potentiallyinareasthathavebeentraditionallyusedas
corridorsorwalkwaysinthecaseofre-purposingspace).IdeallytheseFLS’sarenot
thedomainofasingleteacherbutrathersharedcollaborativelywithtwoormore
teachers(MinistryofEducation,2015c;Shank,2005).
Flexiblelearningspacesprovidearangeofopportunitiesforteachers’andstudents
includingtheabilitytogrouplearnersacross‘classes’accordingtoneedregardlessof
thesizeofagroup.Thatis,teachersarenotlimitedtocreatinglearningexperiences
individuallyforaclassof20-30learners.TheFLSallowsteacherstoconsiderthe
needsoftwoormore‘class’groupsandfacilitatelearningusingthecombined
expertiseoftheteachingteamandtheaffordanceoftheFLSitself(Nair,2014).
Flexiblespacesfacilitatetheprovisionofneedsbased‘workshops’wherestudents
canbedirectedorselecttoattendworkshopstomeettheirpersonalisedlearning
needs.Usingpurposefuldesignandlayout,FLS’sfacilitateandenableawiderangeof
35
teachingstylesincludingdirectteaching,inquiry,experientialandguidedteaching
(Fisher,2005;Nair,2014;Nair&Randall;OECD,2012).Thesespacesarealso
designedtoenableeffectivepedagogyprovidingstudentsaccesstoandspaceforthe
useofdigitaltoolsonanongoingbasisratherthanusingthesetoolsinpre-
designated‘labs’forspecificcurriculumdisciplines(MinistryofEducation,2007).
EffectivepedagogyenactedinaFLSwillseestudentlearningneedsmetthrough
personalised,studentcentredlearningconnectedtotheworldandexperiencesof
thelearner(OECD,2013).Flexiblelearningspacesencouragealearningfocused
environmentwherethesocialnatureoflearningisacknowledgedandthelearneris
centraltodecision.
Flexiblelearningspacesde-privatisetheteachingandlearningenvironmentproviding
opportunityforteachercollaborationandprofessionalgrowth.TeachersinaFLS(or
earlierinopenplanspaces)areabletoengageinqualityconversationsandreflection
abouttheirprofessionalpracticeinasupportiveandauthenticlearningenvironment
onamomentbymomentbasis(Nieto,2003;Sergiovanni,1992).Thesedeprivatised
spacescanenhancethereflectivepracticeofteachersleadingtosupportiveanalysis
fromcolleaguesandtheemergenceofmorecollaborativeandinclusivecultures
(Campbell,Saltmarsh,Chapman&Drew,2013).Conversely,withoutaplanned
processtotransitionandcollaborateinaFLS,manyofthesebenefitsmaybelostto
teachers.ThereisariskthephysicaldesignofsomeFLS’swillencourageteachersto
reverttotraditionalteachingmethods,especiallyifthereisnotasharedbeliefand
understandingofco-teachingandstudentcentredlearning.Ashistoryshows,spaces
thataredesignedwithslidingwallsandalayoutoftraditionalclassroomsanda
‘sharedspace’in-between,areveryeasilyreconfiguredbacktotraditional
classrooms(Cameron&Robinson,1986;Dovey&Fisher,2014;Woolner,2010).To
mitigatethisriskthereisaneedforadeliberateandstrategicprocesstosupport
teachers’transitiontoandworkinaFLS(Hattie,2015;Woolner,2010).Thisprocess
includesprofessionallearningtoassistteachersandsupportstafftounderstandhow
toworkeffectivelyinaFLSincludingunderstandingstudentcentredlearning,
36
effectivepedagogy,co-teachingandeffectiveuseofflexiblelearningspaces
(Campbellet.al,2013).
2.5 Professionallearningandprofessionaldevelopment
Suchisthepotentialimpactofphysicalspaceandallocationofresourcestosupport
learningthephysicalenvironmentisoftendescribedasthethirdteacher(Fraser,
2000;Zane,2015).Forthis‘thirdteacher’tohaveapositiveimpact,teachersrequire
understandingofthepossibilitiesaffordedinflexiblespaces.Itiscriticalteachers
haveprofessionallearninganddevelopment(PLD)opportunitiestousepurposebuilt
facilitiestotheirfullpotential(Alterator&Deed,2013;Cameron&Robinson,1986;
DepartmentofEducation,1977;Hattie,2015;Higginsetal,2005).Additionally,
teachersarelikelytoneedtoengageinPLDtosupportatransitiontoamorestudent
centredapproachtoteachingandlearning(OECD,2009).Suchprofessionallearning
wouldassiststaffwithunderstandingnotonlyhowtobestusethespacebutalso
howtoidentifyalternatepedagogies,teachingstrategies,learningmodesand
activitiesthenutilisingspacetofacilitatethese(Fisher,2005).Withoutadequate
professionaldevelopmentandsufficientunderstandingthepotentialbenefitsof
space,teachersmayfailtotakeadvantageofthephysicalenvironmentorthethird
teacherandindoingsolimitlearningopportunitiesforstudents.Furthermore,
teachersaremorelikelytoemphasisstructures,systemsandroutinestomanage
largenumbersofchildreninaflexiblespacethantoreorienttheirpracticetostudent
centredlearningwithoutadequateandongoingPLD(OECD,2009).
Teachersandleadershaveidentifiedthecriticalroleofpre-serviceandin-service
professionallearningtoassiststafftotransitioneffectivelyintoFLS’s(Alterator&
Deed,2013;Buckley,2000;Cameron&Robinson,1986;Cuban,2004;Departmentof
Education,1977;DepartmentofEducationandEarlyChildhoodDevelopment,2008;
Villa,Thousand&Nevin,2013).TeachersworkinginaFLSrequireskillsin
37
collaborativepractice,anunderstandingofastudentcentred,constructivist
approachtolearningandaknowledgeofhowtoenablelifelonglearningthroughself
regulationinadditiontothegeneralrequirementsofaregisteredteacher.Evidence
suggestssuchprovisionwasnotaffordedtoteachersintheopenschooleraand
remainsachallengetothepresentday(DepartmentofEducation,1977;Cameron&
Robinson,1986;Hattie,2015;Troen&Boles,2012).Evidentfromthereviewofopen
planeducationofthelastcenturywasarecurringmessageregardingtheinadequacy
ofPLDopportunitiespriortomovingintoanopenplanunit,togetherwithalackof
ongoingin-serviceprofessionallearning.
WhileitisacknowledgedPLDcanoccurincidentally,itisimportanttounderstandthe
affordancesofeffectiveprofessionallearningforteachersespeciallywhenengaged
inaconsiderableparadigmshift(Timperley,Wilson,Barrar&Fung,2007).Effective
andenablingprofessionallearningopportunitiesforteacherscanmakeasignificant
differencetoteacherpracticeandstudentoutcomes(Goe,2013;Robinson,Hohepa
&Lloyd,2009).Importantly,whereteachersinitiatetheirownPLDimprovementin
teachingpracticeexceedstheoutcomesachievedwhenPLDisprovidedtoor
mandatedforteachers(OECD,2009).Evidencesupportsprofessionallearning
occurringoveranextendedperiodoftime,engagingexternalexpertisewithteachers,
challengingproblematicdiscourse,providingopportunityforprofessional
collaborationandreflection,ensuringcontentisinalignmentwithpolicytrendsand
schoolprioritiesandhavinginschoolleadersactivelyleadingorinvolvedinthe
professionallearning(Goe,2013;Timperley,etal.,2007).Pre-serviceandin-service
professionallearning,particularlyselfinitiatedPLD,isofconsiderableimportanceto
thosetransitioningtoaFLSgiventhelackofanyspecifictraininginteacher
educationprogrammesregardingflexiblelearningspacesandthecollaborativeskills
requiredofteachers.
Forteacherpracticetochange,teachersneedmultipleopportunitiestoexperiment
withalternativeapproachestoteachinginasafeandsupportiveenvironment.Co-
38
teachingenvironmentsrequireacultureofprofessionalism,support,accountability
togetherwithrigorousprocessesandsystemstosupportteachergrowthand
development(Troen&Boles,2012).Througheffectiveprofessionallearning,both
pre-serviceandin-service,teachersdevelopasharedunderstandingofagreed
practices,process,structures,managementtoolsandstrategiesrequiredtoenable
studentstolearninasafe,supportiveyetchallengingenvironment(Buckley,2000;
Hattie,2009;OECD,2013;Villa,Thousand&Nevin,2013).Teachersinthepast,asin
thepresentday,requirequalityPLDbothpreserviceandinservice,iftheyareto
collaborateandco-teacheffectivelyinastudentcentredFLS(Hattie,2015).
2.6 Leadershipandlearningenvironments
Thereisagrowinginterestandawarenessofthepotentialofteacherstolearnand
collaboratewithoneanotheronaminutebyminutebasisinthelearning
environmentwhereteachingandlearningareoccurring(Hattie,2013;Sergiovanni,
1992;Spillane,Healey,Parise&Kenny,2011).Furthermore,itisalackofgenuine
andtimelycollaborationthatisidentifiedaslimitingteacherpotentialand
subsequentlystudentlearningoutcomes(Elmore,2004;Levin&Fullan,2009).
Leaders,andinparticularmiddleleadershavetheopportunitytomaximisenotonly
theirowninfluencebutalsothecombinedcollectiveintelligence,skillandabilityin
theworkplaceinaFLS.Leadersplayanimportantroleinhelpingteachersto
understandproblems,challengesandnewapproachestoteachingandlearning
(MinistryofEducation,2008;Robinson,Hohepa&Lloyd,2009;Sergiovanni,2005).
ThechallengeforleadersinvolvedintheschoolrenewalprojectinCanterburyis
complexandsignificantasteacherstransitionfromautonomouspracticein
traditionalclassroomstoco-teachinginaFLS.Principalsplayacriticalroleinthe
establishmentofalearningenvironmentandworkplace,establishingstructures,
systems,resourcingandspacetofacilitatethedesiredoutcomes(Robinson,Hohepa
&Lloyd,2009).OneofthekeyrolesofNewZealandprincipalsisleadingchange
(MinistryofEducation,2008).Leadingsuchchangewillrequireprincipalsto
39
understandkeystrategiesandtheoriestosupporteffectiveandlastingchange
throughqualityteachercollaborationandco-teaching.Additionally,leadersplayan
importantroleinestablishingandcommunicatingtherationaleforstudentcentred
learninginaFLS.
Teamleadersandotherseniorleaderswhohavethedualresponsibilityofteaching
andleadingalsoplayanimportantroleinchangemanagementandacultureof
continuousimprovement.TeamleadersinNewZealandschoolspotentiallyhavea
complexroleinaFLSwiththeincreasedcomplexityofleadingstaffwhileco-teaching
withthemonadailybasis(Troen&Boles,2012).Mostprofessionallearningin
schoolsisforteacherstoimprovetheirskills,knowledge,understandingsand
competencies.Littleisdonetodevelopthesesameattributesinleaders,especially
forteacherleaderswholeadandworkinteams(Spillane,Healey,Parise,&Kenny,
2011).Professionallearningopportunitiesformiddlemanagementincludingteam
leaders,deputyandassistantprincipalswasabsentintheopenplanera(Cameron&
Robinson,1986;DepartmentofEducation,1977).Giventhedualroleteacher
leadersplayinleadingandworkinginaFLS,thelackofspecificandrelevant
leadershipPLDopportunitieshassignificantimplicationswithsometeachers
expressinganincreasedsenseofvulnerabilityandalackofautonomywhenworking
inaFLS(York-Barr,GhereandSommerness,2007).Theseteachersmaynowfacethe
prospectofworkinginthesamephysicalspaceastheirteamleader,DPorAP.Team
andotherleadersworkinginFLSwillneedeffectivePLDtoleadandcollaboratein
thisnewenvironment.
2.7 Support,Systemsandresources
Successfulchangeprocessesrequirealignmentofresources,andPLDtogetherwith
leadershipandparticipationbyleaders(Robinson,Hohepa&Lloyd,2009).Teachers
requireavarietyofsupports,systemsandstructurestoaccesseffectivePLDand
engageinameaningfulchangeprocess,theythenrequireongoingprovisionof
40
supporttoimplementandembedchange.Robinson,et.al,(2009)identifyarangeof
leadershipdimensionshigh-performingschoolsimplementincludingtheselection
anddevelopmentofsmarttools,resourcingstrategically,andleadershipprovisionof,
andparticipationin,teacherlearninganddevelopment.Transitiontoflexible
learningspacesrequiresteachersaccessarangeofsmarttoolstosupportco-
teachingandselfregulatedlearning.ResourcingincludestimelyandeffectivePLD,
physicalteachingresources,timeallocationalignedtogoalexpectationsandthe
recruitmentofstaffwhowillsupportthegoalsoftheorganisation(Robinson,et.al,
2009).Theaccesstosuchtoolswillrequirespecificresourcing(timeorfinance)and
PLDtoup-skillstaff.Leaderswillrequireknowledgeoftheresourcingrequirements
tosupportthetransitiontoco-teachinginaFLS,thetoolsrequiredandthe
accompanyingPLDtosupportstaff.
ThisliteraturereviewconsiderssixkeyareasinrelationtoFLS’sandco-teaching;teachercollaboration,coandteamteaching,thelearningenvironments,theopeneducationmovement,flexiblelearningspaces,supportingsystemsandleadership.Eachhaveacriticalroleindevelopinganunderstandingabouthowwemightcreateeffectiveco-teachingrelationshipsinaFLS.Thesesixfactorsindicatethecomplexchangeprocessrequiredforteacherstotransitiontoeffectiveco-teachinginaFLS.Literaturesupportsthecriticalroleofteachercollaborationtogetherwiththepotentialtoenhanceteachercollaborationthroughco-teaching.Thetransitiontoco-teachinginaFLSwascomplexintheopenplaneraandremainsasignificantparadigmshiftforsometeachersinthepresentday.SufficientevidenceandrecommendationsfromtheopenplaneraexisttoprovidecautionarywarningsoftherisksoftransitioningteacherstoaFLSwithoutadequatesupport.Opportunityexistsforteachers,leadersandallstakeholderstolearnfromthelessonsofthepasttoensureasmoothtransitionintocontemporaryflexiblelearningspacesandco-teachinginstudentcentredlearningenvironments.
41
3 CHAPTERTHREE:RESEARCHMETHODOLOGY
Thischapterbeginswithanoverviewofeducationalresearchfollowedbyanoutlineandjustificationoftheresearchmethodologyusedinthisstudy.Anexplanationoftheinterpretiveapproachisfollowedbyanoverviewofthemixedmethodsapproachandasummaryofthestrengthsandlimitationsofbothquantitativeandqualitativeresearch.Themethodsofdatacollectionandanalysisaredescribedtogetherwithdetailsofparticipantselectionandtheirsettings.Thechapterconcludeswithadiscussionofvalidityandethicalconsiderations.
3.1 Anoverviewofeducationalresearch
Withafocusonpeople,organisationsandinteractionsandinterestbeyondthe
confinesofclassrooms,educationalresearchsitswithinthebroadcategoryofsocial
scienceresearch(Mutch,2013).Ratherthanbeinglimitedtoteachingandlearning,
educationalresearchexploresmoregeneraltopicsincludinghistoricalstudies,policy
andtheinteractionsbetweenstakeholdersinvolvedineducation.Creswell(2002)
describeseducationalresearchasaprocessofidentifyingaproblem,reviewing
literature,collectingandanalysingdata,formingsomeconclusionsand
communicatingthefindingsandconclusionstoparticipantsintheeducational
community.Educationalresearchhassignificantvaluetothewidereducational
communitybyexploringwaysofimprovingpracticeandinvestigatingthe
implicationsofeducationalpolicy,practiceandinnovations.Researchprovides
opportunitytoaddto,andexploregapsinknowledge,verifyearlierfindingstogether
withaddingdifferentperspectivespotentiallyprovidingopportunitiestoempower
marginalisedgroupsandprovideamorebalancedviewofeducation(Creswell,
2002).
3.1.1 ResearchParadigm
Thisstudyadoptedaninterpretivemixedmethodapproachtoinvestigatetheexperiences,reflections,actionsandrecommendationsofteachersandleaderswhohavebeenengagedinco-teachinginFLS’sfortwoormoreyears.Themethodology
42
enabledthecollectionandanalysisofawiderangeofquantitativeandqualitativedatainsupportoftheresearchgoals.
3.1.2 Interpretiveapproach
Aninterpretiveapproachplacesvalueonhumanexperienceinanattemptto
understandandinterprettherisksandopportunities,inthiscasetherisksand
opportunitiesofco-teaching.Theinterpretiveapproachexaminestheroleof
individuals,theirinteractionswithothers,andthespaceandresourcingprovidedto
enablecollaborativepractice.Understandingthelivedexperiencesofteachersand
leadersprovidesinsightsintohowteachingrelationshipsareformed(Snape&
Spencer,2003).Inordertounderstandthesubjectiveworldoftheparticipants,the
researcherneedstospendtimeintheirenvironmentandwherenecessary,modify
datacollectionmethodstakingaflexibleapproach(Tolich&Davidson,2003).
Positivistsdeemthisflexibilityalimitationwithadeficiencyofprecisiondeviating
fromapredeterminedprocessandcreatingvariablesthatimpactonvalidityand
reliability(Harrison,2010).Interpretivistsconversely,considerthisflexibilityand
reflexivitytoparticipantsandthesettingessentialtodevelopunderstandingand
assistwithgatheringmeaningfuldata.Reflexivitycanbebuiltintothedesignfrom
theoutsetwiththeinclusionofopenendedquestionsandtheflexibilitytoaddor
modifyquestionsastheresearchprocessisunderway(Edwards,2010).
Thisresearchnecessitatesparticipantscreatejudgementsregardingarangeof
variablesintheirworkenvironment,togetherwiththeresourcesthathaveorhave
notbeenprovidedtosupporttheirtransitionto,andongoingworkinaco-teaching
environment.Thejudgementsthereforearesubjectiveandpotentiallycouldcome
underscrutinyofcriticswhoarguesuchsubjectivitynegativelyimpactsonvalidity
andreliability,renderingtheresultantdataunreliableandpotentiallyflawed.Inthe
caseofthisresearch,thecollectionofdatafromabroadrangeofschools,fromboth
teachersandleadersandinvolvingparticipantsfromanumberofregionsinNew
ZealandaswellasAustralia,hasassistedwithenhancingreliabilityandvalidityof
43
data.Boththenumberofparticipantsinthestudyandtherangeofcontextshave
assistedwiththedevelopmentofthemesderivedfromtheresponsesofparticipants
inthestudy.
3.1.3 QuantitativeResearch
Thepurposeofquantitativeresearchistotesthypotheses,examinecauseandeffect
andtrends(Johnson&Christensen,2008).Quantitativeresearchisdefinedasa
processofjustifyingphenomenabygatheringnumericaldatawhichisthenanalysed
employingmathematicalmethods(Aliaga&Gundersen,2005).Quantitativeresearch
ischaracterisedbylinearattributes,measurementandstatisticalanalysis,alsoseen
bysometobemorefactualandscientific(Stake,2010).Morespecifically,
quantitativeresearchisdistinguishedfromotherformsofresearchbytheuseof
numberstorepresentfindings(Drew,Hardman&Hosp,2008).Systematic
approachesareemployedwithresearchersmovingthroughstagesfromdefiningthe
question,thepopulationforstudy,themethodofdatacollection,identifying
variables,collectingdata,andthenanalysisfollowedbyinterpretationsand
conclusions(Harrison,2010).Someaspectsofquantitativeresearchwillbenefitthis
research,asnumericaldata,particularlydescriptivestatistics,willassistindeveloping
anunderstandingofparticipants,theirsettingsandexperiences.
3.1.4 QualitativeResearch
Qualitativeresearchcanbedescribedasaninquiryproject(Denzin&Lincoln,2011).
Theresearchersetsoutwithaquestionortheoryandmakesinquiry.Yin(2011,p.7-
8)providesausefulframeworkoffeatures;“Studyingthemeaningofpeople’slives
underrealworldconditions;Representingtheviewsandperspectivesofthepeople
inastudy;Coveringthecontextualconditionswithinwhichpeoplelive;Contributing
insightsintoexistingoremergingconceptsthatmighthelptoexplainhumansocial
behaviour;andStrivingtousemultiplesourcesofevidenceratherthanrelyingona
singlesourcealone.”AmoresuccinctexplanationisprovidedbyStake(2010)
assertingqualitativeresearchplacesanemphasisonhumanperceptionand
understanding.Qualitativeresearchattemptstodelveintotheworldofthe
44
participantsbyexaminingtheirreality(Mutch,2013).Itisthroughdelvingintothe
livedworldofparticipants,andtheirexperiencesasteachersorleadersinaco-
teachingenvironmentsthatthisstudyseekstomakemeaningofco-teachingand
providesomeguidanceandsupportforotherstransitioningtoco-teachinginaFLS.
Insummary,qualitativeresearchcanbedescribedasadeeplyhumanexperience
bringingtogetherexperiences,observations,investigationsandtheninterpretations.
3.2 ResearchStrategy:Mixedmethods,surveyandinterviews
3.2.1 Mixedmethods
Amixedmethodsapproachallowstheresearchertoutilisethestrengthsofboth
qualitativeandquantitativemethodologyprovidingamorecompleteanalysisforthe
study(Green,Caracelli,&Graham,1989;Tashakkori&Teddlie,1998).Mixed
methodsallowsresearcherstoplaceprominenceonthelivedexperienceofthe
participantsandtheimportanceofthesewhenanalysingdataanddevelopingan
understandingoftheirownstudy(Cohenetal.,2000).Livedexperienceareof
significantimportanceinthisstudyastheresearcherseekstounderstandthe
experiencesofteachersorleaderswhohad‘lived’inaco-teachingenvironmentfor
twoormoreyears.Amixedmethodapproachallowstheresearchertomake
connectionsbetweenindividuals,groups,theirenvironmentsandthesystems,
structuresandstrategieswhichhaveenabledtheiremergingcultureandlearning
environments(Snape&Spencer,2003).Surveysfollowedbyinterviewsprovidesan
opportunityfortheresearchertoinvestigatefurthertounderstandtheexperienceof
participantsbyrevisitingquestionsandgainingadditionalinformationtogain
insights(Tolich&Davidson,2003).Themixedmethodsapproachusedinthis
researchplacessignificantemphasisonthequalitativeparadigmwithquantitative
approachutilisedtoenhancedatacollationandprovideaclearpictureofthe
experience,gender,locationandpreferencesoftheparticipants(Mutch,2013).
45
3.3 Datacollection
Surveyandinterviewmethodologywereusedtocollectbothquantitativeand
qualitativedatafromteachersandprincipals.Thestudyusedthedatatoidentifyand
describethekeycomponentsofaneffectiveco-teachingrelationshipand
environment.Datareflectstheexperienceteachershaveinco-teachingrelationships,
theirexperienceteachingandanyspecificmodelorstrategiesusedwhenco-
teaching.Participantswereaskedtoidentifyenablersandbarrierstotheirco-
teachingexperience.Leaderswereaskedtoidentifytheirexperienceinleadingaco-
teachingenvironment,togetherwiththestrategies,resourcesandprofessional
supportrequiredtopromoteco-teaching.Leaderswerealsoaskedtospecifically
identifyenablersandbarrierstoeffectiveco-teachinginaFLS.
Theresearchinvestigatedtheexperiencesof28teachersand16leaders(fourofthe
16leaderswereinterviewedbutdidnotcompletethesurvey)fromatotalof17
schoolswhohavebeeninvolvedinco-teachinginaFLSfortwoormoreyearsinboth
AustraliaandNewZealandwithdatacollectedfromAprilthroughtoJuly2015.
Participantswereinvitedtocompleteanonlinesurveyregardingtheirexperiencesas
aco-teacheroraleaderinaschoolwhereco-teachingisoccurring(AppendicesA&
B).Theresearchercontactedtheschoolsinquestionandfirstgainedpermissionfrom
theprincipalstoundertaketheresearchandtodetermineiftheschoolhadaco-
teachingenvironment.Aspermissionwasreceived,theBoardofTrusteeswere
contactedandpermissionsoughtfortheresearchtoproceed.Followingthis,the
researchercontactedteachersandsoughttheirparticipation.Allgroups(BOT,
principalsandteachers)wereprovidedwithaninformationformandaconsentform
(AppendicesE-H).
46
Onceconsentwasobtained,participantsreceivedalinktotheonlinesurveyand
wererequestedtocompletethesurveywithinagiventimeframe.Thepilotofthe
surveyincludedfeedbackensuringquestionswereclear,unambiguousandcouldbe
reframedifnecessary(Mutch,2013).TheGoogleformutilisedforthesurvey
automaticallycollateddataasenteredbyparticipants,providingfeedbacktothe
researcherregardingthepercentageofparticipantscompletingthesurvey.The
surveywasdividedintosectionstoassistwithsubsequentanalysis.Thefirstsection
gatheredquantitativedatarelatingtotenure,gender,geographiclocation,co-
teachingexperience,andthephysicalspaceparticipantsworkedin.Thesubsequent
sectionsinvestigatedtheco-teachingteam,professionallearning,releasetime,
systems,resourcing,interpersonalrelationships,leadershipandperceptionsof
enablersandbarrierstoeffectiveco-teaching.Thesurveywasutilisedtoaccessdata
fromabroadrangeofparticipantslocally,nationallyandinternationally.The
combinationofquantitativeandqualitativequestionsinthesurveyandtherangeof
respondentsprovidedastrongdatabasefortheresearchertoworkwith.Themixed
methodapproachprovidedasuitabledatabasefortheresearchertosubsequently
identifythemesforfurtheranalysis(Cohen,Manion&Morrison,2000).
Semi-structuredinterviewswithnineprincipalsandteacherscommencedatthe
sametimeassurveyswerebeingcompleted.Interviewingallowedtheresearcherto
developadditionalinsightsandbuildknowledgethroughopenquestionsand
generativedialogueregardingtheresearchsubject(Bishop&Glynn,1999).
Interviewsenabledtheresearchertodevelopinsightsintothecomplexityofmatters
underdiscussionandprovidedanopportunitytoexploreareasthatothermethods
didnotfacilitate(Wellington,2000).Individualinterviewswereusedforthemajority
ofcasesalthoughinonesituationtwoteacherschosetobeinterviewedtogether.
Theinterviewswereconductedontheschoolcampusoratlocationssuitableforthe
participantstofeelcomfortableandconfidential.Wherenecessary,some
participantswerere-interviewedtoclarifyresponsesandtogainadditional
information.Subjectmattermaybecontentiousforparticipantsininterviews,to
47
mitigatethisMutch(2013),suggestsabriefintroductiontosetthesceneand
establisharelationshippriortotheformalquestionsmitigatedanyconcerns.The
positioningoftheresearcherasbotharesearcherandeducatorwithaninterestin
co-teachingandFLS’s,togetherwithrapportbuiltinpre-interviewrelationships
ensuredallparticipantsfeltateaseininterviewsandallowedaquicktransitioninto
questionsofconsiderabledepth(Mutch,2013).
Participantswereabletoengageinqualityandmeaningfuldialogueastheinterview
progressedandviewswereexchangedanddiscussed.Theinterviewdialoguewas
representativeofwhatKvaledescribes,“Interview,aninterchangeofviewsbetween
twopersonsconversingaboutathemeofmutualinterest.”(1996,p.2).Inthecase
ofthisresearch,thethemeofco-teachingandFLS’sisofsignificantacademicand
professionalinteresttoteachersandleadersinCanterbury.BogdanandBiklen
(2007)suggestemergingdatafromtheinterviewsmayvaryinitially,howeveras
moreparticipantsareinterviewedthecumulativedataevidencedthemesand
connection.Variableresponsesandexperiencesinthecaseofthisstudywere
consistentwithBogdanandBiklen’sclaim,however,whenmoreparticipantswere
interviewed,commonthemesbecameapparent.Thequalityofinformationanddata
obtainedduringtheinterviewprocesshassignificantlyassistedwiththeresearch
findings.
3.4 Dataanalysis
Surveyswereanalysedbyfirstseparatingthequantitativeandqualitativedata
sections.Thequantitativedatainthesurveywasthenrepresentedingraphsand
tablesprovidingconciseandpertinentinformationabouttheparticipantsandtheir
settings.Thequantitativedatainthesurveywasnumerical,geographicaland
objective,enablingpreciseandsuccinctanalysisandrepresentation.Thesurveys
alsoproducedasignificantvolumeofqualitativedatatoanalyse.Thequalitative
surveydatafromindividualparticipantswascollatedintoasingledocumentwith
48
responsesorganisedintotherelevantsectionsandquestions.Interviewswere
recordedwiththeconsentofparticipantsusingAudioNoteinWordonthe
researcher'slaptopandsubsequentlytranscribedbytheresearcher.Intwocasesthe
analysisrevealedtheneedforsubsequentinterviewsandfollowupquestions.
ThedatawasanalysedusingtheprocesssuggestedbyMutchof,“Browse,highlight,
code,groupandlabel,developthemesorcategories,checkforconsistencyand
resonance,selectexamples,reportfindings.”(2013,p.124).Tosynthesizethedataa
thematicapproachwasusedforboththesurveysandtheinterviews(Spencer,
Ritchie&O’Connor,2003).Derivingthemesdirectlyfromthedataratherthanfrom
thetheoriesofotherresearchers,allowscategoriesandthemesemergingfromthe
responsesofparticipantstobecreated(Gall,Gall&Borg,2007).Theprocessofdata
collectionandcollationandsubsequentanalysisandthemingrequirestheresearcher
tosuspendjudgementandpreconceivedideas,allowingthemestoemergefromthe
data(Cohen,Manion&Morrison,2000).Comparativeanalysisofthethreedifferent
datasets(surveysfromteachers,surveysfromprincipals,andinterviewdata)
enabledtheresearchertocrosscheckdataandemergingthemes.
3.5 Participantsandsettings
Thirteenschoolswerecontactedinitiallyandinvitedtobepartofthestudy.
Subsequenttothis,fouradditionalschoolsrespondedtoanationwideemailinviting
schoolstoexpressaninterestinparticipation.Thefinalselectionwasapurposive
samplebasedontheexperienceandhistoryofco-teachingandanagreement
regardingthedefinitionofco-teachingasprovidedintheinformationsheetandthe
introductiontothesurvey.Purposivesamplingwasappropriateinthisresearchas
theparticipantsrequiredexperienceinthefieldofco-teachingofnotlessthantwo
yearsandagreementregardingthedefinitionofco-teachingwasnecessary.Cohen,
ManionandMorrison(2000)arguepurposivesamplingenablestheresearcherto
selectparticipantswhohavesignificantknowledgeofthefieldofstudywith
experiencesthatwillbeofbenefittotheaimsoftheresearch.Towardsthatend
49
somerequestsforparticipationweredeclinedastherespondentswereteachingina
waythatwasnotconsistentwiththedefinitionofco-teachingusedfor
thisresearch.Thesamplegroupdetailsaredescribedintable1.
Table1:Participantinformation
Scho
ol
New
Zealand/Australia?
SchoolvisitedY-N?
Area:A,Contributing:C,
FullPrimaryF,Interm
ediate:I
Decile
RuralorUrban
Roll
PurposeBuiltorretrofit
#ofchildrenperFLS
#ofteachersperFLS
#ofyeargroupsineachFLS
#yearsexperience
collaborativeteaching
InterviewLeader
InterviewTeacher
TSurveyLeader
SurveyTeacher
1 A Y C Low U 600 Retro 150 6-8 2 10+ 1 0 5
2 A Y C Hig
h
U 450 PB 150 4-6 6 4 2 1 1
3 NZ Y F 10 R 222 Retro 60 2-3 2 4 1 2
4 NZ Y I 7 U 289 Retro 90 3 2 3+ 2 1 5
5 NZ Y F 10 U 668 PB 60-90 2-3 2 3+ 3
6 NZ N A 2 R 158 PB 100 4 2-5 2+ 6
7 NZ Y F 3 U 487 Retro 110 4 2 5+ 2
8 NZ N F 10 R 343 Retro 50 2 2 2 1 1 1
9 NZ Y F 10 U 333 PB 90 3-4 2 2 1
10 NZ Y F 9 R 217 Retro 60 2-3 2 3 1 2
11 NZ Y C 10 U 577 PB 60-90 2-4 2 3 1 1
12 NZ Y F 10 U 170 PB 90 3-4 2 3 1 2
13 NZ Y F 9 U 458 PB 90 3-4 2 4+ 1
14 NZ N F 8 U 75 Retro 30 2 2+ 2 1
15 NZ N F 9 R 485 Retro 90-120 3-4 2 2+ 1
16 NZ Y C 3 U 366 Retro 60 2 2 2 1
17 NZ Y C 10 U 165 PB 60 2 2+ 3+ 1
Totalparticipants: 6 3 12 28
50
InterviewswereconductedbothinNewZealandandAustraliawiththemajority
conductedintheparticipantsschools,onewasconductedoffsiteatacafeandtwo
overthetelephone.Interviewstypicallytook30-45minutestocomplete.The
researchervisited13ofthe17schools.
Allparticipantswerefullyregisteredteacherswhowereworkinginorleadinga
physicalenvironmentwithatleastoneotherteacher.Theresearchersdefinitionfor
acceptanceforparticipationinthestudywascommunicatedtopotentialparticipants
as:
Twoormoreteachersworkingtogethercollaborativelytodeliverinstructiontoa
heterogeneousgroupofstudentsinasharedinstructionalspace.Inthisenvironment
teachersblendtheirexpertise,sharematerialsanddevelopcommoninstructional
goals.
IntheNewZealandcontextthereisarelativelybriefhistoryofco-teachingas
evidencedbythenumberofyearsparticipantshavebeenworkinginthis
environmentinrelationtotheirnumberofyearsaseducators.Therapidpopulation
growthandsubsequentdemandfornewschoolsinAuckland,Otago,Hamiltonand
mostrecentlytheeventsinCanterbury,hasseenthecreationofFLS’sfromwhich
themajorityofparticipantshale.Existingretro-fittedenvironmentsaremoreevenly
spreadacrossthecountry.InAustralia,oneofthetwoschoolsispurposebuilt,the
otheraretrofit.TheretrofitAustralianschoolhasbeenoperatingasaco-teaching
environmentforover20years.ThenewAustralianschoolhasbeenbuiltinstages
overfiveyearswitheachnew‘hub’builtforupto150students.Eachnewhubhas
beenmodifiedinresponsetotheexperiencegainedfromworkingintheexisting
spaces.
51
Mypositionastheresearcherinthiscontextisnottotallyobjective.Iamthe
principalofaschoolmergedduetotheCanterburyearthquakesandsubsequent
schoolreorganisationprocess.TheschoolIleadiscurrentlybeingtotallyrebuiltasa
newpurposebuiltFLSschool.Thenewschoolcomprisessixlearningstudiosforupto
110childrenandbetweenfourandfiveteacherstogetherwithtwoexistinglearning
studiosfor55childrenandthreeteachersineach.WhileundertakingthisresearchI
havebeenleadingtheparadigmshiftinmyschooltoco-teachinginflexiblespaces.
Thepurposeofmyownresearchandstudyoverthelastthreeyearswastoensure
thecreationofthebestpossiblelearningenvironmentforWaitākiriPrimarySchool
childrenwithaneducativepurposeofimprovedlearningoutcomes,improvedself
regulationandenhancedhauoraforourlearners(WaitākiriPrimarySchool,2015).It
wasintheinterestsofmyselfasaleaderandourschool,agenuineinquirywas
undertakingtorigorouslyinvestigateco-teachinginaFLSandtolearnfromothers
thensubsequentlymakingthecontentandfindingsaccessibleforinterestedparties.
Understandingtherisksandopportunitieshasthepotentialtoimprovelearning,self
regulationforchildren,staffandcommunityforbothWaitākiriPrimarySchooland
othersinAotearoa,NewZealand.
3.6 Validity
Traditionallyvalidityisatermmoretypicallyassociatedwithquantitativeresearch,
however,progressivelytheconceptofvalidityisseenasimportantinqualitative
researchtogetherwithcredibilityandtrustworthiness(Lincoln,Lynham,Guba,2011).
Validitysignifiesthedegreearesearchprojectpreciselyrepresentstheconceptthe
researcherisseekingtoidentify(Mutch,2013;Thorndike,1997).Qualitativedata
gatheringandanalysisismoresubjectivethanquantitativeresearchinvolvingthe
researcherinaninterpretiveprocessesallowingacomponentofprejudicereflective
oftheexperientialhistoryoftheresearcher(Creswell,2010;Mutch,2013).The
qualitativeresearchermustbecognisantofthisrealitywhenpreparingquestions,
conductinginterviews,codingandanalysingdata.Theuseofcarefulprocessesduring
52
allstagesoftheresearchreducestheriskofprejudiceandbiasimpactingthe
researchfindings.Theseprocessesincludesubmittingproposedresearchquestions
andmethodologytosupervisors,undertakingtrialsurveys,andtriangulatingdata.
Primarilytheresearcherisseekingtoidentifyifthequestionsposedrepresentsthe
concepttheresearcherisinvestigating(Tolich&Davidson,2003).
Triangulationalsoenhancescredibilityofastudy.Inthecaseofthisresearch,data
wasreceivedfromteachers,principalsandothersinleadershiprolesincontexts
fromaroundNewZealandandAustralia.Asignificantnumberoftheschools
participatinginthestudyevidencethesuccessoftheirteachingandchildren’s
learningthroughnationallystandardisedtests,NationalStandardsandEducation
ReviewOfficereports.Thesamplesetincludedschoolswithahistoryofonlytwo
yearsthroughtoschoolswithaco-teachingapproachexceeding20years.These
reliablesourcesandcontextsheightenthetrustworthinessofthedata,andinturn
enhancecredibilityofthestudy(Lichtman,2010).Triangulationprocessesusedin
thisstudyimproveboththecredibilityandthevalidityofthefindings.
3.7 Ethicalconsiderations
AsMutch(2013)identifies,theresearcherinastudyholdsapowerfulpositionfrom
themomenttheyenterintoaresearchproject.Bysimplyaskingquestionsand
engagingwithparticipants,theresearcherhasthepotentialtocoerceparticipants,
therefore,balanceoftrust,andpowercanbeanissue.Thispowerimbalancecould
bethecaseinrelationtothisstudy,especiallywheremanyoftheparticipants
indicatedtheywerenotexpertsinthefieldofco-teaching,ratherindicatingthey
were‘Givingitago.’Tomitigatetheserisks,Christians(2011)suggestsfour
guidelines:
• Informedconsent;participantsmustbeinformedabouttheresearchprocess,
contentandconsequences.Suchconsentmustbegivenonthebasisoffull
53
disclosureofpertinentinformation.Participationinaresearchstudymust
alsobevoluntaryandthisistobeexpressedintheinformationprovidedto
potentialparticipants.
• Deception:fulltransparencyisrequiredwithresearchfreeofactive
deception.
• Privacyandconfidentiality:safeguardsaretobeputinplacetomaximise
participantconfidentiality,boththeiridentityandlocation.
• Accuracy:dataandrepresentationofthedatamustbeaccurate.
Theseguidelinesensurethebasicprinciplesofresearch;maximumbenefitwith
minimalrisk.Researchersmustconsidertheseguidelineswhenpreparingfor
research,whendesigningresearchmethodsandincollating,interpretingand
reportingondata.
Inthisstudy,participationinboththesurveyandinterviewswasvoluntarywith
participantsreceivingfulldisclosurethroughaninformationandthenconsentform
(AppendicesC-F).Furthermore,theBoardofTrusteesofeachschoolreceived
informationandprovidedconsentforstaffparticipation(AppendicesG&H).
Participantswereadvisedthepurposeofthestudy,howthestudywouldbe
reported,thepositionandcontextfortheresearcher,andthevoluntaryparticipation
(Mutch,2013).Nosurveyswerecompletedorinterviewsconductedwithoutsigned
consentreceivedfromtherelevantBoardofTrusteesandtheparticipant.Themove
toFLS’shasbeencontentiousthroughthemediaandwithineducationalcircles.For
thisreasonitisimperativeparticipantsfeelsafeofferingtheirviewsandexperiences
withoutfearofidentificationandpotentialnegativeconsequences.Thegathering,
storageandreportingprocesseswillensureinformationgatheredintheprojectwill
remainconfidential.Allinformationrelatedtoparticipantsisheldsecureina
passwordprotectedstoragedeviceandwillbedestroyedafterfiveyears.
54
4 CHAPTERFOUR:FINDINGS
TheKeycomponentsofaneffectivecollaborativeteachingand
learningenvironment
Surveyandinterviewfindingsarepresentedinthischapter.Theinterviewswereanalysedfirstforcategoriesandthenemergingthemeswithinandacrossparticipants’responses.Eightkeycomponentsemergedandareusedasavehicletocommunicatethefindingsinthisstudy.Foreffectiveco-teachingrelationshipstooccurinaflexiblelearningspacealleightcomponentsmustbeconsidered.Additionally,thesecomponentsoverlaponeanotherandimpactononeanother.Thefindingsrevealedprincipalsandteachersidentifiedawiderangeoffactorswhich
arenecessarywhencreatingandeffectiveco-teachingenvironmentinaFLS.These
factorshavebeendrawntogetherineightkeycomponentsasillustratedbelow.
Fig.2.S8toCollaborate:Sharedbeliefsandstudentcenterednessunderpinnedallsubsequentcomponents.Skill,SupportandSystemswerethemostprominent
followedbytheremainingthreecomponents.
55
Theillustrationusescolourtorepresenttherelativeimportantofeach
component.Twocomponents(inpurple),studentcentredandsharedbeliefs
andunderstanding,wereconsideredfoundationalforanyschoolorgroupof
teacherstransitioningtoco-teachinginaFLSandunderpinnedallsubsequent
components.Thesewerefollowedbythreecomponents(inred)of
collaborationskilldevelopment(theability,skills,anddispositionsto
collaborateandworkeffectivelyforacommonpurpose),thesupport
requiredforstafftotransitioneffectivelyintoaFLSandtheuseofsmart
systems(hardandsoft)tosupportteachingandlearninginaFLS.Identified
(inteal),butlessprominentweretheuseofspecificco-teachingstrategies,
implementationofnewschoolwidestructurestosupportco-teachingand
finallydevelopingunderstandingofhowtouseflexiblespaceeffectivelyto
supportqualityteachingandlearning.Furthermore,anumberofthe
componentshavemoreimplicationforleaderssuchassharedbeliefsand
understanding,schoolwidestructures,supportforstaffandskill
development.Thefindingsarediscussedusingtheseeightcomponents.
4.1 Studentcentredlearning/LearnersatthecentreAstudentcentredapproachwasafoundationalrationaleforteachersandleadersfor
creatingeffectiveco-teachingrelationships.Studentswereidentifiedascentral:
Studentsaretrulyattheforefront.Everyoneisfocussedonwhatmakesadifferenceforthestudentsnotwhatiseasierfortheteachers.
Asharedvisionthatexplicitlyputsthelearneratthecentre, thespacealsoneedstobestudentcentred.
S8toCollaborate
Studentcentered
56
Studentcenterednesswasreflectedintheresponsesreceivedbyparticipantswith
studentshavingvoiceandchoiceaboutthelearningexperiencestheyparticipatedin:
Kidsoptintoworkshops,staffassesstogether,itismoreaboutdevelopinglearnersthatareleadingtheirownlearningratherthanreliantonteacherinstructiontogainnewlearning.
Werunaveryopenteachingandlearningstylewherethestudentshavealotofchoiceandweasteachersgetalongsidethemandhelpthemtolearnbystartingwheretheyare.
Interviewquestionsandconversationsclearlyindicateteachersandleadersconsider
astudentcentredapproachtobeacentraltenantinthecreationofaneffectiveco-
teachingandlearningenvironment.
Itisbasedaroundtheprincipleofhavingstudentstakeownershipoftheirlearning.Werunaveryopenteachingandlearningstylewherethestudentshavealotofchoiceandweasteachersgetalongsidethemandhelpthemtolearnbystartingwheretheyare.
‘Studentcenteredness,’wasakeyfactorforalloftheschoolsparticipatinginthe
survey.Characteristicsofthestudentcentredapproachincludedsmall,needsor
interestbasedgroupsandworkshopswherechildrencouldoptintoworkshopsand
inothercaseswhereteacherscouldestablish‘workshops’torespondtoanemerging
need.Teacherswereresponding‘justintime’tolearningneedsbasedonfeedback
fromstudentsratherthanteachingapre-determineandprescribedlessonand
objective.Inthemajorityofcases,studentswereprogressivelyencouragedand
enabledtoconstructandutilisetheirowntimetables,meaningfulgoalsetting,
successcriteriaforlearningexperiencesandthenmonitoringtheirownprogress
throughdigitalportfolios.Teachersattemptedtolinklearningtothelivesoflearners
throughtheuseofreallifelearningcontexts,suchas‘passionsdays’or‘20%’time.
Bothpassiondaysand20%time(onedayaweek)aretimesdedicatedtofully
studentledinquirybasedontheneedsandinterestsoflearners.Teachersargueco-
teachingallowsimprovedsupportforthisstudentcentredapproach.
Thisenablesustogivethekidsaccesstowiderangeofteacherswhopossessdifferentskillsanddifferentspecialties,inthiswaytheycanaccessabroadrangeofstylesandsomereallyawesomecrosscurricularlearning.
57
Studentledlearningconferences(ratherthanparent-teacherinterviews)werealso
evidentinthemajorityofparticipantschools.Theseconferenceswereidentifiedasa
naturaloutworkingofastudentledenvironmentwithstudentsleadingdiscussion
abouttheirstrengths,weaknessesandnextstepsinrelationtonumeracy,literacy,
inquiry,well-beingandkeycompetencies.Thisreflectionfromoneteachersuccinctly
summarisestheapproachpracticedbythemajorityofparticipatingschools:
Theteacherhelpsthechildgatheralloftheirworkineachareaofthecurriculumandthenthechildwillruntheinterviewwiththeirparent.Theteacheristheretoassistiftheyneedanyhelporgetstuckalongtheway.Thechildandparenthavealotofdiscussionsalongthewayandthechildasksforfeedbackfromtheirparents.Theparentswillalsohelpsetthegoalforthenextterm
Childrenareleadingtheconferencessupportedbyoneofus(hometeachergenerally)withotherteachersavailabletotalk.
Theroleoftheteacherinthesestudentcentredenvironmentsistopersonalise
learningandsupportthestudenttobeselfregulating,developingtheskillsand
attributesofalifelonglearner.Daytodaypractices,interactionsandsystems
scaffoldstudentstogreaterlevelsofselfregulationwithteachersdevelopingan
everincreasingknowledgeofthelearner.Partofthestrategymostschools
employedwastohavemultilevelclassroomsenablingrelationshipdevelopment
withstudentsoverextendedtimeframesfurtherenhancingteachersknowledge
ofthelearner.Evident,wasadeterminationtocreateanenvironmentwherethe
teacherroleistomeetthediverseneedsoflearnersandtosupportstudent
leadingtheirlearning:
Studentsworkbetter/differentlywithdifferentpeople/teachers,studentshavetheopportunitytolearnfromarangeofteachersofferingarangeofteachingandlearningstyles.Itisbasedaroundtheprincipleofhavingstudentstakeownershipoftheirlearning.
Leadersidentifiedtheimportanceofhavingastudentvoiceandagencyinthe
environmentwithstudentsaskedforfeedbackonawiderangeofissuesespecially
regardingtheeffectivenessoftheco-teachingandco-teachers.Inonecasestudents
evenparticipateintheinterviewprocessforpotentialteachersandmake
58
recommendationstotheprincipalandBoard.Inotherschoolsplacingstudentsatthe
centreextendstostudentshavingaccesstoeverypartoftheschoolincludingthe
staffroomatalltimes.Themostcommonrationaleforco-teachinginFLS’sgivenby
participantswasplacingstudentsatthecentre.
4.2 Sharedbeliefsandunderstandings
Allparticipantsspokeoftheimportanceofhavingsharedvalues,beliefsand
understandingstocreateaneffectiveandpositiveco-teachingworkingrelationship.
Makesureyouhaveestablishedastronglinktoyourschoolvisionandvalues.Makesurethatiscommunicatedtoteacherseffectivelysothattheyseehowtheco-teachingwillfitthevisionandvalues.
Sharedvision/goals/expectationswithineachteamaredesignedanddecideduponattheearliestpossibletime.
Teachersandleadersidentifiedtheneedforsharedbeliefsandthe‘why’(webelieve
inthepowerofcollaboration),the‘how’(wewillcollaboratethroughco-teaching)
andthe‘what’(wewillimplementthesespecificco-teachingstrategiesatthesetimes
forthesepurposes).Anumberofteachersarticulatedthebeliefor‘whyfactor’for
theirschool:
WehavedefinedTransformationalenvironment,useofdigitaltoolsandcollaborationasimportantemergingaffordances.
Collaborationisacorevalueoftheschoolphilosophy.Webelieveitisbestforteachers’professionallearninganddevelopmentandbestforchildren'slearning.Itgivesflexibilityinthelearningstylesforchildren.
S8toCollaborate
Sharedbeliefsandunderstandings
59
Webelievecollaborationisbestforteachersprofessionallearninganddevelopmentandbestforchildren'slearning.
Frombeliefsschoolsthendescribedtheprinciple(‘how’)ofhowco-teachingoccurs:
WehaveaPowerof3philosophy.3classes=about90-100kids.3teachershaveasharedofficeforallthestaffintheteamincludingteacheraides.Nodesksintheclassroom.Teacherresourcesarehousedintheteacheroffice.Wehaveindividualclassesthatweasclassroomteachersreportonandarethecontactpointforparentsorcaregiversbutwhenteachingallteacherslookafterallstudents.
Theimportanceofprogressingbeliefstoprinciplesandpracticeswasidentifiedbya
numberofteachersandleaderswhosuggestedusingMATES(MutuallyAgreedTeam
Expectations),goalsandexpectationstoensurethebeliefsoftheschoolare
translatedintopractices(‘whatfactor’):
Takethetimebefore-handtodiscusswhattheschoolvisionlookslikewithintheco-teachingspace.i.e.birdseyeviewdrawingofclassshowingwhateffectiveteachingandlearninglookslike.
Anumberofparticipantswarnagainststartingbyjustputting,“holesinwalls,”or
movingintoanewspaceandthenexpectingteacherstosharebeliefsaboutthe
placeofcollaboration,co-teachingandoflearnersatthecentre.
Nothavingasharedvisionandtransparentstrategicgoalsandtryingtosimplytransplantsinglecellteachingintoasharedspaceisarealrisk.
Transitioningintoco-teachinginaFLSrequiresthedevelopmentofsharedbeliefs
andunderstandingswhichunderpinprinciplesandpractice.Failuretoaddressbeliefs
isaconsiderablerisktoallwhoareworkinginthelearningenvironment.
Supplementarystatementsbyparticipantssuggestconflictismorelikelywhen
sharedbeliefsarenotarticulated.Beliefsmustbetranslatedintoexplicitgoals,
expectationsorMATEStoensurethebeliefsareenacted.Oneleaders’comment
effectivelysummarisestheplaceandimportanceofsharedvaluesandbeliefs:
Workingwithasharedvisionandpedagogyleadstoaneffectiveenvironmentandculture.
60
4.3 SkillDevelopment
TeachersaretrainedinawiderangeofskillsandstrategiestoimplementtheNew
ZealandCurriculum.Otherthansomerecentlyemerging‘MLP’courseslittleis
evidentinthewayofprofessionallearningopportunitiesrelatedtoFLS’sorco-
teachingeitherthroughteachertrainingprogrammesorprofessionallearningand
developmentproviders.Arangeofskillsareidentifiedascriticalbyrespondentsto
workeffectivelyinaFLS,including:
• Communicationskills
• Collaborativeteamworkskillsandstrategies
• Digitalskills
• Inter-personalskills
• LeadershipskillswhenworkingandleadinginaFLS
Whilemanyoftheseskillsmayapplytoworkinginatraditional learningspace,the
placeofeachisidentifiedasevenmorecriticalinaFLS.
4.3.1 CommunicationSkills
EffectivecollaborationinaFLSrequiresteacherstoworkinsharedphysicalspaces,
wheredecisionmakingwhichwaspreviouslyanindividualresponsibilitynowa
collectiveactivity.Teachersacknowledgethistransitionrequireseffective
communication:
61
Communicationandcollaborationisthekey.Spendtimecreatingclearcommunicationsystemsforrecordingstudentlearning,developingclearcommunicationpracticesbetweenstaffisalsoessential.
Talk,Talk,Talk.Communicationisthemostimportantthing.
Toachieveeffectivecommunicationteachersandleadersagreearespectfuland
supportiveenvironmentisrequiredwhereteachersfeelsafetotakerisksbutalso
communicateeffectivelyandasagreedwithoneanother:
Createapositiveandrespectfulenvironmentwhereeveryone’sopinionisheardanddiscussedinanopenandhonest,productiveway.
InaFLSsituationsarisethatteachersmaynothaveexperiencedintheirtraditional
classroom,hencechallengingconversationsmaybenecessaryrequiringteachers
communicateeffectively:
Developingclearcommunicationpracticesbetweenstaffisalsoessential…because…youwillneedtohavesometrickyconversations.
Communicatingeffectivelywhenengagedinthecomplexroleofco-teachingis
identifiedasacriticalfactortoteachersandleaders.
Beawarethatitwilltakelotsofeffort,communication,applicationofnewideasandreflectivepracticestoestablishaneffectiveteam.Thissystemrequiresverycriticalandhonestreflectionsthereforetrustingrelationshipsmustbedevelopedwithinthisteam.
Communicationisrequiredforsomanyactsteacherspreviouslyundertook
independently,thisplacesasignificantdemandonteacherstocommunicatesmall
detailsandspendconsiderabletimediscussing,negotiating,compromising,listening,
questioningandcomingtoacollectiveagreement:
Agreereallyearlyonaboutbasicclassroommanagementthings.Gettingthesethingssortedearlywillhelpreducestressandalsohelpchildrentofeelsecurethatalltheteachersareonthesamepageaboutstuff.Forexample;Agreeonyourattentiongettingsignal.Agreeonyourexpectationsabouthowtidytheroomshouldbebeforechildrenleaveforbreakorattheendoftheday.Agreeonwhoisgoingtoberesponsibleforregister,dataentry,communicatingwithparents,howchildren'sworkwillbemarked,whatwillhappenforchildrenwhofinishtheirworkearly,etcetc.Getthosethingssortedsothatcommunicationaboutworkloadisclearandresentmentdoesnotdevelop.
62
Suchistheintensityoftheco-teachingrelationshiponeparticipantcommented:
Behonestwithyourco-teacherandthinkofitlikeamarriage!
InconsideringnextstepsforPLDteachersandleadersidentifycommunicationskills
asnecessarytoenhancecollaboration,includingskillsin:
Criticalconversations,effectivecommunicationandmechanismwhichallowdifficultconversationstotakeplace.
Whileteachersidentifiedcommunicationasimportant,leaderswereevenmore
unanimousregardingtheimportanceofeffectivecommunication.Whenaskedto
identifycriticalskillsrequiredforco-teaching,communicationwasidentifiedbythe
majorityofleaders:
Aprofessionalschoolculturewherepeoplecommunicateeffectivelywitheachother.Openandhonestcommunicationisrequiredforsuccessfulco-teachingrelationshipstodevelop.
4.3.2 Digitalskills
Given96.3%ofteachersworkinginaFLSuseGoogledocsorAppsorsomeother
similaronlinetool,thereisasignificantneedforteachersworkinginaFLStobe
confidentandcompetentwhenusingdigitaldevices.Havingtheskilltoenter,
manipulateandretrievedataandlearninginformationisimportantforteachersand
supportstaffworkingintheFLS.Thelackofskillsinusingdigitaltoolsimpactson
colleagueswithintheFLS,thestudentsthemselvesandinmanycasesparentsand
whānauespeciallywhenreportingisongoing.Participantsidentifytheimportanceof
havingtheappropriateskills:
Youneedastructure,allocationofresponsibility,expectationsofwhateachpersoncontributesandhoweachotherworks.e.g.whereplanningfoldersareput,howtoputinanecdotalassessmentandhowoftenetc.Onlinesharedplanninganddocumentationisanimportantfactor.
63
Collaborativereportwriting,sharedstudentledconferencesandco-teachingall
requireteachershavethenecessarydigitalskillstocollaborateeffectively.
4.3.3 LeadershipskillswhenworkinginandleadingaFLS
LeadershipinaFLShavetheopportunitytoworkcloselywithco-teachers;mentoring
andsupportingtemastheyworkinasharedspace.Thisisespeciallyevidentin
spacescontainingthreeormoreteachers,whereoneofthoseteachersmaybethe
teamleader.Teachersgenerallyrespondedpositivelytoworkingalongsidetheir
teamleaderasaco-teacher.Connectiontoseniorleadershipwasvalued:
Havingateamleaderandthenusingtheagendafromtheteamleadermeeting(whenholdingourownteammeetings)meanswefeelmoreconnectedtotheleadershipteamandtheothertwoblocksinourschool.Havingtheteamleadersstopsthe,"Usandthem,"mentality.
Leadersthemselvesreportpositivelyontheexperienceofcollaboratingwithand
leadingteachersinasharedspace:
Collaborativetomemeanssharingeverything.Iworkveryhardnottobecomethedominantleaderinthepod.EverythingneedsleadershipandwhenwemeetasateamIamhappytostepuptothis.However,Iwantmypodcolleaguesandallofmyteamtogrowandlearnfromeachother.Idon’tthinkthiswouldbeasrealifIwasthe,“leader”allofthetime.
However,havingateamleaderworkinginaFLSaspartoftheteamwasnotalways
viewedinapositiveway:
Inonespace,thereisamoredominantteacher(whoisalso'TeamCoach')whohastakenonamoreassertiverolewhichisnotalwaysconducivetoeffectiverelationships.
Overallteachersandleadersrespondedpositivelytotheexperienceofleadershipin
aFLS.Thechangeindynamics,wheretheleaderworksinthesamephysicalspaceas
theteamtheylead,isgenerallyviewedinapositivelight.Teachershaveastronger
senseofconnectiontoseniorleadershipormanagementtogetherwithasenseof
supportandconnectionfortheteamtothevisionoftheschoolandthegoalsof
collaboration.
64
4.4 SupportforStaff
Thetransitiontoco-teachinginaFLSisconsideredbyteachersandleaderstobea
significantparadigmshiftrequiringeffectiveandongoingsupport.Teachersand
leadersconsiderteachers’mindsetsandattitudesasthestartingpointforthe
transitionintoaFLSandco-teachingrelationship.PLD,leadership,supportstaffand
appropriateresourcingarealsoidentifiedasnecessarysupportstrategies.
4.4.1 Mindsets
Attitudesofteachers,theirabilityordesiretobealearnerandtheirresponsiveness
todifferentapproachestoteachingandlearningweredescribedbymanyas
‘mindset’.Anysupportateacherreceivedisconsideredsecondarytotheteachers
mindsetthroughthepotentialchangeprocess:
Ithinktheteacher'sattitudeismoreimportantthantheprofessionallearning.Ifyouhaveapositive,opentopossibilitiesattitudeandyou'repreparedtogivethingsagothatwillgetyoualongway.Alltheprofessionallearningintheworldwon'tmakeupforthat.
Doyouhaveafixedmindsetoragrowthone?Thereliesthekeytosuccess.
TeachersmovingfromatraditionalclassroomtoaFLSandco-teachingconsiderthe
shifttobecomplexandsignificant.Theirroles,interactionsandwaysofworking
changesignificantly.
Thisisadifferent,challengingbutsorewardingwaytoteachandittakestime.Don’tbepreciousaboutyourpastteachingpractices.Beawarethatitwilltakelotsofeffort,communication,applicationofnewideasandreflectivepracticestoestablishaneffectiveteam.Realisethatyouwillbechallengedbeyondanythingyouhaveeverexperienced.
65
Converselymanyparticipants,(teachersandleaders),identified“Teachersunwilling
tochange,”ashavingadetrimentalimpactontherelationshipandenvironment.
Oneleaderdevelopedspecificstrategiestomitigatethisriskandchallengeteachers:
Iwouldasknewstaff"Howdoyoucopewithchange,howdoyoucopewithbeingchallenged?"
Participantsinthesurveyhighlightco-teachinginastudentcentredFLSnecessitates
anewparadigmforteachersandthisrequiresagrowthmindset,apositiveattitude
tochange,risktakingandmistakemaking.
4.4.2 Teachers’professionallearning
Professionaldevelopmentisagreatwaytocreatetheco-teachingrelationshipbecauseithelpsyoutoanalyseyourself,yourteachingstyleandhowyoucanadaptandworkwithothers.
Wehavedonealotofwholestaffdevelopmentoverthelast2years,andhavedonealotofreadingsaroundthis,especiallythedifferencebetweenco-operationandcollaboration.
QualityPLDtosupportstafftransitioningintoco-teachinginaFLSwasprovidedto
51.9%ofteachers,withonly56%consideringtheyreceivedenoughPLDforthe
transition.Theprofessionallearningprovidedwastypicallyreadings,visitstoother
schools,discussionsandeitherinviting‘experts’tospeakorattendingworkshops
whereexpertsspoke.Actionresearchand,‘TeacherasInquiry,’projectswere
initiatedwithinschoolstoassistwiththetransitionandasaselfselectedPLDprocess.
ThemajorityofteachersinthisstudysoughtongoingPLDbyvisitingotherschools
andusedthisprocesstoreflectontheirownpractice.Mostparticipantsconsider
theyhavelearntmanyoftherequiredskills,‘Onthejob,’andwouldhavebenefitted
frommorePLDsupportwhenmovingintoaco-teachingrole.Whereteachersdid
receivePLD,itassistedthetransitionintoandthenworkinaFLS,understandingthe
rangeofskillsnecessary,appreciationof,andtherationalebehindstudentcentred
66
teachingandlearninginaFLS.Otherscommentedontheirimprovedcommunication
andthinkingskillsgainedthroughPLD.
AllparticipantsrecommendedqualityPLDprovisionforfutureschoolsandteachers
includingPLDtosupport:
• Effectivepedagogyinaco-teaching,studentcentredenvironment
• Understandingwhatstudentsatthecentremeansforteachingandlearning
• Understandinghowtouseflexiblespaceeffectively
• Communicationskills,especiallydifficultconversationskills
• Collaborationskillsincludingproblemsolvingandnegotiationskills
• Interpersonalskillsincludingunderstandingstrengths,limitations,skillsofself
andothers
• The‘why’and‘how’ofco-teaching
• UnderstandingthestagestotransitionintoaFLS
• Understandinggrowthandfixedmindsets
• Systemstosupportco-teachinginaFLS
• Skillstoutilisetechnologytosupportstudentselfregulation
ItwasrecommendedthePLDbeprovidedthroughresearchprojects,teachingas
inquiry,externalexperts,visitstootherschoolsandongoingfacilitatedconversations
withintheschool.Leadershipwereidentifiedaspivotalintheprovisionof,leading
andparticipationinPLD.Theimportanceof,‘JustintimePLD,’ishighlighted:
IthasbeenhelpfulthatwehavehadvariousburstsofP/Laswehaveprogressedintoco-teaching.Thereisthebeginningstagewhereyoudon’tknowwhatyoudon’tknow,thenyouneedanotherburstasyoubegintotrythingsout,tosortoutmisconceptionsordevelopsharedunderstandings,thenwebenefitedfromtheexpertsaswegrewourunderstandingandbegantofocuslessonthehow,andmoreonthewhy.
Teachersacknowledgethatwhilethereisalackofresearchtosupporttheir
approach,anongoingprocessofreflectiveevidencebasedpracticeisenablingtheir
professionalpractice:
67
Wedidlotsofreadinginitiallyandthenwenttoobserveinotherco-teachingschools.AfterPDwewoulddiscusswhatwethoughtandquestion,andevaluateyourownpracticeandourclassroompracticeandmakechangesifneeded
Whilevisitstootherschoolsareenabling,teachersandleadersidentifyariskof
visitorsseeingthe,‘Bellsandwhistles,’ratherthanunderstandingtherationale,
principlesandprocessesusedtocreateeffectiveco-teachingpracticeinaFLS:
Itisimportantforeachschooltodeveloptheirenvironmentintheirownway-whatworksforoneschoolmaynotworkforanother.Itdependsonyourschoolsphilosophyandwhattheybelievein.Youcan'tpickoneschoolsprogrammeupandtakeittoanotherschoolandexpectittowork-thedevelopmentdefinitelytakestime
AllparticipantssuggestedPLDbemadeavailableinthefuturetoteachers
transitioningintoco-teachinginaFLS.Responsesfromthemajorityofparticipants
suggeststheyareyettofindadequatePLD:
Yes,WheredoIfindthat?!
4.4.3 PrincipalsprofessionalLearning
NewZealandprincipalstransitioningaschoolorpartofaschooltoco-teachingina
FLSreceivedlittleornoformalprofessionallearningsupportorguidance.Australian
principalssurveyeddidreceivesignificantsupport.Principalswereasked“What
professionallearningorsupportdidyoureceiveforthetransitiontoacollaborative
teachingandlearningenvironment?”TheresponsesofNewZealandleaderswas
consistent:
NodesignatedexternalPLsupport.Moremyownprofessionalreading,visitstoschools,leadershipteam/boarddiscussionsetc.
None-myjourneytoteamteachingwasselfdirectedandcameaboutfrommydissatisfactionwiththewaymyclasswasrunning,andarealdesiretofindawaytoworksmarternotharder.
Noneexternally.Donelotsinternallydrawingonexpertise.ItisevidentprincipalsfeelpressurefromtheMinistryofEducationtocreateFLS’s
ratherthantraditionalclassroomsandimplementco-teachingratherthantraditional
68
teaching.Oneparticipantwascriticaloftheapparentlackofleadershipanddirection
fromtheMinistryofEducationnotingthededicatedMLE/ILEwebsiteprovided
minimalinformationregardingteachingandlearninginsteadfocussingonbuildings.
OtherssoughtexpertisefromPLDproviderssuchasCOREEducation.Tomitigatethe
lackofqualityPLDprovision,principalswereproactiveaboutdevelopingthe
necessaryknowledgeandskillstoleadtheirschools:
Iwasdeliberateinconnectingwithleadersthathadexperienceinthisarea.Nothingwasprovidedbyothers,justselfled.
Visitstoschoolsalloverthecountry,futureschoolingande-learningcoursesandconferences,lotsofresearchandPDaroundpersonalisinglearning,inquiryandselfdirectedlearning.
Myownprofessionalreading,visitstoschools. Despitethesignificantchangeprocessrequired,findingsindicatePLDforteachers,
andprincipalstobesignificantlylacking.ThislackofPLDisindirectcontrasttothe
importanceplacedonPLDbyteacherstransitioningintoandworkinginaco-teaching
environmentinaFLSwith67.9%ofparticipantsratingPLDas‘important,’or‘very
important.’:
4.4.4 Leadership
Leadership,especiallytheprincipal,playacriticalroleinenabling,supportingand
challengingteachersandsupportstaff.Theirattitudetowardstudentcentred
N= 28 teachers
69
learning,co-teachingandFLS’simpactonresourcing,appraisal,appointments,team
selection,curriculumdevelopment,reportingtoparentsandcommunicationto
parentsandthecommunity.Teachersfeelempoweredandenabledwhenleadership
andespeciallytheprincipalchampionthevisionforco-teachinginaFLS.Teachers
spokeoftheimportanceofleadershiptotheirtransitiontoaFLS:
Havingasupportiveleaderhasbeenincrediblyimportantforme.IthasallowedmetogrowasapractitionermyselfbecauseItrustinwhatmyleadershipbelieves,saysandactsupon.
Schoolleadershipwasratedasverysignificanttoteacherswith82.2%ratingschool
leadershipas‘important,’or‘veryimportant.’:
Ourteamscouldnotfunctionwellwithoutthevisionofleadershipandtheimportancetheyplaceontheco-teachingrelationship.
Sufficientresourcingisrequiredtoenableteachersandsupportstafftotransition
fromtraditionalclassroomstoco-teachinginaFLS.Teachersareawareleadership
holdthepowertoenablesuchatransition:
Theleadershipneedstovaluethechangeandthereforegivetimetotheteacherstodevelopandconsistentlyreflectontheprocesses.Alsotoprovideresourcesandsupportaschangecanbedifficultformany!
Inallcasesinthisstudy,theprincipal,attimeswithsupportfromthesenior
leadershipteam,madedecisionsaboutwhoworks,andcollaborateswithwho,and
indoingsohasasignificantimpactonteacherseachyear.Teachersconsider
N= 28 teachers
70
leadershiphavearesponsibilitytoconsiderthevoiceofteachersgiventhehigh
stakesenvironmentofmultipleteachersworkingtogetherinasinglespace:
Theschoolleadershipteamneedstotrusttheteachersandteamstobeflexibleanddeterminewhatisbestfortheirstudents.Itisalsoimportantforleadershiptotakeonthequestionsandconcernsfromtheteamsinregardstostaffing,planningetc.
Teachershaveanexpectationthatnotonlywillprincipalsandseniorleadersconsider
teachervoicebutthattheyalsomodelcollaborationintheirpractice:
Allofthiscollaborationneedstobeledandmodelledfromthetopdown.Thisisespeciallyimportantforthestudentstoseeandunderstand.
Schoolleadership(PrincipalandDP)provideamodelofco-leadershipinthewaytheyinteractwithallteachersandlearnersandwitheachotherasaleadershipteam.
Oneparticipantcommentedthatthings,“Fallapart,”whentheprincipalisawayfor
toolong.Teachersconsiderleadershiphaveakeyroletoplay,especiallyin
developmentofsharedbeliefsandownershipofthevision:
It(co-teachinginaFLS)needstobeingrainedintheschoolculturetobeeffective.
4.4.5 SupportStaff
Supportstaff,especiallyteacheraidsplayadifferentroleintheteachingandlearning
environmentofaFLSschool,especiallythosewiththreeormoreequivalent
classrooms.AtransitionfromtraditionalclassroomtoaFLS’sandco-teachingcan
causestressforallconcerned,especiallystudents;teacheraidsareoftenleftto
supportthesestudentsanddealwiththerealityofthechangingenvironmentfroma
student’sperspective.Whileparticipantswerenotspecificallyaskedquestionsabout
supportstaff,onerespondentprovidedanenlighteningcommentregardingthe
importanceofteacheraides:
Welikeincludinghim(Teacheraide)becauseinactualfact,heistheonlyoneofusthatstaysintheclassthewholetime.
71
Asubsequentinterviewwithtwoparticipantsrevealedtheimportancetheyplaced
ontheroleofateacheraide.Theyconsideredtheteacheraidewasinsomewaysthe
‘constant’intheFLSwithteachersoutofthespaceforclassroomreleasetime,
leadershiprelease,PLDandsickleave.Fromweektoweektheteacheraidewas
consistentlyinthespacesupportinglearningandstudents.TeacheraidesinaFLS
appeartobeseenbymanyasanother‘teacher’inthespace,supportingindividual
andgrouplearningneeds.Theirroleinsupportingteachers’andstudentlearning
wasviewedassignificant.
4.4.6 Resourcing
TeachersandsupportstafftransitioningintoaFLSrequireresourcingtoenhancethe
transitionprocessandforongoingeffectivecollaboration.Only48%ofteacher
participantsinthesurveyconsideredtheyhadadequatereleasetimetomeetthe
demandsofco-teachinginaFLS.Classroomreleasestimeappearedtobemore
contentiousinspaceswheresecondaryandprimaryteacherswerecollaboratingin
thesamephysicalspacewiththesecondaryteachersreceivingmorethandoublethe
releasetimeoftheirprimarycounterparts.Oneofthechallengesco-teachersina
FLSfaceistheneedformorecollaborativediscussions.Thiscanbeachallengefor
teacherstransitioningfromtraditionalclassroomstoaFLSwheretheyhavehadthe
freedomofstartandfinishtimes.WorkingcollaborativelyinaFLSlimitsthat
flexibility.TheAustralianparticipantsinprimaryschoolshadsignificantlymore
releasetimeofonedayperweek,comparedtoanaverageofbetweenoneandthree
hoursperweekinNewZealandschools.Thelackofresourceallocationforrelease
impactsoncollaborativeplanningandmeetingtimeasidentifiedbytheseresponses:
N= 28 teachers
72
VERYIMPORTANTTOHAVECOLLABORATIVETIMETOPLAN!
Ifyoucan'tmeettogethertodiscussanything,plan,catchuponPDorreflectthenyoucan'tbeonthesamepageorbeprovidingaconsistentprogram,thenthechildrenwillsufferandyourrelationshipwillsufferasyouwillneedtomakeextraefforttomeetinyourowntime.Andwithallthemeetingsteachersalreadyhavethiscanbeverydifficult.
Tomitigatethelackofreleasetimeteachersspokerepeatedlyabouttheimportance
ofasharedworkspacefortheco-teachingteamtofacilitateconversations,capture,
“Justintime,”informationaboutstudentsandbuildacollaborativecultureinthe
team:
Wehaveourteachingoffice-wemeetthereinthemornings,atlunch,afterschool-itisaplacewherewetalkandmeetallthetime.Thisiswhereitisimportantthevaluesmatchupsostaffcantrusteachotherandareflexibletowardschange.Wehaveregularpre-arrangedmeetings.
Teachers’didnotconsiderco-teachinginaFLSmadeanyadditionaldemandson
resourcingrequirements,infactthesharingofresourcesmayevenmeanmore
effectiveuseofresourcesandsavingstotheschool.Teacherswerealsoadamant
thatnew,‘fancyfurniture,’wasnotarequirementinaFLS:
Sometimes-IthinkpeoplegethunguponthefactthattheyneedMLEfurnitureetc....butthepedagogyandphilosophyneedstocomefirst.
Finally,thoughnota‘requirement,’asignificantnumberofteacherscommentedon
theadvantagesofhaving1:1devicestosupporttheteachingandlearninginaFLS.
eLearninghasbecomeevenmoreofa'need'withco-teachingasourstudentsareworkingsomuchmorecollaborativelyaswell.Intheareasofourschoolwherewearenot1:1,thishascausedanissueastherearenotenoughdevices.
Thetwomainareasofresourceneedsidentifiedtosupportco-teachinginaFLSare
fundingforreleasetimeforcollaborationanddevicestosupportteachingand
learning.
73
4.5 SmartsystemsinplaceEffectivesystemsandroutinesarerequiredtoenableeffectiveco-teachinginaFLS.
Thesesystemsincludegroupingofstudents,timetables,resourceallocation,theuse
oftechnology,andpracticalsystemsforthedaytodayfunctioningoftheFLS.
Systemsratedveryhighinrelationtotheimpactoncreatinganeffectiveco-teaching
relationship:
4.5.1 Systemsformeetingstudents’needs
AcriticalcomponentofaneffectiveFLSistheunderstandingthechildrenare,‘Ours,’
not,‘Mine.’Participantsstressedtheimportanceofcollaborativeresponsibilityfor
everyaspectofeachchild’slearning,selfregulationandhauora.
Studentsarechangedaroundsotheyworkwithdifferentadultsandstudents.
Appropriatesystemswererequiredtomanagethiscollectiveresponsibilityand
accountabilityforthelearning,selfregulationandhauoraofstudents.Inlarger
spacesofthreeteachersormore,systemswereestablishedtomanage
administration,planningandassessmentrequirementsforindividualstudents.To
N= 28 teachers
74
achievethissomeschoolsusedasystemofhomeroomsalthoughdifferentschools
useddifferenttermsincluding,‘Homeroom,’‘Whānaugroup’or‘Guardiangroup.’
Participantsresponsesindicatethereisavariationintheimportanceplacedonthese
groupswithoneschoolmovingawayfromthesystemofhomegroupsovertimeas
teachers,childrenandfamiliesbecamemorecomfortablewithcollective
responsibilityforlearning:
WhenIfirststartedteachinginacollaborativepod,wereallyfelttheneedforhomegroups.Wecalledtheseguardiangroups.Itwasactuallymoreforthebenefitoftheparentsasthiswasallsonewtothemandwedidn’twantthemtofeelasthoughwewouldn’tknowtheirchildren.Asthecommunityhascometotrustusandthecollaborativemodelmore,wehaven’tneededthisandnowdonothavethisatall.
Itwasapparentsometeachersstruggledwiththedifferencebetweena,‘Home
group’andaclassroom,creatingsometensionbetweentheneedforacloser
relationshipwithasmallergroupofchildrenandtheriskofrevertingtotraditional
practiceof‘myclass’.
Wehavedeliberatelysteeredawayfromthis(homerooms)sothat‘ownership'ofchildrenisshared.
Re-groupingchildrenaccordingtoneed,interestorpassionrequiresschoolshavea
rangeofsystemsinplacetocommunicatelearningexpectationsandgoalsandto
monitorprogressandachievement. Significantsystemsandprocesseswererequired
fordaytodayfunctioningoftheroomtominimisestresstostudentsandstaffand
maximiseteachingandlearningtimes:
Systemsareveryimportantforthechildren,otherwiseitcouldbeveryoverwhelmingforthem.Systemsthatarediscussed,agreeduponandcarriedoutarevitaltothecollaborativespace.Forexample,wheretoputthebooks,whatchildrenneedtobeseen(whereandwhen),negotiationofliteracy/mathsactivities,storageofresources.Wheneveryoneknowswhatishappening,thingsworkreallywellandprecioustimeisnotwasted.
Teachersagreeeffectivesystemssupportstudentwell-beingandselfregulation:
Thestudentsneedtoknowwhattheexpectationsareforindependentlearningandwhatwewantittolooklike.
75
Teachersinthisstudyrecommendsignificanttimebeallocatedtotheorganisationof
effectivesystems,toimprovetheeffectivenessoftheteachingandlearninginthe
environment,furthermore,theysuggestoncesystemsareagreedon,theymust
adheredtobyall.
Experiencehasshownussofarthatsystemsarecrucial.Theseenvironmentsaretwiceasstructuredastheywerewhenteacherswereteachinginisolation.Ifthesystemsarenoteffectivethenco-teachingcannothappen.Althoughitseemsonthesurfacethatitisseamless,therewasalotoforganising,discussingandprioritisingthatgoesonbeforehand.
4.5.2 SmartDigitaltools
Onlineplanningwasastrategyusedby74.1%ofparticipantswithGoogleDocsthe
mostcommonplanningplatform.Foreffectivecollaborationtooccur,teachersneed
immediateaccesstouptodateinformationregardingallofthechildrenintheir
learningstudio/community.Thisalsoenablesarangeofteacherstocommunicate
effectivelywithoneanother,leadershipparentsandwhānau.Furthermore,teachers
identifiedtheuseofdigitalplanninggaveadditionalopportunityforstudentagency
andselfregulationwithplanningoftensharedwithchildrenandfamilies.Effective
sharingofinformationensuresallteachersareabletosupportandchallenge
learnerstoachievethebestoutcome.Detailedplanningisopenandtransparent,as
aresuccesscriteriaandnextstepsforlearningwith96.3%ofparticipantssharing
planning,assessmentandanecdotalinformationwithcolleagues.
Utilisingdigitalsystemsallowsasharedapproachtocommunicationsextendingas
farasreportwritingwith74%ofteacherswritingreportscollaboratively.This
methodofreportwritingisdifferenttobothtraditionalprimaryschoolreportwriting,
whereoneteachertypicallywritesthereport,andintermediateorsecondary
schoolingwherereportsarewrittenbysubjectteachers.Inthisapproachteachers
‘share’reportwritingresponsibilitydependingonthechild,therelationshiptothe
teacherandtheformatofreportwriting.Insomecasesthefinalreportissimplythe
76
OverallteacherJudgement(OTJ)asprogressandachievementcommentsandgrades
havebeenallocatedasandwhenthelearningtookplaceratherthanasummative
reporttwiceayear.
SmartsystemsareidentifiedascrucialinaneffectiveFLS.Thefindingsindicateeach
schoolhasbeendevelopingtheirownsystemsovertime,predominatelythrougha
trialanderrorapproach.Effectivesystemsreducestresstostudentsandteachers
andassistparentsandwhānautounderstandteachingandlearninginaFLSwhere
co-teachingisthenorm.Withouteffectivesystemsteachingandlearningtimecanbe
wastedandstudentscanreceivemixedmessagesregardingexpectationsand
teachersmaymissopportunitiestogivejustintimefeedbackandassiststudents
withnextsteps.Forsystemstobeeffectiveteachersneedtohaveclear
understandingsaboutthesystemsandhavethenecessaryskillsandattitudesto
implementthese.Teachersagreeconsiderabletimemustbesetasidetodiscuss
everydetailofthedaytodayfunctioningoftheFLSandthecreationofenabling
systemstosupportteachingandlearning.
4.6 StrategiesunderstoodandenactedWhileanumberofrecognisedco-teachingstrategiesarereadilyavailablefor
teachers,only41.7%ofteachersutilisetheseonadaytodaybasis.Ofthe41.7%
whoimplementedspecificco-teachingstrategies,somewereveryexplicitaboutuse:
Weuseavarietyofallteachingstrategiesthroughouttheday.Itdependsontheprogrambeingimplementedandthenumberofchildreninourclassatthetime.Wewouldmainlyusestationteachingforliteracy,parallelteachingfornumeracyandteam
77
teachingforinquiry.Weuseoneteach,oneassistinthemorningroutineorpackup.Andwhenweimplementedthenewteacherwehadoneteacher,oneobserve.
Alignedwithintentioneduse,asmallnumberofparticipantshadreceivedspecific
PLDtosupporttheimplementationco-teaching:
Weusealloftheabove(oneteach:oneobserve,oneteach:oneassist,parallelteaching,stationteaching,alternateteaching,teamteaching)atdifferenttimes.ThisissomethingwehadextensivePDonandwhenweareplanningwedecidehowitwilllook.
Conversely,otherparticipantsindicatedamoreglobalandintuitiveapproachtoco-
teaching:
Weusedamixofstrategiesatanygiventime!Weteamteach.
Furtherinvestigationwithteachersandleadersindicatesthemajorityofparticipants
inthisstudyarenotexplicitlyutilisingspecificstrategiestheycanidentifywithco-
teachingotherthan,‘Workshops’and,‘Needsbasedguidedteaching,’bothofthese
couldbedescribedaseitherstationoralternateteaching.Ofthefivetosix
commonlyknownco-teachingstrategiesthemostoftenutilisedbyteachersare,
‘One(ormore)teach:oneassist,’and‘Alternate/stationteaching.’Someteachers
commentedthatwhiletheystartedwithexplicitstrategies,overtimetheseevolve:
Weacknowledgethatallofthese(co-teachingstrategies)haveaplaceinco-teaching.Wetrytoexplicitlystatewhatco-teachingstrategiesweareusinginourplanning,butoftenitevolvesorganically-especiallyasrelationshipsdevelop
Inadditiontothecommonlyknownco-teachingstrategiesotherstrategieshave
evolvedtosuitthespaceandthefocusoftheteam.Oneschoolidentifythe,“Daily
5,”asastrategyutilisedtomanageliteracy.Anotherschooldescribesthetypeof
teachingandlearningoccurringinthedifferentspaces:
Inmyteamwesetupspecificclassroomse.g.4classroomsRoom1-teacherroomwheresmallgrouplessonsaretaughtRoom2-TuakanaTeinaRoom-workinginpairsRoom3-sharespaceandgrouproomRoom4-quietroom,individualwork
78
Inthiscasewhilenospecificswereprovidedregardingthestrategyemployeditis
evidenttheteacherswereutilisingstationteachingwherestudentswerereceiving
smallgroupinstructionandteachingdependingonneed.Principalsidentifyco-
teachingpracticesareinconsistentacrossthemajorityofschools:
Insummary,themajorityofteachers(nearly60%)usenoparticularstrategiesto
implementco-teachingratherrelyingonamoreorganicprocessofteachersworking
togethertomeetneeds.Evenamoungthosewhodoimplementspecificstrategies
thereisconsiderablevariationfromexplicituseofawiderangeofstrategiestoa
moreglobalandintuitiveapproach.
4.6.1 Effectivenessofco-teaching
Whenaskedhowteachersknowiftheirco-teachingrelationshipwaseffectivefew
couldarticulateanyspecificindicatorastotheeffectivenessofco-teachinginaFLS,
forexample:
Wedon'treally,notformally.Moreinformalconversationsandreflections.Tenparticipantsreferredtostudentgoalsandtheirprogresstowardachievingthese
asameasureoftheeffectivenessoftheirco-teaching,16referredtotheir
communications,relationshipsandreflectionsandtworeferredtothehappinessof
therelationshipasameasureoftheeffectiveness.Ofthetenwhoreferredto
studentgoalsandprogress,anumberindicatedtheeffectivenessoftheirco-teaching
relationshipwasnotsomethingtheyhadspecificallyconsideredorplannedfor:
N= 12 Leaders
79
Studentresults?Comparetopreviousyearswhenworkingindifferentteams?Studentengagement?goodquestion!
Thefindingsrevealmostteachersinaco-teachingrelationshiphavenotspecifically
consideredtheeffectivenessorimpactoftheirco-teaching.
4.7 Structuresandprocessesestablishedschoolwide
4.7.1 EmploymentProcess
LeadersmodifiedtheemploymentstructurestoemployteacherstoworkinaFLS.A
numberoffactorsspecifictoaFLSrequiredconsiderationsuchastheinterpersonal
skillsoftheapplicant,theneedsoftheteam,themake-upoftheexistingteamand
theneedsofthestudents.Revisedemploymentstrategiesandprocessinclude:
• involvingtherelevantteamintheemploymentprocessandincludingtheiropinioninthefinaldecision
• involvingstudentsintheemploymentprocess• requiringapplicantscometogetherforadaytoworkinacollaborativespaces
andbeobservedbytheemploymentcommittee(whichincludedstudents)• observinghowapplicantsinteractwithotheradultsandchildreninaseriesof
challengesandactivities• consideringpersonalityprofilesbyusingtoolssuchastheBelbinTeamwork
profile• allowingtherelevantteamtohavethefinaldecisiononthesuccessful
applicant
Principalsandteachersconsidertheemploymentprocesstobemorehighstakesina
FLSgiventheco-teaching,studentcentredrequirementsandthedeprivatisedspace:
80
Yes,weneedtobeincrediblymindfulofthe"arrangedmarriage"typeofsituationthatco-teachingdemands.Ouradvertisementsforstaffclearlyarticulatethatapplicantsmustwanttoworkcollaboratively.Ithasbeennecessaryforustomakeafewstaffchangestoensurethatwehavethebestcombinationsofpeoplethatwecanmanage.
Thishasledtochangesinthewaysteachersareemployedandtheexpectations
schoolswithFLS’shaveoftheirnewstaff.Leadersidentifiedtheneedforrobust
inductionprocessestoassistteacherstotransitiontotheenvironment.Otherthan
havingteammembersontheinterviewpanel,themostsignificantchangeisschools
havingpre-interviewswithallapplicants:
Wehavealwaysneededtoconsiderthatnewstaffwillbeworkinginateamandpartsofourapplicationandinterviewprocessaredesignedtoenableustogatherinformationaboutthewaytheapplicantsworkwithothersforexampleshortlistedapplicantsspendadayatourschoolwithothershortlistedapplicantstakingpartinsomegroupplanningactivitiesandthenconductingashortpresentationbasedonsomeaspectofteaching/learningphilosophy.Wealsoencouragestudentsandotherteacherstobearoundduringbreaktimestoobservehowtheapplicantsinteract.
Co-teachinghascausedprincipalstoreconsidertheirappointmentprocessesin
responsetotheadulttoadultinteractionsandrelationshipsrequiredtocreatean
effectiveteachingandlearningenvironment.
4.7.2 AppraisalProcess
Thepracticeofco-teachingwasvariedwithinschoolswithonly25%ofschools
reportingconsistency.Despitethisinconsistency,75%ofschoolsincludedco-
teachingintheirappraisal.Leadersconsideredco-teachingandcollaborationcentral
tothecultureoftheschoolandtheunderpinningvaluesandbeliefsandtherefore
essentialtoincludeinappraisal:
Becauseitissuchanimportantpartofwhatwebelieveinandwhoweare.
Ourteachersteachwiththeircolleaguesalldayeveryday.Itisimperativethattheirabilitytoco-teachisanareaofappraisalandongoingdevelopment.Weneedtobeawareoftheirneedsasco-teachers,notjustasindividuals.Weneedtounderstandtheirattitudes,abilitiesandnextsteps.
81
Appraisalcriteriaincludedco-teachingability,interactions,attitudes/mindsetand
strengthsandweaknesses.Twoschoolshadco-createdindicatorsandsuccess
criteriaforco-teachingandcollaborationwiththeirstaffandsubsequentlyused
theseforappraisal.
4.7.3 TeamSize
Co-teachingrelationshipsoffourormoreareevidentin46.5%ofparticipantschools,
howeveronly25%identifyfourormoreastheirpreference.Teamsoftwoorthree
arepreferredby74%ofteachers.Thetwocontributingfactorsforthispreference
arethecomplexityofworkingwithalargergroupofteachersandthechallengesof
gettingtoknowverylargegroupsofchildren:
Itisn'tjusttheamountofteachersbuttheamountofchildren...forpastoralcarepurposeseachteacherisresponsibleforroughly25childrenatourschool.HoweverintheMLEenvironmenttherealityis,todoyourjobwell,atanyonetimeyouneedtoknowhowallchildrentickinyourenvironment.
N= 28 teachers
N= 28 teachers
82
Withinthesurveygroup,teamsofthreeweremostcommonandmostpreferred.
Preferencecanbeattributedtopreviousexperienceworkingwithaspecificnumber
ofco-teachersandtherelationshipsexperiencedwithintheseteams.Co-teaching
teamsoftwoenabledconversationsandasmallernumberofchildrento‘know’,
equallyariskwasidentifiedofadominantpersoncontrollingtherelationshipina
duo.Benefitsofteamsofthreeincludedamoredemocraticapproachtodecision
makingandopportunityformoreprofessionalsupportandskilldevelopment
throughworkinginateamofthree.Anumberofparticipantsreferredtothe
importanceofthe‘PowerofThree,’althoughtheydidnotelaborateonthe
importanceofthenumberthree.Othersidentifiedtheriskofpotentialconflictwhen
threeareinateam,identifyingconflictingviewpointsandunderstandings:
Inmyopinionthethreeteacherhasoftenbeenthemostdifficulttogetrunningsmoothlyduetoalotmorerelationships/differences/opinions/decisions…toworkthrough.
Withteamslargerthantwo,formalmeetinganddiscussionstimewererequiredto
ensureallco-teacherswerepresentandintheloop.Inlargerteams(threeplus)
teachersidentifiedtheopportunitytoutilisethestrengthsofeachteammemberto
meetstudentneedsandthereducedintensityinrelationshipswhenworkingina
largergroup.Formostteachers,relationshipsplayamoresignificantrolethanteam
size:
I’mgoingtosay3butIhaveatthisschoolworkedwithupto7inacommunityanditalldependsonrelationshipsandsharedexpectationswehaveoflearning
Equallythecurriculumcontentandrelatedlearningexperienceshadabearingon
preferences:
Dependsontheactivitytakingplaceandwhatoutcomesyouwantoutofit.
Whatwasevidentisallparticipantsbelievedinthepowerofmorethanone.Beyond
thispreferenceofteamsizeispersonalandvariesfrompersontopersonandschool
toschooldependingonexperiencesandrelationships.
83
4.7.4 Processforselectionoftheco-teachingteam
Determiningwhowillbeineachteamismorecomplex,highstakesandcontentious
inaFLSthanintraditionalschools.Teachersandleadersagreeteachersshouldhave
avoiceintheirplacementforthefollowingyear,howeverfor39%ofparticipantsit
appearsteachersdonotfeeltheyhavehadavoice.
Theresponsestothisquestionindicateacomplexinterplaybetweenteachershaving
anopportunitytocommentonwhotheyco-teachwithandwhomakesthefinal
decision.Mostteachersbelieveditwasthejobofleadership,withtheiroverviewof
theschool,tomakefinaldecisionsaboutteamswithlittleornoinputfromstaff,
othersconsideredteachersshouldbeveryinvolvedinthedecisionmakingprocess.
Thisresponseprovidesanaptsummaryofthethinking:
Iwouldhaveansweredyesandno(shouldteachershaveasaywhotheyco-teachwith)...yesbecauseitisanabsolutefundamentalthatthepeopleyouco-teachwithhaveasimilarvaluesetandcangetalongtogether,soteachersshouldbeabletohaveasayinwhatisaprettyimportantpartoftheenjoymentoftheirjob.HoweverIwouldsaynointhesensethatsometeachersmaynotbeabletoseethebiggerpicturewithinaschool,andjustlikechildren,workingwithyourfriendsisnotalwaysthebestchoice.
Overall70%ofteachersbelievedprincipalsandseniorleadershipshouldmakethe
finaldecision,15%believeditshouldbeacombineddecisionand15%believedco-
teachersshouldmakethedecisionthemselves.
N= 28 teachers
84
Thissummaryillustratestheimportanceplacedonselectingmembersoftheco-
teachingteamwith87.7%ofteachersratingselectionoftheteamas‘important’or
‘veryimportant.’
4.7.5 Reportwriting
Reportwritingstructuresandsystemsalignwiththebeliefofcollectiveresponsibility
andaccountability.Teacherscommonlysharedreportwritingresponsibilitywiththe
teacherholdingthemostrelevantteachingknowledgebeingtheoneresponsiblefor
writingaspecificsectionofthereport:
Dependingonwhohastaughtthebulkofthelearning.Homeroomteacherstillsignsthefinalreportthoughcommentsmightbeinitialledtoindicatetheyhavecomefromanotherteacher.
Oneschoolhastransitionedawayfromtraditionalreportingtwiceayeartostudent
ledreportingthroughpersonalblogs:
N= 28 teachers
N= 28 teachers
85
Thestudentsdomostofit-theyhaveeachcreatedapersonalwebsite(onlinelearningportfolio)thattheyreflectineachweek.Ourreportisabriefnoteandalinktotheirportfolio.
Thetransitiontocollectiveresponsibilityhasrequiredachangeinhowreportsare
writtenandinformationshared:
Havehadtochangetheformatofreportsthisyeartoacollaborativeplatform(googledoc)sothatmultipleteacherscanaccessthesamedocument.(TheywereinWord)
Participantsindicatedreportwritingwasstillanevolvingprocessformanyschools
shiftingtoco-teaching.
4.8 SpaceflexibilityHalfofthesurveyparticipantswereworkinginapurposebuiltspacewith32.1%
workingin‘retrofit’spaces.
Teacherscommentedonthenegativeimpactspacehadontheeffectivenessofco-
teachingandchildren’slearning:
N= 28 teachers
86
Priortolastyearwehad18monthsin2separatespaceswhichhinderedthedegreetowhichwecouldco-teacheffectively
It(alackofflexiblelearningspaces)isthelargestthingpreventingusmovingforward.
Ourspacedoesnotcurrentlyhaveenoughdivisionofspacetobeproperlyeffective.Thereneedstobetheabilitytocloseoffandopenupspacesdependingonthetaskbeingundertakenandteachingmethod.
Teachersidentifiedtheimportanceofbreakoutlearningareastoenableawiderange
oflearningneedsbemet:
Ideallywouldliketohavemorequietbreakoutareas.
Whilesomewerequicktopointoutthateffectiveco-teachingcouldhappen
anywhere;“Youcanteachalessonanywhere!!Becreative,”themajorityindicatedspace
hasasignificantimpactonthestrategiesteacherswereabletoimplementandthe
waychildrenwereabletolearn.
Withoutthespacewehave,wecouldnotoperateaprogrammelikewedo.
Whilespaceswasidentifiedasanenablerbyparticipants,teachersandleaderswere
keentocommunicatetheimportanceofpedagogyfirstandspacesecond.Teachers
hesitancytocommentonspacestemmedfromaconcernthattheprovisionofspace
or‘modernfurniture,’wouldbecomemoreimportantthaneffectiveco-teachingand
studentcentredlearning.
Eightkeycomponentsimpactontheeffectivenessofco-teachingrelationships.Whiletheydonotcontributeequally,eachplaysapartinenablingeffectiveco-teachingrelationshipsinaFLS.Forco-teachingtooccurallparticipantsagreedtheenvironmentmustbestudentcentredwithsharedbeliefstosupporttheresultantpedagogyandpractices.Regardlessofthebeliefs,teachersidentifiedtheimportanceofeffectivesystemstomaximiselearningtimeandminimisestressforall.WhileteachersconsideredqualityPLDtobeimportant,themajorityofteachersinthisstudytransitionedwithoutadequatePLDsparkingastrongrecommendationallfutureteacherstransitioningintoaFLShavethesupportofeffectiveandtimelyPLD.FLSschoolshavemodifiedstructuresandprocessestosupportco-teaching,particularlyappointmentandappraisalprocesses.Whilepedagogyisidentifiedastheprimarydriverforchange,flexiblespacesareidentifiedascriticalenablersforco-teachinginastudentcentredenvironment.
87
5 CHAPTERFIVE:DISCUSSIONOFFINDINGS
Thischapterlinksthefindingsfromthisstudytoliterature.Thefindingsidentifiedeightkeycomponentsrequiredtocreateeffectiveco-teachingrelationships.Thechaptercommencesbydiscussingtherolebeliefsandmindsetplayinlearningenvironmentsfollowedbyadiscussionoftheeightcomponentsusingthreemajorthemes;Situatinglearnersatthecentre,EffectivepedagogyinaFLSandCollaborativeskills.Thechapterconcludesbyconsideringthelessonsfromtheopenplanera.Thefindingsarediscussedusingthreeoverarchingthemestogetherwithadiscussion
oftheroleandplaceofsharedbeliefsandmindsets.Thethreemainthemes
emergingfromthefindingsare;Situatinglearnersatthecentre,Effectivepedagogy
inaFLSandCollaborationincludingcollaborative/co-teaching.Theseare
representedinFig2asthebuildingblockstoimprovingstudentlearningoutcomes,
hauoraandselfregulation.
Fig.2.Thebuildingblocksofaneffectiveco-teachingenvironment.
Theeightcomponentsof‘S8toCollaborate’arenowdiscussedusingthebuilding
blocksillustratedabove.Mostprominentinthefindingswerestudentcentred
learning(orsituatinglearnersatthecentre)andsharedbeliefs.However,shared
88
beliefsrelatetoallaspectsoftheenvironment,includingabeliefandunderstanding
instudentcentredlearning,effectivepedagogy,thepowerofcollaborationandco-
teachingandtheplaceandroleofresources(especiallyICTandphysicalspace).
5.1 Developingsharedbeliefsandtheinfluenceofmindset
Aunexpectedfindinginthisstudywasthesignificantimpactandinfluencebeliefs
andmindsetappeartohaveontheabilityofteacherstotransitionsuccessfullytoco-
teachinginastudentcenteredFLSandtheongoingimpactofthese.
Beliefshaveamotivationalinfluenceandfunctioninaffectingteacherbehaviour.
Teacherbeliefsvaryfrompersonaltoglobalandactasaframeworkfortheirdayto
dayteachingpractices,theirinteractionswithchildren,colleaguesandthewider
community.Whilepracticesmaychangefromtimetotime,beliefsaregenerallylong
termandaremoredifficulttochangeandmosttypicallycomefromtheteachers’
ownexperienceofschooling(Yero,2010).Forexample,teachers’whobelieve
childrenarenotcapableofachievement,negativelyimpactonchildren’slearning
(Clarke,2015;Hattie,2009;2015b;Khelm,2013).Teacherbeliefsimpactontheir
viewanduseofarangeofteachingapproachesandpractices,includingforexample;
technology,specificteachingstrategies,theimportanceandplaceoftheartsor
learningthroughplay,andtheinclusionofchildrenwithspecialneedsinthe
mainstreamclassroom.Similarly,whenteachersbelieveopenplan(orflexible
learningspaces)arecounterproductivetoteachingandlearning,thisbeliefwillhave
animpactontheirabilitytoworkinsuchaspaceandco-teachinastudentcentered
environment.Leaderswarnoftheimpactteachersmindsetscanhaveonthe
environmentandsuggesttimelycommunicationmaybeneededwiththosewho
seektoundermineacollaborativeapproachduetoafixedmindsetandpre-
determinedbeliefs.
Teacherparticipantsinthisresearch‘believe’incollaborativeteachingandlearning
andco-teachinginenvironmentswithlearnersatthecentre,howeverformanytheir
beliefshaveevolvedovertimeandthroughtheexperienceofworkinginthese
89
environments.Changingteacherbeliefsisacombinationofexperience,reflectingon
practice,researchandtestingresearchagainstpractice(Timperley&Robinson,2001;
Zeuli&Tiezza,1993).Recommendationsfromparticipantsinthisstudysuggest
leaderswillneedtocontinuallyprovideopportunityforbeliefstobechallenged
whileprovidingsupporttoassistteacherstorefinebeliefsovertimethrough
practicalexperience,facilitateddiscussions,ongoingresearchaswellasqualityPLD.
Teachersspokeoftenoftheimportanceofbeingalearner,beingpreparedtotake
risksandexamineone’sownbeliefsasindicatedbythe‘advice’theywouldofferto
teacherstransitioningintoaFLS:
Bearisktaker,innovate,experimentandbecreative.Takerisks,haveago,reflectandchallengeeachother
Rememberthatwhileit'simportanttogrowasaprofessionalyourmainpriorityisworkingasateamtowardsthecommongoal.Bepreparedtoleavebehindsomeofyouroldhabitsandassumptions.Beopentolearningnewwaysofteachingandlearningandenjoythejourney.
Inthisresearch,leaderscouldclearlyarticulateaschool-widebeliefinthe
importanceandplaceofcollaborationintheschool,moreimportantlythebeliefin
thepowerofcollaborationandstudentcenteredlearningwasheldbytheleader.
Intheopenplaneraoneofthefactorsleadingtotheultimatedemiseofthe
approachwasalackbeliefandunderstandingof‘why’teachersweredoingwhat
theyweredoingandthelackofleadershipbyprincipalstosupportthelearning
environment(DepartmentofEducation,1977).Teachersandprincipalsinthatera
hadsomeideaabout‘what,’wasexpected,howevertheydidnotunderstand‘why,’
nor‘how,’toworkintheseenvironments(Cuban,2004).Teachersinthisresearch
articulatedtheirbeliefincollaborativeteachingandlearningandalsorecognisedthe
importanceoftheirprincipalandleadersunderstandingwhyco-teachinginflexible
spaceswasessential.Beliefsandanunderstandingofwhyacertainapproachor
practicewillbeundertakeniscentraltosuccess,particularlywherenewinnovations
arebeingimplemented(Sinek,2009).Schoolswhowereabletoarticulatebroad
beliefsinrelationtocollaborationenabledthedevelopmentofsupportingprinciples
90
andpracticestoevolvethroughprocessessuchasteacherasinquiry,actionresearch
andspiralofinquiry.Theseprocessesallowarangeofpracticestobetestedand
refinedasschoolsmoveintorelativelyuncharteredwatersofco-teachinginaFLS.
Whenteachersandleadersspokeofsharedbeliefsandinparticularofleavingold
waysbehindandadopting‘MLP’s,’theirbeliefscentrearoundcollaboration,student
centredlearning,agrowthmindsetandaconstructivistcurriculum.
Thesharedbeliefinco-teachingappearedstraightforwardonthesurface,however
discussionrevealthemyriadofpracticesemanatingfromthisbeliefandteaching
strategy.Findingsindicatethewaysinwhichteachersimplementedco-teaching
variedsignificantlyfromschooltoschool,andwithinschoolsasteamsattemptedto
determinebestpracticethroughtrialanderror.Specifically,schoolswereaskedif
theyhaddefinedwhatco-teachingmeantforthem,therationaleforit,howitwas
enactedandtheimpactofco-teachingonsystemssuchasappraisaland
appointmentprocedures.Whileallrespondentswereadamantabouttheimportance
ofco-teachingandtheirbeliefinit,lessthanhalfcoulddefinespecificco-teaching
strategiesused,skillsrequiredtoco-teach,PLDtosupportco-teachingorprovide
evidenceco-teachingwasimprovingoutcomesforlearners.Thislackofclarity
(especiallyforschoolsattheearlystagesoftransition)indicatesthepowerofbeliefs
inachangeprocess.Whileteachersandleadersdidnotnecessarilyarticulate
strategiesorskillstheydid‘believe’theactionstheyweretakinghadsoundbasisand
hencethedetailswereseenasoflessimportance.Schoolswhohadmoreexperience
inco-teachingweremoreabletoarticulateprinciplesandspecificstrategiesderived
fromtheirbeliefandhadmeasuresofsuccessfortheteachingandlearningoccurring
inthespace.Sinek,(2009)referstotheimportanceofstartingwithbeliefs(why)
thenexploringprinciples(how)andfinallytheproduct(what)usingthe‘golden
circles’toillustratethisprocess(Fig3).
91
Fig.3.TheGoldenCircles(Sinek,2013)
Sinekchallengesorganisationstore-thinktheirapproachandworkfromthecentre
outratherfromthe,‘What?’in.Certainlyinthecaseofthisresearchitisevidentthe
openplanerabegantobedrivenfromtheoutsideinwiththeerabeingbuildings
andteachersworkingtogetherinonespaceratherthanthephilosophyofstudent
centredconstructivistlearning.Thereremainsasignificantriskin2016schoolsare
drivenbythe,‘What?’notthe,‘Why?’astheybecomeexposedtoideasandtrends
suchasMLEorILEandco-teachingwithoutfirstunderstandingwhyteachersmight
wanttoworktogetherinonespacetakingcollectiveresponsibilityforteachingand
learning.
Leadersandteachersinthisstudyrepeatedlyidentifiedtheimportanceandimpact
ofmindsetandtheimpactsuchmindsethasonthechangeprocess(Clarke,2015;
92
Dweck,2007).Participantsconsideredcolleagueswithfixedmindsetslesslikelyto
bereceptivetonewideasortohavingtheirexistingbeliefsandpracticeschallenged.
InthecontextofCanterburytherewillbemanyschoolstransitioningtoFLSandco-
teachinginthefuture,manyteachersintheseschoolswillhavebeliefsandviews
abouttheirownpractice,abouttheroleandplaceofstudentsandaboutco-teaching.
Teachers’enteringintothischangeprocesswithafixedmindsetaremorelikelyto
reverttotheirknownpracticewhenfacedwiththechallengesanddemandsofco-
teachinginastudentcentredFLS.Toachievethenecessarychangeinpracticeand
beliefs,leadersneedtoclearlyarticulatetherationale(or‘why’factor)forthenew
paradigm,thensetandcommunicateclearandunambiguousgoalsandexpectations
forteachersinordertogaincommitmentfromteachers(Robinsonet.al,2009).If
suchgoalsarerealistic,meaningfulandrelatedtostudentachievement,self
regulationandwell-beingwithwell-definedcriteriaandaresuitablyresourced,
leadersprovideappropriatepathwaysforteacherstoreframebeliefsandimprove
theirpracticeandcollaborativeexpertisetobettermeetstudentneeds(Hattie,
2015b;Robinson,etal.,2009,Timperley,2008).Mindsetsplayasignificantrolein
theestablishmentofaneffectiveco-teachingrelationshipandlearningenvironment.
Examplesofspecificexpectationsderivedfrombeliefsinthepowerofcollaboration
intheparticipantschoolsincludedexpectationsforsharedplanningandmoderation
ofassessment,useofstudentdigitalportfolios,co-creationofsuccesscriteria,
personalisedlearningplansandportfoliosanduseofspecificco-teachingstrategies.
Furthermore,toassistwiththeprofessionalgrowthanddevelopmentofbeliefs,
teachersinseveralparticipantschoolswererequiredtoundertakeactionresearch
projectstodeterminetheeffectivenessandimpactofteaching,studentcentred
learningandco-teachingstrategies.Inmostcasesleadersinvolvedstaffinreview
processesattheendofeachyearorthestartofthenewyeartoconsidertheschool
widebeliefsandvaluesandtheresultantprinciplesandpracticesoccurringinthe
school.
93
GiventhecomplexityoftransitioningtoandeffectivelyworkinginaFLSitisevident
beliefsneedtobeexplored,howevertheexaminationofbeliefsmustleadto
principles,practices,goalsandexpectationswithsupportprovidedforstaffto
achievethesegoalsandexpectations.Beliefschangeslowlythroughexperience,
researchandreflection.Timemustbeallocatedandstructuresputinplacetoallow
teacherstorevisittheirbeliefsandthoseoftheschoolonanongoingbasis.
Timperleyetal.,(2007)suggestteachersbegivenopportunitiestohavetheir
theoriesofpracticeandtheirbeliefsengagedandchallengedandthenhavethetime
totranslatetheirtheoriesintopractice.Thisrevisitingprocessassistswithdeveloping
consistencyschoolwideandprovidesopportunityforteacherstoconsiderandrefine
theirevolvingpractice.Thefollowingdiscussionofthethreethemes(situating
learnersatthecentre,effectivepedagogyinaFLSandcollaborationandco-teaching)
isundertakenwiththeunderstandingteachersandleadersmustexaminebeliefsand
mindsetsinrelationtoallofthese.
5.2 Situatinglearnersatthecentre
Situatingstudentsatthecentredisfundamentaltothecreationofaneffectiveco-
teachingenvironment.Teachersinthisresearchidentifiedtheimportanceofcreating
environmentswherestudentshavevoice,areempoweredtobecomeself-regulated
learnersandlearningexperiencesaredesignedtoberesponsivetotheneeds,
interestsandlivesofstudents(Brooks&Brooks,1999;OECD,2012).Characteristics
oftheseenvironmentsincludestudentsbeingabletosetgoalsandassesstheir
progress,selectingworkshopsandteachers,andlearningexperiencestoachieve
specificsuccesscriteria,undertakingself-assessmentandconsultingwithteachersto
clarifytheirprogressandnextsteps(Baker,2013;Bird,2009;EducationEndowment
Foundation,2015;Hattie,2009).Studentswerealsoexpectedtoselectappropriate
spacesandcollaboratorsforlearningandprogressivelymanagetheirownlearning.
ThesecharacteristicsarenotuniquetoFLS’sandco-teaching,rathertheyarecentral
totheNewZealandCurriculum(NZC)andexpectationsofeffectivepedagogical
94
practice(MinistryofEducation,2007).Whatisuniquehowever,arethe
opportunitiesaffordedthroughco-teachingstrategiesandflexiblespacesteachers
areusingtoassistchildrentobecomeself-regulatedandtomaximisetheirlearning
potential.Teachersandleadershaveevidencedtheyarebestabletomeetdiverse
studentneedsusingtheskills,strengthsandexperienceoftheco-teachingteam
(Buckley,2000;Villa,Thousand&Nevin,2013;Welch,2000).
Astudentcentredapproachisconsistentwithcallsforpersonalisedlearning,
increasedcollaborationbetweenteachersandthedeprivatisationofteachingspaces
toenhancethesharingofskills,knowledgeandeffectiveteachingstrategiesbetween
teachers(Hattie,2015b;MinistryofEducation,2007;Sergiovanni,2009).Aneffective
studentcentredenvironmentrequiresteachershavetheknowledgeandskillsetsto
meetdiversestudentneedsutilisingarangeofperspectivesofthecurriculum.
Creatingstructures,systemsandpracticeswhichenableself-regulation,providing
opportunityforqualityfeedbackfrommultipleperspectivesandscaffoldingeffective
metacognitiveapproachesprovidestudentswithsignificantadvantagesintheir
learningjourney(Dignath,Buettner&Langfeldt,2008;Hattie,2009).Furthermore,a
studentcentredenvironmentinaFLSsupportscollaborativeandco-operative
learning,alsoidentifiedashavingsignificantpositiveeffectsonlearningoutcomes
whenwellsupportedandcoupledwithstudentself-regulation(Hattie,2009;Johnson,
Maruyama,Johnson&Nelson,1981).Thestudentcentredlearningenvironments
evidencedinthisstudyenabledopportunityforstudentstoselfregulatethroughthe
provisionofnegotiatedsuccesscriteria,structuresforstudentselfreflectionand
assessmentandtheuseofformativeassessmentstrategiestosupportongoing
learning(Bird,2009;Clarke,2014;Hattie,2009;OECD,2012).Teachersinthese
studentcentredenvironmentshadtheadvantageofcollectiveandcollaborative
problemsolvingastheyworkedthroughthecomplexpuzzleofcausinglearningto
occurforeachandeverylearner(Fullan,2011;2014;Hattie,2009;2015b;
Sergiovanni,2007).
95
Ratherthanteachersbeingresponsiblefor‘theirclass,’teachersinaneffectiveFLS
considertheneedsofeachchild,planningstrategies,provocationsandexperiences
toenablelearningutilisingthecollectivestrengthsoftheco-teachingteam.
Conversely,repeatedwarningscomefromthoseoftheopenplaneraaswellas
participantsinthisstudyoftheriskofattemptingtorepeat,“Oldwaysofteaching,”
inaFLS.The‘oldways,’refertoateachercentricandteacherdirectedapproachto
teachingandlearningwithanemphasisondirectinstructiontothewholeclassor
grouptogetherwithabilitygrouping.Teachersidentifiedtheproblemofteachers
transitioningintotheseenvironmentsandtryingtoworkasthoughtheywereina
traditionalclassroomasoneofthekeyfactorsleadingtoconflict,noiseandstressin
variablespaces(Cameron&Robinson,1986;Cuban,2004).Effectiveco-teachingina
FLSrequiresteachersreconceptualisetheirnotionofaclassroomtransitioningtoa
newparadigmwheretheycooperateandcollaboratetomeettheneedsofalarger
groupoflearnersandaconceptof‘Ours,’ratherthan,‘Mine.’
ContemporaryFLS’saredesignedtocomplimentandsupportthevision,valuesand
principlesoftheNZC.Theycannotfunctioneffectivelywithtwo,threeormore
teacherstryingtocontrolandteachtheirownclasssolelythroughtheuseofdirect
instructionandattemptingtoactindependentlyofothersintheenvironment.
Retentionofateachercentricenvironmentinvariablyleadstorequestsfrom
teacherstosectionofftheirspacetoreducenoiseanddistractionsinthe
environment(Cuban,2004;Woolner,2010).Rather,effectiveco-teacherswork
towardtheidealofpersonalisinglearningandcreatinglearningexperiencestomeet
studentneedratherthanteachingapredeterminedcurriculumregardlessofthe
needs,interestsandpassionsofthelearner(Robinson,Hohepa&Lloyd,2009;Fullan,
2011;Hattie,2009).Furthermorethetradition(especiallyinNewZealandPrimary
Schools)ofguidedteachingofabilitygroupsinreading,writingandmathsis
challengedbyteacherswithexperienceinastudentcentredFLS.Teachersindicated
thevalueof‘workshopping’basedonaspecified‘justintime’needforstudents
ratherthanteacherspredeterminingthelearningintentionandplacingchildrenin
96
fixedabilitygroups(Clarke,2014).Teachersinthisstudyhaveidentifiedbenefitsto
studentsbehaviour,selfregulationandwell-beingthroughastudentcentred
approachandthepowerofco-teaching(OECD,2009).
5.3 EffectivepedagogyinaFLS
Participants,educationalistsandPLDprovidersusearangeoftermstodescribe
effectivepedagogyinthecontemporarycontextofflexiblelearningspaces,MLE’sor
ILE’s.Thesetermsinclude,butarenotlimitedto;MLP,ILP(InnovativeLearning
PracticesorPedagogies),ILE(InnovativeLearningEnvironments)withtheseterms
havinggainedprominenceaseducatorsandstakeholdersattempttocapturethe
essenceofthepotentiallearningenvironmentcreatedinstudentcentredflexible
learningspaces.Characteristicsofthesespacesincludeflexiblespacesdesignedwith
multipleteachersand‘classes’inonespace,astudentcentredconstructivists
approach,ubiquitoustechnologytogetherwiththecharacteristicsofeffective
pedagogyasdefinedintheNewZealandCurriculum.TheuseoftermssuchasMLP,
ILPandILEarenotparticularlyhelpfultoeducatorsastheyinferthesepracticesand
pedagogiescanonlyoccurinflexiblespaceswithcollaborativeteachingandtendto
‘mystify,’teachinginan‘ILE’.Throughoutthesurveysomeparticipantsreferedto
MLP(whichcouldmeanModernLearningPrinciplesorPractices)andmorerecently
andthisrapidlyevolvinglandscape,referenceismadetoILP.Whenparticipantswere
askedtoelaborateonwhat‘MLP’was,fewcoulddescribeanysignificant
characteristicsandweremorelikelytorefertocharacteristicsofeffectivepedagogy.
Modernlearningprinciplesareused.Co-teachingtakesawaythepowerofsinglecellteachinginthewaythatyouhavetosharespaceandstudents.Teachingbecomestransparent.Planningisopen.Itde-privatiseseducation.
MLP'sarebasedondevelopinggraduatesthatarecapableandconfidentinarangeofknowledge&skills.
97
Acloserinspectionofthesetermsandinparticulartheprinciplesoflearning
describedin“InnovativeLearningEnvironments”(ILE)revealstheseprinciples(like
theprinciplesoftheNZCurriculum)canandshouldbepresentineachandevery
NewZealandclassroombeitatraditionalclassroomwithasingleteacherora
purposebuiltflexiblelearningspacewith150childrenandsixteachers(OECD,2013).
Table2revealstheverycloselinkbetweenEffectivePedagogyandthe7Principlesof
Learning.
Table2EffectivePedagogyandThe7Principlesoflearning
EffectivePedagogy(NewZealandCurriculum,2007)
7Principlesoflearning(OECD,2013)
Studentsatthecentre Learnersatthecentre
Facilitatesharedlearning Thesocialnatureoflearning
Createasupportivelearningenvironment
Emotionsareintegraltolearning
Makeconnectionstopriorlearningandexperience
Recognisingindividualdifferences
Providesufficientopportunitiestolearn
Stretchingallstudents
Encouragereflectivethoughtandaction Assessmentforlearning
Enhancetherelevanceofnewlearning Buildinghorizontalconnections
Inquireintotheteaching–learningrelationship.
EffectiveuseofElearningtosupportandextendlearning
Table2.Themultipleconnectionsbetweenthe7PrinciplesandEffectivePedagogy
MostrecentlytheEducationReviewOfficepublished,“ModernNewZealand
LearningPractice,MLP”(EducationReviewOffice,2015).Thispublicationisdesigned
to“Demystifymodernlearningpracticeandenvironments”(ERO,2015,p.1).
Unfortunately,whiletheglossarydoeshelpdefinesomecontemporarytermsand
acronymsitfailstoidentifykeyfactorswhichhavebeenevidencedtoimprove
outcomes,selfregulationandhauora.Morehelpfulthancreatingnewterms,isfor
leadersandeducatorstoconsidereffectivepedagogy,whichincludesenablingE
98
Learning,andconsiderhowteachercollaboration,co-teachingandflexiblelearning
spacesmightassistteacherstoenacttheseaspirations.Hence,whileteachersand
leadersareusingawiderangeoftermstodescribetheirpractices,thedescription,
‘co-teachinginflexiblespaces’and‘effectivepedagogy,’(whichincludesstudentsat
thecentre)mayclarifydirectionforschoolsandassistteachersandeducatorstoplan
strategicallyfortransitionscommunicatingeffectivelyandmeaningfullywith
stakeholders.Whenconsideringfeedbackfromparticipantsitwasevidentnotall
schoolshadcreatedclarityabouteffectivepedagogyintheirenvironment.Thishas
thepotentialtocreatedisagreementamongco-teachersiftheirunderstandingsvary.
Aneffectivepedagogicalapproachtostudentcentredlearningincorporatesavariety
ofteachingstrategiesincludingdirectinstruction,guidedteachingandreciprocal
teaching(Hattie,2009).Teachersinthisresearchidentifiedtheyfeltmoreableto
undertaketheserolestomeetthediverseneedsoflearnersandthroughco-teaching
wereabletoprovidemultipleperspectivesonthecurriculumandforstudent
learners(Fullan,2011).Inadditiontotraditionalrolesofteachers,participants
identifiednewrolesforteacherswhichweremadepossiblethroughteacher
collaborationandco-teaching.Thesenewrolesincludedtheroleof,‘LearningCoach.’
ALearningCoachwasdescribedbyaparticipantasateacherconferencingwith
learnerstodeterminetheprogresstheyhavemadewiththeirlearning,tochallenge,
provokeandsupportlearnersandtoassistwithdecisionsregardingnextstepsfor
learning.Othersdescribedthisasa‘RoamingTeacher’.Oneschoolinparticularwas
concernedaboutthetermandroleoftheRoamingTeacherastheybelievedthis
termdidnotadequatelyrepresentthecomplexanddynamicroleofcoaching
studentsinanexperientiallearningcontext.ThetermLearningCoachcouldalso
describedasexperientialteachingwhereteachersareresponsivetotheneedsand
motivationsofthelearner/sandhavenopre-determinedobjectives(OECD,2010).
Thisrolerequiresteachersbeattentivetothelearner,haveasoundunderstanding
ofthelearningprocess,curriculumcontentandareskilledpractitionersabletoutilise
questioningstrategies,giveandreceivefeedbackandunderstandtheimportanceof
99
studentselfregulationandselfassessment.Thisroleismadepossiblebyco-teaching
forexample;oneteachermaybeintheroleoflearningcoach,whileanotheris
involvedinguidedteachingandanotherindirectinstruction.Thealternative
groupingarrangement(andsizeofgroups)madepossibleinaFLSthroughco-
teaching,maketheserolespossibleandenhanceseffectivepedagogicalapproaches.
Hattie(2015,p.17)suggests,“Teachersshouldbecoachedinalternativewaysof
teachingthatopenspaceinvites,shouldbecoachedinworkingwitheachotherto
teachtogetherinthesespaces,andshouldbecoachedonhowtoevaluatetheir
impactwhenworkinginthesedifferentspaces.”Co-teachinginaFLSprovidesan
opportunityforleadersandteacherstoenhanceeffectivepedagogyasitispresently
understood,potentiallyinvestigating,“EffectivepedagogyinFlexibleLearning
Spaces,”or,“EffectivePedagogywhenCo-teachinginFlexibleSpaces”Thisapproach
willalsoassistschoolsandstakeholderstofocusonwhatcounts,thatistheteaching
andlearningratherthanbuildingsandfurniture(Hattie,2015b).
5.3.1 ProfessionalLearningandDevelopment
Effectivepedagogyissupportedbyandalignedtoparticipationinprofessional
learning(especiallyselfinitiated)whichenhancesteachersefficacyandsupports
continuousimprovement(Timperleyetal.,2007).Thisisespeciallyevidentand
essentialwhentransitioningintoandthenworkingasco-teachersinaFLS(Cameron
&Robinson,1986;Cuban,2004;Hattie,2015).Teachersinthisstudyidentifiedthe
importanceofrelevantPLDtosupportthetransitionintoandongoingworkinaFLS.
Thisisconsistentwiththerecommendationsfromtheopenplaneraandfrom
contemporarysources(Friend&Cook,2010;Hattie,2015;Villa,Thousand&Nevin,
2006).Furthermore,teachersmayrequireassistanceunderstandingand
implementingastudentcentredapproach.Whileastudentcentredapproachis
consistentwitheffectivepedagogyandshouldbeevidentineveryNewZealand
school,itiscriticalforteacherscollaboratinginaFLS.Feedbackfromparticipants
wouldsuggestnotallteachershavesharedunderstandingsaboutthisapproach.
100
Supportforteachersmakingtheparadigmshifttoco-teachinginastudentcentred
FLStookanumberofforms.Oneapproachwasthesearchforexternalexpertiseto
supportthetransition.Timperley,Wilson,BarraandFung(2007)affirmthisapproach
suggestingteachersandleadersseekexternalexpertisewheresubstantialnew
learningknowledge,skillsandstrategiesarerequired,especiallyiftheseexpertshave
anon-goingrelationshipwiththeschool.However,participantsevidencedalackof
suchexpertiseleavingteachersandleaderstorelyontheirownresearch.Thisisnot
necessarilyanegativeforschoolsinthisstudyasthepresenceofexternalexpertise
initselfdoesnotguaranteesuccess(Timperleyetal.,2007).Inadditiontoexternal
experts,participantsinthestudysuggestanimportantcomponentofPLDinvolves
ongoingopportunitiestovisitotherschoolswhereeffectiveco-teachingisoccurring
togetherwithtimetoreflectonsuchvisitsandplannextsteps.Whilevisitstoother
schoolsisimportant,facilitationofdiscussionsandinquiryintoreflectionsisessential
forteacherstogainmaximumbenefitfromthePLDapproach(Timperleyetal.,2007).
Giventhatteachershavetraditionallyworkedindependentlyinaprivatisedspace
thereisasignificantneedforlearningtheskillsanddispositionsofcollaborationand
theimplicationsthesehaveforcommunication,planning,assessment,andreporting.
ThefailuretoprovidethenecessaryPLDsupporttoteachersandleadersintheopen
planerawasasignificantfactorinitsultimatedemise(Cuban,2004;Cameron&
Robinson,1986,DepartmentofEducation,1977).Likewise,participantsinthisstudy
consideredthelackofrelevantandevidencedbasedPLDsupportalimitingfactorfor
teachersandleaderstransitioningtoco-teachinginastudentcentredFLS.
Feedbackfromparticipantsinthisstudyconfirmsthesectorislackingclearpathways
fortransitioningtoco-teachinginaFLS.QualityPLDisrequiredforprincipals,senior
andmiddleleaderssotheycansupportteachers(Cuban,2004;Cameron&Robinson,
1986;Hattie,2015).ThislackofsupporthasresultedinleaderscreatingFLS
environmentsthroughtrialanderrorwithminimalempiricalevidence.PLDproviders
haveattemptedtosupportschoolsthroughtheprocess,howevertheirimpactand
101
benefittoschoolshasbeenquestionableandattimeshasaddedtoconfusion
throughthecreationofnewtermssuchasMLPandnowILP.Leadersidentifythatfor
manyteachersthetransitiontoco-teachinginaFLSisasignificantparadigmshift
requiringpre-serviceandin-servicesupportwhichtodate,theythemselveshavehad
toprovide.Addedtothechallengeforleaders,arethetimeframesaroundre-builds,
newbuildsandretro-fitswithsomeschoolsworkinginverychallengingphysical
spaceswhileattemptingtoprototypeandimplementco-teachingandstudent
centredlearning.PLDisidentifiedbyteachers,leadersandresearchersasimperative
toassistwiththecreationofeffectivelearningenvironments,thisisasimportantfor
leadersasitisfortheteachersandsupportstaffworkinginthesespaces.While50%
ofteachersidentifiedtheyhadreceivedadequatePLDtosupportthetransition,100%
ofprincipalsreportedinadequacyinPLDprovisionforleaders.ThislackofPLDis
consistentwiththeopenplaneraandplacesteachers,studentsandthecommunity
atrisk(Cameron&Robinson,1986;Cuban,2004).ThereisanopportunityforPLD
providerstocreateresponsiveandtailoredPLDopportunitiestosupportschoolsand
leadersthroughthiscriticaltransition.
5.3.2 Leadership
Leadershipplaysacriticalroleinthetransitiontoandcreationofeffectiveteaching
andlearningenvironmentsinaFLS.Teachersidentifiedthecriticalroleleadersplay
inestablishingvision,challengingbeliefs,supportingstaffandensuringaschool
widecollectiveapproachtochangeandinnovation.Teacherscommentedonthe
importanceofleaders,‘Holdingthevision,’fortheschoolanddrivingthechange
processthroughprofessionaldevelopment,enablingresourcesandfacilities.
Timperleyetal.,(2007)affirmtheimportanceofprincipalsholdingthevisionfor
schools,forstudentachievementandforlinkingthosevisionstoPLDandspecific
goalsandoutcomes.Furthermore,seniorleaders(especiallytheprincipal)were
identifiedasplayingacriticalroleinenablingrisktakingandmistakemakingas
teachersgrappledwiththechallengesoflearningtoworkcollaborativelytocreatean
effectivestudentcentredlearningenvironmentinflexiblespaces.Robinsonetal.,
(2009)identifythecentralroleleadersplayinsupportingproblemsolvingand
102
investigatingnewapproachestoteachingbysupportingstaffwithresources,systems
andstructurestoimplementnewpractices.Forschoolsconsideringtheparadigm
shifttoco-teachinginaFLSitisimportantleadersplayacentralroleinnotonly
supportingteachersbutalsoparticipatinginPLD(Clarke,2014;Robinson,Hohepa&
Lloyd,2009;Timperley,etal.,2007).SuchisthepublicawarenessaroundMLE’sand
nowILE’s,principalsandseniorleadersmustleadthechangeprocessinaninformed
mannerratherthansendingstaffofftolookatotherschoolsandthemlettingthem
experimentintheirownspaces(Hattie,2015b).Teachersinthisstudyarevery
explicitabouttheimportanceofleadersleadingthischangeprocess.TheMinistryof
Educationaffirmthecriticalroleleadersplayinchangeprocessidentifyingthis
leadershiproleasoneofthemainfunctionsofleadership(MinistryofEducation,
2008).
ThereisariskinCanterburyofschoolsjumpingontothe‘Bandwagon’ofMLE’s,
MLP’s,ILE’s,ILP’sandflexiblespaceswithoutaclearunderstandingoftherationale
fortheseenvironmentsandaclearprocessfortransitioningtothese.
Fig4.JumpingintoMLE/ILEwithoutunderstandingstudentcentredlearningandeffectivepedagogyispotentiallyjumpingonthe‘bandwagon’
103
Effectivetransitionrequiresprincipalsandseniorleadersunderstandtherationale
forco-teachinginaFLSandinparticulartheopportunitytopromotestudentcentred
learningwithinschools.Fromthisfoundation,leaderscanthensupporttheirstaffto
carefullyandstrategicallytransitiontotheseenvironments.Goalsandexpectations
playacentralroleineverydaypracticeasdoesthenecessaryfunding,releasetime
andPLDtoenableteacherstoachievethesegoals(Robinson,etal.,2009).Schools
requirenewandinnovativeapproachestoemploymentandappraisalstructuresand
policies,annualplacementofteammembersanddigitalsystemstosupport
collaboration.Thesechangesrequiredirectionfromleadershipandsupportfrom
BoardsofTrustees.Teachersinthisstudyidentifytheimportanceofunwavering
supportfromtheirleadershipteamtomaximisethepotentialofcreatinganorderly
andsupportivelearningenvironment(Robinson,etal.,2009).Thereisariskto
students,staffandthewidercommunityoftransitioningtocollaborativeteaching
andlearningenvironmentbecausebuildingsarechanging,converselythereis
opportunityforleadersandstafftorequestenvironmentsbebuilttosupporttheir
emergingpedagogicalpracticesandstudentcentredapproach.
5.3.3 Identifyingeffectivenessofco-teaching
Whenaskedwhatmeasuresteachersusetodeterminetheeffectivenessofco-
teachingfewutilisedachievementdata,attitudeorengagementsurveysorsimilar
quantitativemeasurestodetermineeffectiveness.Onlytenofthe28teacher
participantsidentifiedameasurableoutcome(mostcommonlyprogressagainst
goals)withtheremainderusingmoreglobalapproachessuchascommunication
betweenco-teachersandfeelingsofwell-being.Thosewhohaveidentifiedlearning
goalsarepayingattentiontooutcomesandprogressthatbothsupportstudentself
regulationandlearningprogress.Hattie(2012),suggeststeacherstakethetimeto
determinetheimpactoftheirteachingstrategies.Thisisespeciallyimportantina
paradigmshiftofthemagnitudeevolvinginCanterburypresently.Thereissignificant
publicscrutinyofflexiblelearningspaces,ofMLE’sandco-teachingwithhighprofile
secondaryschoolsspeakingoutinthemediainfavouroftraditionalclassroomsand
104
teachercentriclearningandadietofdirectinstruction(Wilson,2015).Schoolleaders
whotakethetimetodeterminetheimpactofnewstrategies(especiallyco-teaching
inastudentcentredenvironment)notonlyassistwithprofessionalgrowthoftheir
teachersbutalsoprovideevidenceforalternateapproachestoteachingandlearning
(Hattie,2012).Thereareawiderangeofmeasuresschoolleaderscanuseto
objectivelyanalysecontemporaryco-teachinginstudentcentredflexiblelearning
spaces.TheseincludeprogressagainstNationalStandards,attitudeandengagement
surveys,measuringindicatorsofselfregulationandmeasuresofstudentwell-being
andhauora.Itisimportantmeasuresrelatedtofactorsthatmakeadifferencesuch
asthequalityofteachingratherthandistractionssuchasbuildings(Hattie,2015;
2015b).
5.4 Collaborationandcollaborativeteaching
Participantsidentifiedanumberofchallengesrelatedtotransitioningtoco-teaching
inaFLSincludingthecomplexitiesofcollaborationwhenworkingwithacolleaguein
thesamephysicalspaceonanongoingbasiswhilelearninghowtoco-teach.
5.4.1 Collaboration;Communicationandinter-personalskills
Communicationintensifieswhenteachersworkcollaborativelyasco-teachers.
Momentbymomentdecisionstypicallymadebyteachersplayacriticalroleinthe
creationofeffectiveteachingandlearningenvironments(Hattie,2015b).However,
inaFLSdecisionmakingwilltypicallyinvolvetwotofiveteacherswithindividual
decisionsandbehaviourspotentiallyhavinganimpactonthewholeenvironment.
Teacherswhohaveworkedinatraditionalclassroominaprivateautonomousspace
maystruggletocommunicateandcollaborateeffectivelyinaFLS,thishasthe
potentialtoleadtoconflict,stressandattemptstowithdrawtoprivatespaces.
Teachersinthisstudyrepeatedlyacknowledgetheimportanceofhavingthe
necessaryskillstoengageinprofessionalconversationstogetherwithongoing
conversationsaboutthewayseachco-teachercontributes(ornot)inthespace,their
105
interactionswithchildren,parentsandotherstaffandtheco-teachingstrategies
used.Teachersarenoteffectivelytrainedtoconsidertheircommunicationand
interpersonalskillswhenworkingcloselywithcolleagues(Robertson,2008).Thislack
oftrainingpotentiallyplacesteachersatriskwhentransitioningtoco-teachingwhere
everydecisionmayhaveanimpactonanotherteacherandalargegroupofstudents.
Teachersidentifiedtheneedtofocusconversationsonfactorsthatmostpositively
impactonimprovinglearningoutcomesratherthansimplymeetingtoconsider
administrativeandorganisationalmatters(Fullan,2015;2015b).Thispresentsa
dilemmatoteacherstransitioningtoaFLSasoneofthemostimportantfactors
identifiedwasthatofsystemsandroutinestosupportteachingandlearningand
thesewereonlycreatedthroughdetailed,ongoingconversationsabouteveryaspect
ofteachingandlearninginaFLS.Whiletheseconversationsaretimeconsumingand
mayhavenoimpactonsupportingindividuallearningneedstheyareinfactessential
toensureasafe,supportiveandorderlylearningenvironment.Feedbackfrom
participantssuggestsongoinginvestmentinPLDtosupportcommunicationand
collaborationenhancesthecultureofthelearningenvironmentandhasthegreatest
potentialtoassistteacherstoimprovelearningoutcomes.Suchsupportmustgo
beyondtheroutines,structuresandsystemsrequiredformultipleteachersworking
togethertoongoinglearningtalkregardingspecificlearningneedsandstrategiesto
improveoutcomes,selfregulationandhauora.
5.4.2 Collaboration;Developingarangeofco-teachingstrategies
TeachersinFLS’sinthisstudyhaveinconsistentapproachestoco-teaching.Some
couldnotidentifyanystrategiesuniquetoteachinginaFLSotherthanrunning
‘workshops’,othersclaimtheyutiliseawiderangeofco-teachingstrategiesbutwere
unabletospecificallyidentifywhatthesewere,howtheywereimplementedand
when.Whengiventheopportunitytoreflectontheuseofsixspecificco-teaching
strategiesanumberreported‘weuseallofthoseallofthetime.’Leadersidentified
co-teachingimplementationwasinconsistentin66.7%ofcases.Thesefindings
suggestteacherslackspecificstrategiestosupportco-teachingandfailtoreflect
106
strategicallyontheeffectivenessofparticularco-teachingpractices.Thisnotonlyhas
implicationsfortheteachersinthesespaces,butalsothemanyteachersandleaders
whovisittheseschoolsontheirownjourneytowardworkinginaFLS.Practicing
TeacherCriteria(PTC)6-9&11-12,detailexpectationsthatteacherswillunderstand
andreflectonteachingstrategiesused,analysingtheeffectivenessofthestrategies,
criticallyreflectingonevidenceandrefiningpracticeasrequired(EducationCouncil,
2015).Tomakethiscriticalreflectionpossible,teacherswillneedtoplanspecificco-
teachingstrategiesandreflectexplicitlyontheeffectivenessofsuchstrategies.This
isespeciallyimportantgivenco-teachingstrategiesintheliteraturehavetheirorigins
intheinclusiveschoolingmovementandgenerallyrelatetosupportingspecialneeds
learners.Theseco-teachingstrategiesmayhavevalueinaFLS,howeverexplicit
planningandrefectionisrequiredtodeterminemerit.Giventheco-teaching
strategiesevidenceinthemajorityoftheparticipantschoolshaveoriginsinthe
inclusiveschoolingmovementthereisopportunityforeducatorstorefinetheseto
suittheuniqueNewZealandcontext.
5.4.3 Maximisingthepotentialofflexiblelearningspaces
Teachersspecificallynotedaneedfortimetocommunicatewithco-teachersona
regularbasisandinparticulartheimportanceofsharedteacherworkspaceto
facilitateregularin-depthlearningfocusedconversations(Cameron&Robinson,
1986;Timperley,2008).Whereteachersaretakingcollectiveresponsibilityforalarge
groupofstudentsongoingconversationsensureallstakeholdersareawareof
learningneedsandareabletocollectivelyparticipateinproblemsolvingtomeet
studentneeds(Fullan,2011).Additionally,asco-teachingrelationshipsprogressed
beyondtwoteachers,theimportanceofasharedplaceforconversationsincrease.
Whileenablingspaceisimportantforteachers,itisevenmoreimportantfor
teachingandlearning.Anumberofparticipantsexplainedhowpoorlydesigned
spacelimitedtheeffectivenessofcollaborativeteachingandlearningandchildren’s
abilitytoselfregulate.Inadditiontoteacherworkrooms,effectiveFLS’sincluded
multiplebreakoutlearningareas,qualityacoustictreatment,naturallightandnatural
107
flowtotheoutdoorsandsufficient‘openness’toallowreconfigurationoftheareato
respondtoawiderangeofteachingandlearningneeds(Nair,2014).Teacherswho
attempttoco-teachintraditionalspaceslinkedbysharedfoyersandcorridorsfound
thespacerestrictiveandnegativelyimpactingonco-teaching.Theprovisionof
flexiblelearningspacesenablesenhancedteachercollaboration,facilitatesco-
teachingandprovidesimprovedopportunityforstudentselfregulationsupporting
multiplemodesoflearning.
5.4.4 Smartsystems
Theprovisionofresourcingforsuitablesystemstosupportteachingandlearningis
essentialtocreatehighperformingschools(Robinsonet.al,2009).Systemsinclude
digitalsystemsanddaytodaysystemsforthefunctioningofthespace.Asstudents
areencouragedtobemoreselfmanagingandregulatingandarelearningin
environmentswithco-teachers,smartsystemsareessential.Teachersinthestudy
clearlyarticulateco-teachingenvironmentsinaFLSaremorestructuredthantheir
experienceoftraditionalspaces.Thesestructuresandsystemsareidentifiedas
necessarytosupportselfregulationandtoassistteacherstomonitorprogressand
personaliselearning.
Teacherssoughtdigitalsystemtoshareplanning,ongoingassessmentandreporting.
Thesedigitalsystemsalsosupportorganisationofworkshopsorneedsbased
teachinggroupsandmonitoringofprogress.Anumberofparticipantschoolshave
refinedtheirdigitalsystemstosupportteachingandlearninginfiveweekblockswith
veryspecificanddetailedmonitoringofstudentprogress(orotherwise)duringthis
timeframe.ThemajorityofschoolsareutilisingGoogletoolstoshareplanning,
assessmentandteachingstrategies.Additionally,anumberofschoolsareutilising
systemssuchasGoogleclassroom,HaparaandotherITsystemstosupportand
managestudentslearninganddigitalportfolios.Whilethesetoolsarehelpful,
teachersandleadersarespendingsignificantperiodsoftimecreatingpersonalised
systems,ineachteam,ineachschool,acrossNewZealand.Atpresent,smart
108
systemsarenotevidentastheserequireinvestmentofmanyhoursofplanningand
creationtimeineachschoolandmostfailtoadequatelypassinformationfromone
yeartothenextwiththechild,thatistheyfailtosupportpersonalisedlearningover
time.
Onlineforumssuchas‘VLN’(VirtualLearningNetwork,MinistryofEducation,2016)
showregularpostsfromteacherswhoaretryingtodeterminehowtoworkinaFLS
withco-teachers,andinparticular,thesystemsrequiredtosupportcollaboration.
ThedaytodayfunctioningofaneffectiveFLSrequiresexplicitandwellconsidered
systemsasteachersmakeaparadigmshifttoco-teachingandcollective
responsibilityandaccountabilityforstudentprogressandachievement.Feedback
fromparticipantswouldsuggestsystems(especiallydigitalsystemstosupportco-
teaching,planning,assessmentandreporting)areanythingbut‘smart’atpresent.
Thisparadigmshift,andtheongoingworkinaFLS,requiresleadershipprovide
resourcingforstafftoaccesstherequiredsystemstogetherwithinvestigating
potential‘smartsystems’tosupportthisnewparadigmandeffectivepedagogyina
FLS.
5.5 Transitiontostudentcentredco-teaching,learningfromthepast
Theopenplanerahadmanyofthesamedriversasthecurrenttrendofco-teaching
inastudentcentredlearningenvironment.Intheintervening40years,international
curriculumsandespeciallytheNZChavemovedmuchclosertotheideals,aimsand
goalsoftheopenplanmovement.Arguably,thisshouldmakethetransitiontoaFLS
lesschallengingforteachersandchildren,reducingthepotentialcultural,
pedagogicalandphilosophicalshockofthetransition.Thelessonsfromtheopen
planeraallow21stcenturyeducatorstominimiseriskandmaximiseopportunity.
Reviewersin1977and1986madestrongrecommendationsregardingthephysical
space,teachingandlearning,studentneeds,communicationwithfamilies,PLDand
teachertraining.
109
During theopenplanera themovementwasalmostdiamertricallyopposed to the
policies, curriculum, pedagogy and understood ‘best practice’ of the day as
illustratedinFig.5.
Fig.5.Thetensionoftheopenplaneraanddisconnectwithpoliciesandcurriculum
Teachersintheopenplanerafacedsignificantpedagogicalandphilosophical
challengestransitioningintoopenplanspaces,theyalsofacedaparadigmshiftto
collaborative,deprivatisedpracticetogetherwithsystems,structuralandphysical
changes.Teachersin2015inNewZealandhaveacurriculumalignedwiththe
aspirationalpedagogyandphilosophyoftheopenplanera(Fig.6).
Fig.6.ThealignmentofthecurrenteraofFLS,studentcentredlearning,collaborationand
theNZC
Thefeedbackfromparticipantsinthisstudysuggestsnotallteacherstransitioning
intoaFLSandworkingasaco-teachersareawareofthevision,values,principles,
andeffectivepedagogyoftheNZCandaccordinglymayhavesignificanttransitional
needs.Thethreediagramsbelow(Fig.7,8&9)illustratethechallengesfacedinthe
OpenPlanMovement 1960’scurriculum,
policiesandpedagogy
2015:NZC FlexibleLearningSpaces
Collaborativeteachingandlearning
Environments
110
openplaneraandthedifferencebetweenateachertransitioningintoaFLSwho
understandstheNZCin2016asopposedtoateachersin2016whomaynot
understandthevision,principlesandeffectivepedagogyasdescribedintheNZC.
Fig.7.Thechallengesfacedbyteacherstransitioningtoopenplaninthe1970’s
Asillustratedabove,teachersintheopenplanerafacedamyriadofchallengesas
theytransitionedintoopenplanclassrooms.Theyweretransitioningfroma
traditionalapproachofdirectinstruction,wholeclassteaching,teachercentred,
childreninsingledesksinrows,acurriculumofthe“ThreeR’s”andabsolute
autonomyinaprivatespacetoawholenewparadigm,pedagogyandphilosophy.
Withoutadequatesupport,teacherswhotransitionedtotheopenplaneraquickly
revertedtotheirknownpracticesandpedagogies.Leavingteacherstomakethe
transitionsimplybecausetheyhadthespacetotallyoverlookedthecomplexitiesof
teachingandlearningandthesignificantparadigm,philosophicalandpedagogical
shiftrequiredforteacherstoworkeffectivelyinthesenewenvironments
(DepartmentofEducation,1977).
111
Fig.8.ChallengesfacedbyteacherstransitioningtoaFLSin2016whereeffectivepedagogyisunderstood
AsillustratedinFig.8,teacherswithasoundgraspofNZCmayonlyneedtoconsider
howtouseflexiblespaceseffectivelyandpossiblyadjusttoadeprivatisedspace,
theywillhowever,haveconsiderableadjustmentstomaketolearnhowtoco-teach
(indicatedinred)effectively.Teachersandleaderswhodonothaveasound
understandingofNZCandeffectivepedagogyfaceasignificantlylargerchallengenot
toodissimilartothechallengesfacedintheopenplanera(Fig.9).
Fig.9.ChallengeoftransitioningtoaFLSin2016whereeffectivepedagogyisnotunderstood
112
Despitehavinganenablingandempoweringnationalcurriculum,feedbackfrom
participantssuggestssometeachersdonothaveaclearunderstandingofeffective
pedagogywithlearnersatthecentre.Inthesecasesteachersmaybeinnobetter
positionthantheircolleaguesof1970andwillrequireconsiderablesupporttowork
effectivelyinastudentcentred,co-teachingenvironmentin2016.Asintheopen
planera,itiscriticalstaffhavethenecessarysupporttotransitiontoco-teachingina
FLS.Thiswillinvolveunderstandingthecurrent‘position’oftheteacher/sandschool
andnavigatinganappropriatewayforwardwiththerelevantPLD,resources,systems
andleadershipsupportrequiredforasuccessfultransition.
ChapterSummaryTransitioningtoco-teachinginaFLSandcreatingeffectivelearningenvironmentsrequiresexplicitplanningandpreparation.Teachersandleadersrequireaclearunderstandingofastudentcentredlearningenvironment,effectivepedagogy,collaborationandco-teachingandwillneedtodevelopsharedbeliefs.Supportwillberequiredtoassiststafftodevelopeffectivecollaborative,communicationandinter-personalskillsastheytransitiontoaFLS.Specificco-teachingstrategiesarerequiredtomaximisethepotentialofcollaborationandflexiblespaceswithteachersandleadersneedingtoidentifygoalsandmeasurestodeterminetheeffectivenessofthesestrategies.Finally,staffwillrequirespecificPLDtomaximisetheaffordancesofflexiblelearningspaces.LeadersandtheMinistryofEducationhavethebenefitofsignificantresearchandfindingsfromtheopenplanerawhichareinstructionalforthecurrentparadigmshift,itisadvisabletheselessonsareconsideredtomitigateriskstostudents,teachersandthereputationofeducatorsinthecontemporarycontext.
113
6 CHAPTERSIX:ConclusionsandRecommendations
Thischaptersummarisesthisresearchincludingconclusionsandrecommendationswithsupportingillustrationstoclarifykeyunderstandingsforthosetransitioningtoco-teachinginflexiblelearningspaces.Focusingquestion:Whataretheconclusionsandkeyrecommendationsthatwouldmakeasignificantimpactonthesuccessfulimplementationofco-teachinginastudentcentredFLS?
6.1 ConclusionsBoardsoftrusteesandschoolleadershaveanopportunitytoreasserttheplaceand
importanceoftheNewZealandCurriculumwiththecurrentsupportfromthe
MinistryofEducationfortherepurposingofexistingspacesortheconstructionof
newFlexibleLearningSpaces.TheMinistryhasbeenexplicitinit’sintentionto
empowerschoolstodevelopInnovativeLearningEnvironments(ILE’s),through
provisionofspace,resourcesandanexistingcurriculumalldesignedtosupport
studentcentredlearning,teachercollaborationandco-teaching.Stakeholdershave
thebenefitofreviewingtheopenplaneraapproachtowardstudentcentredlearning
andco-teachinginopenandvariablespacestoensurethecontemporarymovement
leadstoimprovedoutcomes,selfregulationandhauoraforstudentsof2016and
beyond.
Thisresearchhighlightstheimportanceofanumberofcriticalfactorsorbuilding
blockswhentransitioningtoflexiblelearningspacesandco-teaching(Fig.10).
114
Fig.10.Thebuildingblocksforeffectiveco-teachingstudentcentredlearningenvironments
AsillustratedinFigure10,schoolssuccessfullytransitioningtocollaborativeteaching
andlearninghavestudentsatthecentre,understandwhateffectivepedagogy
meansintheirschoolandflexiblespace,aredevelopingtheskillsofcollaboration
andhavespecificstrategiesforco-teaching.Theypurposefullyusephysicalspaceand
associatedresourcestosupportstudentcentredlearning,teachercollaborationand
co-teaching.Finallytheyprovidetimeandstrategiestoallowteacherstohavetheir
beliefschallenged,refinedandovertimeestablishsharedbeliefsregardingstudent
centredlearning,collaborationandco-teaching.
Thestartingpointforanychangeprocessisfirsttoask,“Why?”Inthecaseofa
paradigmshifttocollaborativeteachingandlearninginflexiblespaceswhywouldwe
dothis?Whyconstructorre-purposespacessoteachersandstudentscanworkand
learntogetherinonespace?Whatbeliefsdoweholdaboutthisapproach?Most
importantly,whataretheperceivedbenefitstostudentswhenlearninginthese
environments?Whatresearchoremergingevidenceistheretosupportthe
proposedchange?Thesequestionsareofcriticalimportancetoteachers,support
staff,students,whanauandthecommunityastheywillprovidearationalefor
proposedchangeandallowstakeholderstobeinformedandengagedinthechange
115
process.Itisnotacceptablenorhistoricallysuccessfultosimplyallowachangein
buildingdesigntodrivepedagogicalchange.Asillustrated(Fig.10.1)usingspacesor
resources(suchastechnology)astherationaleforchangeplacesstudentsatriskand
failstoidentifyandworkfromasolidfoundationoflearnersatthecentreand
effectivepedagogy.
Fig.10.1.Therisksofplacingbuildings(FLS)orITastherationaleforchange
Thereissignificantpotentialriskforstudents,staffandwhānauwhenspace
(buildings)ortechnologydrivethechangeprocess.Thiswasevidencedintheopen
planeraandcanoftenbeevidencedschoolsin2016wheretechnologyand
programmessuchas1:1andBYODarepromotedasa‘fixall,’ratherthanbuilding
fromafoundationoflearnersatthecentreandeffectivepedagogy.AsHattie(2015)
suggests,weenterintothepoliticsofdistractionwhenthefocusoftheschoolorthe
sectorshiftsfromfactorsthatdomakeadifferencetothosewhichhaveless
potentialimpactsuchasbuildingsandITresources.Regardlessofthechangeunder
consideration,schoolsleadersandBoardsofTrusteeshavearesponsibilitytoplace
learnersatthecentreofdecisionmakingandbaseanychangeontheirneedsand
throughthefilterofeffectivepedagogy.Thereisalsoariskco-teachingbecomesthe
rationaleforchangeasopposedtoco-teachingbeingidentifiedasastrategyto
supportastudentcentredenvironmentgroundedineffectivepedagogy(Fig.10.3).
116
Fig.10.3.Therisksofco-teachingastherationaleforchange
Simplyputtingtwoteacherstogetherinonespacewithoutarationale,systems,
supportandstructuresisproblematicandhighrisk.Beforeteachersembarkintothe
highlycomplexdomainofco-teachinginflexiblespacestheyfirstneedtounderstand,
‘Why?’Tocreateaneffectiveteachingandlearningenvironmenttheythenneedto
haveclarityaboutwhatlearnersatthecentremeans,whateffectivepedagogylooks
likeintheirschoolandunderstandhowtocollaborateeffectivelywithotheradultsto
achievetheseaims.Failuretotakethesestepsiswelldocumentedthroughtheopen
planeraresultinginsignificantstressandriskforteachers,studentsandwhanau.
Thereisasignificantrisktothewell-beingofall,thelearningandselfregulationof
studentsandthereputationoftheprofessionwhenrushingintoco-teachingin
flexiblelearningspaces(orMLE/ILE)withoutthecorrectfoundationsinplace(Fig.
10.4).
117
Fig.10.4.Thenetresultsofchangewithoutunderstanding‘Why?’
Teachercollaborationnotonlyimprovesthepracticesofteachingbutalsoimproves
outcomesforlearners.FormanyyearsNewZealandteachershavetakentimeto
collaboratewithcolleaguestomoderateassessmentinformation,planunitsof
learning,problemsolveandsharetheimmensetaskofmeetingthediverseneedsof
learners.Researchaffirmsthepracticeofteachercollaborationandencourageseach
teacherfocusonthosefactorsthatreallymakeadifferenceforlearners.Through
theprovisionofflexiblelearningspacesteachersnowhavetheopportunityto
maximiseteachercollaborationbyworkingtogetherinonephysicalspacetobest
meetthediverseneedsoflearners.
Theskillsofcollaboration,learningfocussedcommunicationandinter-personalskills
haveasignificantbearingonthesuccessofateachersworkinginaFLS.Specific
strategiesandPLDmayberequiredtosupportteacherstogainthenecessary
collaborationskillstomaximiseworkingwithcolleagues.Teacherscurrentlyworking
inFLS’sidentifyeffectivecommunicationandcollaborationskillsessentialtowork
together.
118
Co-teachinginflexiblelearningspacescanmakeasignificantpositivedifferencefor
learnersandenhancethequalityofteaching,teacherefficacyandwell-being.When
establishedwithlearnersatthecentreandasharedunderstandingofeffective
pedagogy,co-teachinghasthepotentialtoenhancethequalityofteaching,the
retentionandwell-beingofbeginningteachersandthequalityofthelearning
environment.TeachersworkinginFLS’shavetheopportunitytolearnfromand
supportoneanotheronamomentbymomentbasisandgainingdiffering
perspectivesoflearnersandthecurriculumastheyworkalongsidecolleagues.
Teachershaverealtimesupportwhendealingwithchallengingbehaviour,learning
difficultiesandlearningchallenges.Theyarebetterabletomeetthediverseneedsof
theirlearnersthroughsharedplanningandimplementingarangeofco-teaching
strategies.Teachersbenefitfromalternateperspectivesofindividualstudentsand
theirownteachingpractice.Theyareabletoarrangelearnersintoneedsbased
groupsandreportthatcollectivelytheyarebetterabletomeetneedsthanwhen
workinginisolation.Teachersreportlessdisruptivebehaviour,improvedstudent
self-regulationandincreasedengagementandmotivationfromstudentswhereFLS’s
areestablishedwithlearnersatthecentre.Teachersarealsolikelytoconsider
themselvesmoreaccountableintheseenvironmentssharingplanning,assessment
andhavingtheirteachingpracticemadepublic.
Studentsnowhavetheopportunityformultipleperspectivesofthecurriculumas
theyinteractwithnumerousteachersinonespaceonadailybasis.Studentsno
longerruntheriskofbeen‘stuck’withateachertheydonotrelatetoforayearor
more,ratherhavinganumberofteacherswithwhomtheycanformlearning
focussedrelationshipswith.IneffectiveFLS’sstudentsgainagreatersenseofagency
andwell-beingasagroupofteachersworktogethertosupporttheirlearning.
Studentsalsohavethebenefitofthedifferingstrengthsandinterestsindividual
teachersbringtotheFLS.Wheresharedbeliefsareinplace,studentsalsohavethe
benefitofconsistentmessages,practicesandprocessestosupporttheirlearning,
hauoraandselfregulation.
119
ThephysicalenvironmentinaFLSprovidesopportunityforteachersandstudentsto
selectthebestlocationforlearning.Welldesignedspacesprovideopportunityfor
smallandlargegrouplearning,directinstruction,guidedteachingorindividual
inquiryandlearning,togetherwiththeopportunitytocreatespecialistlearning
zoneswithintheenvironment.SchoolleadersandBoT’swouldbewelladvisedto
ensuretheirbuildingdesignprovidesopportunityforsmallandlarge‘breakout’
learningareasinadditiontomoreopenspaces.Acoustictreatmentisofcritical
importancewhentwoormore‘classes’sharealearningspaceasarenaturallight,
ventilation,insulationandconnectiontotheoutdoors.Teachersalsobenefitfrom
havingasharedspacewheretheycanmeetforprofessionalconversations,planning,
assessmentandproblemsolving.Whilephysicalspaceshouldnotbethedriverfor
changeitwillsupportteacherstocreateaneffectiveteachingandlearning
environment.
IntheNewZealandcontextcollaborativeteachingandlearninginflexiblespaces
providesopportunitytoaffirmtheNZCandconceptsimportanttoMāorifurther
enhancingeducationaloutcomes,well-beingandselfregulationfortangatawhenua
(MinistryofEducation,2011b).Inparticulartheseenvironmentssupport:
Manaakitanga;environmentswhenakolookingafterothers,showrespectand
kindnesstoothersandenhancingmana.
Whanaungatanga;buildingstrongrelationships,buildingasenseoffamilyconnection,
providingasenseofbelongingthroughbuildingrelationships,andincludingothers
andlearninginmultiyearlevelstudiostogether
Rangatiratanga;learnersencouragedtotakeleadershipanddecisionmakingaround
theirlearningandachievement,environmentswhereprogressivelystudentsare
enabledtomakedecisionsaboutwheretheylearn,whotheylearnwith,when,what
andwhytheylearn.
Ako;adynamicformoflearningwheretheeducatorandthestudentlearnfromeach
otherinaninteractiveway
Tuakanateina;referstotherelationshipbetweenanolder(tuakana)personanda
120
younger(teina)person.Withinteachingandlearningcontexts,thiscantakeavariety
offorms:
• Peertopeer–teinateachesteina,tuakanateachestuakana.• Youngertoolder–theteinahassomeskillsinanareathatthetuakanadoes
notandisabletoteachthetuakana.• Oldertoyounger–thetuakanahastheknowledgeandcontenttopassonto
theteina.
WhiletheseconceptsshouldbepresentineveryNewZealandSchool,evidencefrom
thisstudysuggeststheflexiblelearningenvironments(typicallymultilevel)provide
additionalopportunityforenhancingoutcomesforMāoriako.
6.2 KeyRecommendations
6.2.1 Situatelearnersatthecentre
Itisrecommendedleaders,professionallearningprovidersandteachertraining
organisationsdevelopsomekeyunderstandingsofwhatlearningiswhenstudents
aresituatedatthecentre,theimplicationsforteaching,learning,thephysicalspace,
systems,teachingstrategiesandresourcing.ThesuccessofanyFLSisdeterminedby
teacherswhoareworkingwithinthespacehavingasharedunderstandingregarding
studentcentredlearningandevolvingtheirpedagogy,practicesandbeliefsto
supportthisapproach.Allstakeholdersneedtoask:
“Whysituatestudentsatthecentre?”
“Whatdoesstudentcentredlearningmeanatourschool?”
“Whatarethesuccesscriteriaforourschoolwhenstudentsareatthecentre?”
121
6.2.2 DevelopsharedunderstandingsaboutEffectivePedagogyinaFLS
Whenteachersworktogetherinonephysicalspacetakingsharedresponsibilityfor
learningtheyrequireasharedunderstandingofeffectivepedagogytomaximise
opportunityforstudents.Inconsistencyandalackofsharedunderstandingregarding
effectivepedagogycanleadtoconfusionandstressforstudentsandconflictforstaff.
Teachersandleadersneedtoask:
“Whatdoeseffectivepedagogylook,soundandfeellikeatourschoolandinourFLS?”
6.2.3 Developskillsofcollaboration
Littleisdoneinpre-serviceorin-servicetrainingtoassistteacherstounderstand
howtocollaborativeorcommunicateeffectivelywithcolleaguesorhowtodevelop
inter-personalskills.TransitioningintoaFLSandco-teachingexposesthislackof
training,skillandknowledgeplacingteachersandstudentsatrisk.Teachers,school
leadersandPLDprovidersneedtoask:
“Whataretheskillsneededtocollaborateeffectively?”
“Howdowecreatelearningfocussedcommunicationanddeveloptheskillsto
communicateeffectivelywithcolleaguestobestmeetstudentneeds?”
“Whatareinter-personalskillsandhowmightweimprovethesetoachieveour
goals?”
122
6.2.4 Implementspecificco-teachingstrategies
Teachersinthestudyrepeatedlywarnthatsimplytransitioningoldwaysintoa
collaborativeenvironmentisasignificantrisk.Teacherswillbenefitfrom
understandingthestrategiesavailabletoenhanceco-teachingandhowtomaximise
thepoweroftwoormoreforthebenefitoflearners.Co-teachinginaFLSprovides
opportunitytoachieveoutcomessimplynotpossibleinatraditionalclassroomwith
oneteacherand27children.Teachersneedtoask:
“Whatarethespecificstrategieswecanimplementtomaximisethepoweroftwoor
more?”
6.2.5 Analysetheimpactoftheco-teaching
Co-teachinginastudentcentredFLSisasignificantparadigmshiftforstaff,children
andwhanau.Thereisconsiderableriskifteachersarenotsupportedandiftheyfail
tounderstandthebuildingblockstocreatinganeffectiveteachingandlearning
environment.Teachersandleadersneedspecificgoalsandmeasurestodetermine
theeffectivenessofthisapproachandshouldask:
“Whatstrategiesandmeasurescanweusetodeterminetheimpactoftheteaching
andlearningenvironmentwearecreating?”
“Howandwhenwillwe‘check’onprogressandwhowillwereportto?”
123
6.2.6 Strategicallyprepareforchangeandthefuture
FlexibleLearningSpaces(FLS’s)arethemosteffectivedesignresponsetoanever-
changingworldandtherapidandsignificantimpactoftechnologyoneducationand
thepotentialofteachercollaboration.TofulfilthegoalsandaspirationsoftheNew
ZealandCurriculumrequiresflexiblespaceswithstudentsatthecentre.Substantive
researchsupportsteachercollaborationasacriticalfactorforcontinuous
improvementintheeducationsector.Workingincollaborativeenvironmentsisnot
secondnaturetoteachers.TheyrequirequalityPLDtomaketheparadigmshiftto
co-teachinginade-privatisedenvironment.Additionally,teachersandleadersneed
tofullyunderstandtheprinciples,expectations,valuesandkeycompetencies
expressedintheNZCiftheseenvironmentsaretoreflectthenationalcurriculum.
Teachersrequiresupporttounderstandhowandwhentousesystems,tools,
strategiesandspacetoachievedesiredoutcomesandwhatenablingstructuresneed
tobeinplace.Understandinghowtoworkwithoneanotherinasinglespace,howto
maximisestrengths,minimiseweaknesses,learnfromandwithoneanotherandto
participate,asrespectfulprofessionalswilltaketimeandongoingsupport.To
achievethesegoalsthefollowfinalrecommendationsaresuggested:
• Creationofprofessionallearningmodulestosupportunderstandingsof
studentcentredenvironments
• IdentificationofFLSenvironmentswhereeffectivecollaboration,co-teaching
andstudentcentredlearningisevident
• AdditionalresourcingfromtheMinistryofEducationtosupportschools
transitioningtoco-teachinginFLS’s
• Creationofresourcestosupportschoolsunderstandingofeffectiveuseof
flexiblespace
• Sectorwidesupportforsmarttoolstosupportcollaborativeteachingand
learning
• AdditionalPLDforleaderstransitioningschoolstoFLS
124
7 REFERENCES
Absolum,M.(2006).Clarityintheclassroom;Assessmentforlearning.Auckland:HodderMoa
Alerator,S.,&Deed,C.(2013)Teacheradaptiontoopenlearningspaces.IssuesinEducationalResearch,23(3),315-330
Aliaga,M.,&Gunderson,B.(2005).Interactivestatistics(3rded.).UpperSaddleRiver,NJ:PearsonEducation
Anderson,R.,&Speck,B.(1998).OhWhataDifferenceaTeamMakes:WhyTeamTeachingMakesaDifference.TeachingandTeacherEducation14(7),671–686.
Baker,L.(2013).Metacognitivestrategies.InJ.Hattie&E.M.Anderman(Eds.).InternationalGuidetoStudentAchievement.NewYork:Routledge.pp.419-421.Bauwens,J.,Hourcade,J.J.,&Friend,M.(1989).Cooperativeteaching:Amodelforgeneralandspecialeducationintegration.RemedialandSpecialEducation,10(2),17-22.
Bennet,S.N.,Andrae,J.,Hegarty,P.,&Wade,B.(1980)OpenPlanSchools:TeachingCurriculumanddesign.Slough:NFER.
Bird,L.(2009).DevelopingSelf-RegulatedLearningSkillsinYoungStudents.DeakinUniversity.UnpublishedThesis.Retrievedfrom:http://dro.deakin.edu.au/eserv/DU:30027481/bird-developingself-2009.pdf
Bishop,R.&Glynn,T.(1999).Culturecounts:changingpowerrelationsineducation.PalmerstonNorth:DunmorePress.
Blackmore,J.,Bateman,D.,Loughlin,J.,O'Mara,J.,&Aranda,G.(2011).Researchintotheconnectionbetweenbuiltlearningspacesandstudentoutcomes.Victoria,Australia:DepartmentofEducationandEarlyChildhoodDevelopment.
Bogdan,R.andBiklen,S.(2007).Qualitativeresearchforeducation:Anintroductiontotheoryandmethods(5thed.).Boston:AllynandBacon.
Brogden,M.(2007).PlowdenandPrimarySchoolBuildings:astoryofinnovationwithoutchange.Forum49,(1&2),55-66.
Brooks,J.G.,&Brooks,M.G.(2001).Insearchforunderstanding;Thecasefortheconstructivistclassroom.NewJersey:Prentice-Hall
Brubaker,C.(1998).Planninganddesigningschools.NewYork:McGrawHillBuckley,F,J.(2000).Teamteaching;What,whyandhow?.ThousandOaks,CA:SageCameron,P.,&Robinson,G.(1986)Tenyearsofopenplan.Setresearchinformation
forteachers,I(2),2-19Campbell,M.,Saltmarsh,S.,Chapman,A.,&Drew,C.(2013).Issuesofteacher
professionallearningwithin‘non-traditional’classroomenvironments.ImprovingSchools,16(3),209-222.doi:10.1177/1365480213501057
Christian,C,G.(2011).Ethicsandpoliticsinqualitativeresearch.InN.KDenzin&Y.SLincoln(Eds)Thesagehandbookofqualitativeresearch4thed.(pp.61-80).London:Sage
Clarke,S.(2014).Outstandingformativeassessment;Cultureandpractice.London:Hodder
Cohen,L.(2010).Aguidetoteachingpractice(5thed).London:Routledge
125
Cohen,L.,Manion,L.,&Morrison,K.(2000).Researchmethodsineducation(5thed.).London:Routledge.
Colwill,E.,&Boyd,R.(2008).Teachingwithoutamask?Collaborativeteachingasfeministpractice.NWSAJournal,20(2),216-231.
Conderman,G.(2011).Methodsforaddressingconflictinco-taughtclassrooms.InterventioninSchoolClinic,46,221-229.
Creswell,J,W.(2002)EducationalResearch:Planning,conductingandevaluatingqualitative,andquantitativeapproachestoresearch.UpperSaddleRiver,NJ:MerrillPearsonEducation
Cuban,L.(2004).Whateverhappenedtotheopenplanclassroom?EducationNext.Spring2004,69-71.Retrievedfrom:http://educationnext.org/theopenclassroom/
Denzin,N,K.,&Lincoln,Y,S.(2011)Thedisciplineandpracticeofqualitativeresearch.InN.KDenzin&Y.SLincoln(Eds)Thesagehandbookofqualitativeresearch4thed.(pp.1-19)London;Sage
DepartmentofEducation.(1977).ReportonOpenPlanEducationinNewZealandPrimarySchools.Wellington:DepartmentofEducation.
DepartmentofEducation,Victoria.(2008).VictorianSchoolDesign.Melbourne:DepartmentofEarlyChildhoodandEducation
Dignath,C.,Buettner,G.,&Langfeldt,H.(2008).Howcanprimaryschoolstudentslearnself-regulatedlearningstrategiesmosteffectively?Ameta-analysisonself-regulationrainingprogrammes.EducationalResearchReview3.2pp.101-129.http://www.dx.doi.org/10.1016/j.edurev.2008.02.003
Dovey,K.,&Fisher,K.(2014).Designingforadaption:theschoolassocio-spatialassemblage.JournalofArchitecture,19(1),43-63.Drew,C.,Hardman,M.,&Hosp,J.(2008).Designingandconductingresearchineducation.LosAngeles,CA:Sage
DuFour,R.,&Eaker,R.(1998).Professionallearningcommunitiesatwork:Bestpracticesforenhancingstudentachievement.Bloomington,IN:SolutionTree
DuFour,R.(2011).Worktogether,butonlyifyouwantto.Kappanmagazine.org,92(5),57-61.Retrievedfrom:http://www.mcpsonline.org/images/4/4f/21CC2011_Work_Together_Want_to.pdf
Duke,D.,B.Showers,&M.Imber.(1980).Teachersandshareddecisionmaking:Thecostsandbenefitsofinvolvement.EducationalAdministrationQuarterly16.93–106.
Dweck,C,S.(2007).Mindsets;Thenewpsychologyofsuccess.NewYork:RandomHouse
Eaker,R.,DuFour,R.,&Burnette,R(2002).Gettingstarted:Reculturingschoolstobecomeprofessionallearningcommunities.Bloomington,IN:SolutionTreePress
Edwards,A.(2010).Qualitativedesignandanalysis.InGMcNaughton,S.A.Rolfe&ISiraj-Blatchford(Eds).DoingEarlyChildhoodResearch,InternationalperspectivesonTheoryandpractice2nded.NewYork:McGrawHill.Pp.155-175.
126
EducationCouncil.(2015).PractisingTeacherCriteria.Retrievedfrom:http://educationcouncil.org.nz/content/registered-teacher-criteria-1
EducationEndowmentFoundation.(2015).TeachingandLearningToolkitAustralia.Retrievedfrom:http://australia.teachingandlearningtoolkit.net.au/toolkit/meta-cognition-and-self-regulation/
EducationReviewOffice.(2015).ModernNewZealandLearningPractice:glossary.Retrievedfrom:http://www.ero.govt.nz/Review-Process/Modern-New-Zealand-learning-practice-glossary
Elmore,R.F.(2004).Schoolreformfromtheinsideout.Cambridge,England:HarvardUniversityPress.
Feiman-Nemser,S.(2012).BeyondSoloteaching.EducationalLeadership69(8),10-16Fisher,K.(2005).Researchintoidentifyingeffectivelearningenvironments.OCED/PEB.
EvaluatingQualityinEducationalFacilities.Retrievedfrom:http://www.oecd.org/edu/innovation-education/37905387.pdf
Fraser,S.(2000).AuthenticChildhood:ExperiencingReggioEmiliaintheClassroom.Scarborough:NelsonThomsonLearningFriend,M.,&Cook,L.(1992).Thenewincluding:Howitreallyworks.Instructor,
101(7),30-36.Friend,M.&Cook,L.(2010).Interactions:Collaborationskillsforschoolprofessionals.
UpperSaddleRiver,NJ:PearsonEducationInc.Friend,M.,Cook,L,Hurley-Chamberlain,D.,&Shamberger,C.(2010).Co-teaching:an
illustrationofthecomplexityofcollaborationinspecialeducation.JournalofEducationalandPsychologicalConsultation,20,9-27.
Fullan,M.(2007).Thenewmeaningofeducationalchange(4thed.).NewYork,NY:TeachersCollegePress.
Fullan,M.(2011).Learningisthework.Unpublishedmanuscript.Retrievedfromhttp://www.michaelfullan.ca/media/13396087260.pdf
Fullan,M.(2014).Theprincipal:Threekeystomaximizingimpact.NewYork,NY:Jossey-Bass.
Fullan,M.,Cuttress,C.,&KilcherA.(2009).8Forcesforleadersofchange.InMFullan(Ed.),Thechallengeofchange:Startschoolimprovementnow(2nded.,pp.9-20).California,USA:Corwin.
Gall,M.,Gall,J.&Borg,W.(2007).Educationalresearch.Anintroduction(8thed.).Boston:Pearson.
Galton,M.,Hargreaves,L.,Comber,C.,Wall,D.,&Pell,A.(1999).Insidetheprimaryclassroom20yearson.London:Routledge.
George,P.,&Alexander,W.(1993).Theexemplarymiddleschool.(2nded.).NewYork:Holt,ReinhartandWinston.
Goe,L.(2013).QualityofTeaching.InJ.Hattie&E.M.Anderman(Eds.).InternationalGuidetoStudentAchievement.NewYork:Routledge.pp.239-239.
Green,J.C.,Caracelli,V.J.,&Graham,W.F.(1989).Towardaconceptualframeworkformixed-methodevaluationdesigns.EducationalEvaluationandPolicyAnalysis,11(3),255-274.
127
Gunn,J.H.,&King,M.B.(2003).TroubleinParadise:Power,Conflict,andCommunityinanInterdisciplinaryTeachingTeam.UrbanEducation,38(2),173-195.
Hang,Q.&Rabren,K.(2009).Anexaminationofco-teaching:perspectivesandefficacyindicators.RemedialandSpecialEducation,30(5),259–268.
Hargreaves,A.,&Dawe,R.(1990).PathsofProfessionalDevelopment:ContrivedCollegiality,CollaborativeCulture,andtheCaseofPeerCoaching.TeachingandTeacherEducation,6(3),227-241.
Hargreaves,A.&Fullan,M.(2012).Professionalcapital:Transformingteachingineveryschool.NewYork,NY:TeachersCollegePress.
Hargreaves,A.&Shirley,D.(2009).Thefourthway:Theinspiringfutureforeducationalchange.California,USA:Corwin.
Hargreaves,D.(1998).Thechallengeforthecomprehensiveschool:Culture,curriculumandcommunity.London:RoutledgeandKeeganPaul
Harrison,L.(2010).Quantitativedesignsandstatisticalanalysis.InGMcNaughton,S.A.Rolfe&ISiraj-Blatchford(Eds).DoingEarlyChildhoodResearch,InternationalperspectivesonTheoryandpractice2nded.NewYork:McGrawHill.Pp.127-154.
Hattie,J.(2009).Visiblelearning:Asynthesisofover800meta-analysesrelatingtoachievement.London,England:Routledge.
Hattie,J.(2012).Visiblelearningforteachers:Maximisingimpactonlearning.London,England:Routledge.
Hattie,J.(2015).Whatdoesn’tworkinEducation;Thepoliticsofdistraction.London:Pearson
Hattie,J.(2015b).Whatworksbestineducation;Thepoliticsofcollaborativeexpertise.London:Pearson.
Higgins,S.,Hall,E.,Wall,K.,Woolner,P.,&McCaughey,C.(2005).Theimpactofschoolenvironments;Aliteraturereview.Retrievedfrom:http://www.ncl.ac.uk/cflat/news/DCReport.pdf
Hord,S,M.(1997).Professionallearningcommunities:Communitiesofcontinuousinquiryandimprovement.Austin,Texas:SouthwestEducationalDevelopmentlab.Retrievedfromhttp://files.eric.ed.gov/fulltext/ED410659.pdf
Hord,S.(1998).Schoolprofessionalstaffaslearningcommunity.Austin,Texas:SouthwestEducationalDevelopmentLaboratory.
HorneMartin,S.(2002).Theclassroomenvironmentanditseffectonthepracticeofteachers.JournalofEducationalPsychology22(March):139-56
Horwitz,R,A.(1979)Psychologicaleffectsofthe‘Openplanclassroom’.ReviewofEducationalResearch49(1),71-85.
Hourcade,J.,&J.Bauwens.(2002).Cooperativeteaching:Rebuildingandsharingtheschoolhouse.Austin,TX:PRO-ED.
Hutchinson,D.C.(2004).Anaturalhistoryofplaceineducation.NewYork:TeachersCollegePress.
Jang,S.(2006).Researchontheeffectsofteamteachingupontwosecondaryschoolteachers.EducationalResearch,48(2),177-194.
128
Johnson,B.(2003).Teachercollaboration:goodforsome,notsogoodforothers.EducationalStudies,29(4),337-350
Johnson,B.,&Christensen,L.(2008)EducationalResearch:Quantitative,qualitative,andmixedapproaches.ThousandOaks,CA:SagePublications
Johnson,D.W.,Maruyama,G.,Johnson,R.,&Nelson,D.(1981).EffectivesofCooperative,competitiveandindividualisticgoalstructuresonAchievement:Ameta-analysis.PsychologicalBulletin,89:1,47-62.
Kise,J.A.G.(2006).Differentiatedcoaching:Aframeworkforhelpingteacherschange.California,USA:Corwin.
Klehm,Mary,"TeacherAttitudes:TheEffectsofTeacherBeliefsonTeachingPracticesandAchievementofStudentswithDisabilities"(2013).OpenAccessDissertations.Paper2.
Kvale,S.(1996).Interviews:Anintroductiontoqualitativeresearchinterviewing.ThousandOaks,CA:Sage.
Levin,B.,&Fullan,M.(2009).Learningaboutsystemrenewal.InMFullan(Ed.),Thechallengeofchange:Startschoolimprovementnow(2nded.,pp.187-205).California,USA:Corwin.
Lichtman,M.(2010).Qualitativeresearchineducation.Auser’sguide(2ndEd.).ThousandOaks:Sage.
Lincoln,Y.S.,Lynham,S.A.,&Guba,E.G.(2011).Paradigmaticcontroversies,contradictions,andemergingconfluences,revisited.InN.KDenzin&Y.SLincoln(Eds.),TheSageHandbookofQualitativeResearch.(pp.97-128).ThousandOaks,CA:Sage.
Lovett,S.,&Verstappen,P.(2003).Improvingteachersprofessionallearning:Thequalitylearningcircleapproach.Retrievedfrom:http://ir.canterbury.ac.nz/bitstream/10092/500/1/12605714_Lovett%26Verstappen2004.pdf
Madjar,N.,&Assor,A.(2013).Twotypesofperceivedcontroloverlearning.InJ.Hattie&E.M.Anderman(Eds.).InternationalGuidetoStudentAchievement.NewYork:Routledge.pp.439-441.
Martinho,M.,&daSilva,J,F.(2008).OpenplanschoolsinPortugal:FailureorInnovation?OECD.Retrievedfrom:http://www.oecd.org/portugal/41533062.pdf
Marzano,R.J.(2003).Whatworksinschools:Translatingresearchintoaction.Alexandria,VA:ASCD
Marzano,R.J.,Waters,T.,&McNulty,B.A.(2005).Schoolleadershipthatworks:Fromresearchtoresults.Alexandria,VA:ASCD.
McDuffie,K.A.,Mastropieri,M.A.,&Scruggs,T.E.(2009).Differentialeffectsofpeertutoringinco-taughtandnonco-taughtclasses:resultsforcontentlearningandstudent-teacherinteractions.ExceptionalChildren,75(4),493-510.
MinistryofEducation.(2007).TheNewZealandCurriculum.Wellington:MinistryofEducation
MinistryofEducation.(2008).KiwiLeadershipforprincipals.Wellington:MinistryofEducation
MinistryofEducation.(2011b).Tātaiako;CulturalcompetenciesforteachersofMāoriLearners.Wellington:MinistryofEducation
129
MinistryofEducation.(2014).Modernlearningenvironments.Retrievedfrom:http://www.mle.education.govt.nz
MinistryofEducation.(2015).CurriculumImplementationExploratoryStudies:FinalReport.Retrievedfrom:https://www.educationcounts.govt.nz/publications/curriculum/57760/5
MinistryofEducation.(2015b).FlexibleLearningSpacesinSchools.Retrievedfrom:http://www.education.govt.nz/school/property/state-schools/design-standards/flexible-learning-spaces/
MinistryofEducation.(2015c).ShapingEducation-FutureDirection;TeTāreingaMātauranga:MinistryofEducation.Retrievedfromhttp://shapingeducation.govt.nz/recovery-programme/background-2
MinistryofEducation.(2016).VirtualLearningNetwork.Retrievedfrom:http://www.vln.school.nz
Murawski,W,W.,&Swanson,H,L.(2001).Ametaanalysisofco-teachingresearch;Wherearethedata?.RemedialandspecialEducation22(5),258-267
Mutch,C.(2013).Doingeducationalresearch;Apractitioner’sguidetogettingstared.(2nded).Wellington;NZCERPress
Nair,P.(2014).Blueprintfortomorrow;Redesigningschoolsforstudentcentredlearning.Cambridge,MA:HarvardPress.
Nieto,S.(2003).Whatkeepsteachersgoing?NewYork:TeachersCollegePress.OECD.(2009).Creatingeffectiveteachingandlearningenvironments;Thefirstresults
fromTALIS.OECDPublishing.Retrievedfrom:http://www.oecd.org/edu/school/43023606.pdf
OECD.(2012).TheNatureoflearning:UsingResearchtoInspirePractice.PractitionerGuide.OECDPublishing.Retrievedfrom:http://www.oecd.org/edu/ceri/50300814.pdf
OECD.(2013).Innovativelearningenvironments:Educationalresearchandinnovation.OECDPublishing.http://dx.doi.org/10.1787/9789264203488-en
O’Neill,A.(2004)MappingtheField:AnintroductiontocurriculumpoliticsinAotearoa/NewZealand.InAO’Neill.,JClark.,&ROpenshaw(Eds.).ReshapingCulture,knowledgeandlearning.PolicyandcontentintheNewZealandCurriculumFramework(pp.25-46).PalmerstonNorth:DunmorePress.
Osborne,M.(2013).ModernLearningEnvironments.Retrievedfromwww2.core-ed.orgParnell,R.,&Procter,L(2011).FlexibilityandPlacemakingforautonomyinlearning.
Educational&ChildPsychology,28(1),77-88.Peterson,P,L.(1979).Directinstruction:EffectiveforwhatandforWhom.Educational
Leadership,October,46-48.Retrievedfrom:http://www.ascd.com/ASCD/pdf/journals/ed_lead/el_197910_peterson.pdf
Ploessl,D.,Rock,M.L.,Schoenfeld,N.A.,&Blanks,B.(2010).Onthesamepage:Practicaltechniquesforenhancingco-teachinginteractions.InterventioninSchoolandClinic,45(3),158-168.
Robertson,J.(2005).Coachingleadership:Buildingeducationalleadershipcapacitythroughcoachingpartnerships.Wellington,NewZealand:NZCERPress.
Robertson,J.(2008).The3R’sforcoachinglearningrelationships.PolicyandPractice.PDT.Retrievedfrom:http://www.educationalleaders.govt.nz/Leadership-
130
development/Professional-information/Considering-principalship/Mentoring-and-coaching/Coaching-Learning-Relationships
Robinson,V.,Hohepa,M.,&Lloyd,C.(2009).Schoolleadershipandstudentoutcomes:Identifyingwhatworksandwhy.BES.Wellington:MinistryofEducation.
Rosenholtz,S.J.(1991).Teacher’sworkplace:Thesocialorganisationofschools.UnitedKingdom,Harlow:LongmanGroup
Ross,J.A.(2013).Teacherefficacy.InJHattie&E.M.Anderman(Eds.),Internationalguidetostudentachievement(pp.266-267).NewYork,NY:Routledge.
Roth,W.M.,Masciotra,D.,&Boyd,N.(1999).Becoming-in-the-classroom:acasestudyofteacherdevelopmentthroughco-teaching.TeachingandTeacherEducation,15,771-784.
SchwabLearning.(2003)Collaborativelyspeaking:Astudyoneffectivewaystoteachchildrenwithlearningdifferencesinthegeneraleducationclassroom.TheSpecialEdge16(3):1–4.
Sergiovanni,T.J.(1992).Moralleadership:Gettingtotheheartofschoolimprovement.SanFrancisco,CA:Jossey-Bass.
Sergiovanni,T.J.(2005).Strengtheningtheheartbeat:Leadingandlearningtogetherinschools.SanFrancisco,CA:Jossey-Bass.
Sergiovanni,T.J.(2007).Rethinkingleadership:Acollectionofarticles(2nded.).Australia:CorwinPress.
Shank,M.J.(2005).Commonspace,commontime,commonwork.EducationalLeadership,62(8),16-19.
Sinek,S.(2009).StartwithWhy;Howgreatleadersinspireeveryonetotakeaction.NewYork:Penguin
Sinek,S.(2013).GoldenCircles.Retrievedfrom:http://josephnoone.com/tag/golden-circle/
Skrtic,T.(1997).Thenationalinquiryintothefutureofeducationforstudentswithspecialneeds.Counterpoint4(7):6.
Snape,DandSpencer,L.(2003).Thefoundationofqualitativeresearch.InJ.RitchieandJ.Lewis(Eds.),Qualitativeresearchpractice.(pp.1-19).London:SagePublications.
Snehi,N(2011).Improvingteaching-learningprocessinschools:Achallengeforthe21stcentury.LearningCommunity:Aninternationaljournalofeducation&socialdevelopment,2(1),1-12.
Spencer,L.,Ritchie,J.&O’Connor,W.(2003).InJ.Ritchie&J.Lewis(Eds.),Qualitativeresearchpractice.Aguideofsocialsciencestudentsandresearchers(pp.109-137).London:SagePublications.
Spillane,J.P.,Healey,K.,Parise,L.M.,&Kenny,A.(2011).Adistributedperspectiveonlearningleadership.InJ.Robertson&H.Timperley(Eds.),Leadershipandlearning(pp.159-171).London:SAGEPublicationsLtd.
Stake,R.E.(2010).Qualitativeresearch:Studyinghowthingswork.NewYork:TheGuilfordPress
131
Stewart,D.,&Prebble,T.(1993).Thereflectiveprincipal:Schooldevelopmentwithinalearningcommunity.PalmerstonNorth:ERDCPress,MasseyUniversity
Stoll,L.(2011).Leadingprofessionallearningcommunities.InJ.Robertson&H.Timperley(Eds.),Leadershipandlearning(pp.103-117).London:SAGEPublicationsLtd.
Tanner,C.K.(2015).Influencesofschoollayoutanddesignonstudentachievement.InJ.Hattie&E.M.Anderman(Eds.).InternationalGuidetoStudentAchievement.NewYork:Routledge.pp.137-139.
Tannock,M.T.(2009).Tangibleandintangibleelementsofcollaborativeteaching.InterventioninSchoolandClinic,44(3),173-178.
Thorndike,R.M.(1997).Measurementandevaluationinpsychologyandeducation(6thed.).UpperSaddleRiver,NJ:Prentice-Hall.
Timperley,H.(2008).Teacherprofessionallearninganddevelopment.Educationalpracticeseries(18),1-31.Belgium:InternationalAcademyofEducation.Retrievedfrom:http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_18.pdf
Timperley,H.,&Parr,J.(2004).Usingevidenceinteachingpractice:Implicationsforprofessionallearning.Auckland,NewZealand:HodderMoaBeckettPublishersLimited.
Timperley,H.S.,&Robinson,V.M.J.(2001).AchievingSchoolImprovementthroughChallengingandChangingTeachers'Schema.JournalofEducationalChange,2(4),281-300.
Timperley,H.,Wilson,A.,Barrar,H.,&Fung,I.(2007).Teacherprofessionallearninganddevelopment;Bestevidencesynthesisiteration.Wellington:MinistryofEducation
Tolich,M.,&Davidson,C.(2003).Makingsenseofthedata.InC.Davidson&M.Tolich(Eds.),SocialscienceresearchinNewZealand:Manypathstounderstanding(2ndEd).(pp.154-175).Auckland:PearsonEducation.
Troen,V.,&Boles,K,C.(2012).ThePowerofteacherteams.ThousandOaks,CA:Corwin
UniversityofKansas.(2014).Keystosuccessfulco-teaching.Retrievedfrom:http://www.specialconnections.ku.edu/?q=collaboration/cooperative_teaching
Villa,R,A.,Thousand,J,S.,&Nevin,A,I.(2006).Themanyfacesofcollaborativeplanningadteaching.Theoryintopractice,45(3),239-248
Villa,R,A.,Thousand,J,S.,&Nevin,A,I.(2008).Aguidetoco-teaching;PracticalTipsforfacilitatingstudentlearning(2nded).ThousandOaks,CA:Corwin
Villa,R,A.,Thousand,J,S.,&Nevin,A,I.(2013).Aguidetoco-teaching,Newlessonsandstrategiestofacilitatestudentlearning.ThousandOaks,CA:Corwin
Walsh,J.M.(1992).Student,teacher,andparentpreferenceforlessrestrictivespecialeducationmodels.CaseinPoint,6(2),1-12.
Warger,C.L.,&Aldinger,L.E.(Eds.).(1986).Preparingspecialeducatorsforteacherconsultation.Toledo,OH:CollegeofEducationandAlliedProfessions,UniversityofToledo.
132
Walther-Thomas,C.(1997).Co-teachingexperiences:Thebenefitsandproblemsthatteachersandprincipalsreportovertime.JournalofLearningDisabilities,30,395-407.
Welch,M.(2000).Descriptiveanalysisofteamteachingintwoelementaryclassrooms:Aformativeexperimentalapproach.RemedialandSpecialEducation,21(6),366-376
Wellington,J.(2000).Educationalresearch:Contemporaryissuesandpracticalapproaches.London:Continuum
Wilson,M.(2015).FutureProofingNewZealandClassrooms.InPress.Retrievedfrom:http://www.stuff.co.nz/national/education/76900902/futureproofing-new-zealand-classrooms
Wilson,G.,&Michaels,C.(2006).Generalandspecialeducationstudents’perceptionsofco-teaching:implicationsforsecondary-levelliteracyinstruction.ReadingandWritingQuarterly,22,205-225.
Woolner,P.(2010).Thedesignoflearningspaces.London:ContinuumInternationalPublishingGroup.
Yero,J.L.(2010).TeachinginMind:Howteacherthinkingshapeseducation.Florida:Booklocker
Yin,R.K.(2011).Qualitativeresearchfromstarttofinish.London:GuilfordPressYork-Barr,J.,Ghere,G.,&Sommerness,J.(2007).Collaborativeteachingtoincrease
ELLstudentlearning:Athree-Yearurbanelementarycasestudy.JournalofEducationforStudentsPlacedatRisk,12(3),301-335.
Zane,L.M.(2015).Pedagogyandspace.St.Paul:RedleafPressZeuli,J,S.,&Teizzi,L,J.(1993).Creatingcontextstochangeteachers’beliefsabout
theinfluenceofresearch.MichiganStateUniversity:NCRTLPublications.Retrievedfrom:http://education.msu.edu/NCRTL/PDFs/NCRTL/ResearchReports/Rr931.pdf
133
8 APPENDICES
8.1 APPENDIXA:Surveyquestions;TeachersThankyouforagreeingtoparticipateinthissurveyregardingco-teachingrelationships.Theinformationyouprovidewillhelpdeterminethemesandoverall‘keycomponentsofaneffectiveco-teachingrelationship”toreportinbothathesisandadigitalresourcesforschoolsinNewZealandandoverseaswhoareinterestedinco-teaching.Noonepersonorschoolwillbeidentifiedinthepublishedthesisanddigitalresourcethatwillresultfromthisresearch.Youwillremainanonymousandyoumaystopthesurveyatanypointandrequestyourinformationnotbeincludedifyouarenotcomfortablewithquestionsaskedortheresponsesyouhavegiven.Forthepurposeofthissurvey,co-teachingisdefinedas;“Twoormoreteachersworkingtogethercollaborativelytodeliverinstructiontoaheterogeneousgroupofstudentsinasharedinstructionalspace.Inthisenvironmentteachersblendtheirexpertise,sharematerialsanddevelopcommoninstructionalgoals”(FriendandCook,2010)Thissurveymaytakeupto60minutessopleasemakesureyouhavesetasideuninterruptedtime.
TeachersSurveyGenderM/FHowlonghaveyoubeenteachingfor? DropdownboxyrsHowlonghaveyoubeenco-teachingfor? DropdownboxyrsComment:Whattypeofspaceareyouworkingin?Dropdownbox:NewMLE?RetrofitComment:Howmanyregisteredteachersworkinyourlearningspace?DropdownboxnumberHowmanychildrenareinthespaceyouareworkingin?DropdownboxnumberHowmanyarecurrentlyinyourco-teachingrelationship?(Insomeschoolsalthoughthespacemayhold150childrengroupsofteachersandchildrenworktogetherspecificallyasco-teachers,forexampleitmaybeafiveteacherspacewithco-teachersinagroupofthreeandagroupoftwo)DropdownboxnumberIsyourspacemulti-levelorasingleyeargroup?DropdownboxMulti/SingleIfmulti-levelhowmanyyearlevelsarerepresentedinthespace?DropdownboxnumberYourco-teachingteam:Whodeterminedwhoyouwouldco-teachwith?Dropdownbox:Me,Leadership,OtherComment:Didyouhaveanyinputintothedecisionmakingaboutwhowouldbeinyourco-teachingrelationship?(Forexamplewereyouaskedwhoyouwouldliketoworkwithandwhyandperhapswhoyouwouldnotliketoworkwith?)DropdownboxYes/NoDoyouthinkteachersshouldhaveinputintowhotheyco-teachwith? Comment:Whoshouldmakethefinaldecisionaboutco-teachingrelationships?Comment:Whatisyourpreferenceforthenumberofteachersinaco-teachingrelationship?DropdownboxnumberWhy?Selectyourtop5characteristicsyouseekinothersyouwillbeco-teachingwith
134
EffectiveCommunicator,honest,trusting,excellentcurriculumknowledge,lifelonglearner,similarpersonality,tidy,quiet,extrovert,introvert,organised,forgiving,teachingskill,havingdifferentstrengthsfromme,supportive,encourager,senseofhumour,reliable,prompt,respectedbyothers,perseverance,hardworking,accurate,confidential,willchallengeme,detailed,ideasperson,patientProfessionallearning:Wereyouprovidedwithanyprofessionallearningaboutco-teachingpriortomovingintoaco-teachingrelationship?DropdownboxYes/NoIfyespleasedescribe…Pleasedescribehowprofessionallearningaboutco-teachinghasassistedyourco-teachingrelationship:CommentboxWhatotherprofessionallearningdoyouthinkwouldhelpyoutobemoreeffectiveinaco-teachingrelationship?Commentbox:Whatprofessionallearningyouwouldrecommendtostaffmovingintoaco-teachingrelationship?Commentbox:Howimportantisprofessionallearningincreatinganeffectiveco-teachingrelationship(1-5)Dropdownbox1-notimportant,5extremelyimportant(1-5)Howhaveyourideasandexperiencesaboutprofessionallearningchangedsinceworkinginaco-teachingrelationship?Comment:Releasetime:Whatreleasetimedoyouhavewithyourco-teachingpartner/seachweek?Isthissufficient?DropdownboxYes/NoWhy/whynot?Howoftendoyoumeeteachweekwithyourco-teacher/s(otherthanformalreleasetime)?Dropdownbox:Daily/twiceaweek/threetimesaweekOnaverageinminuteshowlongdoyoumeetforatthesetimes?Dropdownbox:5/10/15/20/25/30/35/40/45/50/55/60Whydoyoumeet?Whatwouldbetheidealreleasetimearrangementforyouwithyourco-teachingpartner/s?Howimportantisreleasetimeincreatinganeffectiveco-teachingrelationship(1-5)Dropdownbox1-notimportant,5extremelyimportant(1-5)Systems:(includingmonitoringandreporting)Homeroom:Forthepurposesofthissectionyour‘homeroom’childrenarethoseyouaredesignatedwithregardingwell-beingandmonitoringprogressandachievement.Inyourco-teachingrelationshipdoyouhavea‘homeroom’orsetofchildrenyouarespecificallyresponsiblefor?DropdownboxYes/NoWhodecidedwhoyourhomeroomchildrenwouldbefor2015? Dropdownbox:Leadership/Leadershipwithteacherinput/Teachers/OtherDoyouteachchildrenoutsideofyourhomeroomgroup? DropdownboxYes/NoHowdoyouplanforthesechildren?DropdownboxPaper/OnlineIstherearequirementyoushareplanningandassessmentwithyourco-teachers?DropdownboxYes/NoDoyouconsiderthissystemiseffective?DropdownboxYes/NoComment:
135
Summary:Howimportantishavingeffectivesystemsinplaceincreatinganeffectiveco-teachingrelationship(1-5)Timetabling:Whodeterminesthetimetableforyourco-teachingteam?Dropdownbox:Teachers/Leadership/leadershipandteachers/otherDoesdecisionmakingregardingtimetablingeffectthequalityofyourco-teachingrelationship?DropdownboxYes/NoComment:Howimportantistimetablingincreatinganeffectiveco-teachingrelationship(1-5)Multi-levelclasses:Doeshavingamultiyearlevelco-teachingpartnershipimpactpositivelyornegativelyonyourco-teachingrelationship?DropdownboxPositively/NegativelyWhy?Resources:Doestheprovisionoforlackofresourcesimpactoftheeffectivenessofyourco-teachingrelationship?DropdownboxYes/NoComment?Physicalspace:(Noise,breakouts)Does,orinthepasthas,thevolumeyourco-teacherspeaks/givesinstruction/teachesat,haveanyimpactontheeffectivenessofyourco-teachingrelationship?DropdownboxYes/NoIfyespleaseelaboratebelow.Doesthephysicalspaceplayanypartintheeffectivenessofyouco-teaching?Comment:Leadershipwithinthelearningspace:Isthereadefinedhierarchyinyourlearningenvironment?(Forexampleateamleaderorsyndicateleader)DropdownboxYes/NoDescribe:Hasthisimpactedontheeffectivenessofyourco-teachingrelationship?DropdownboxYes/NoComment:Hastheleadershipoftheschoolassistedintheestablishmentofaneffectiveco-teachingrelationship?DropdownboxYes/noIfYes,how?IfNowhathavebeenthechallengesfromyourperspective?Howimportantisleadershipwithinyourco-teachingenvironmentincreatinganeffectiveco-teachingrelationship(1-5)Howimportantisschoolleadershipincreatinganeffectiveco-teachingrelationship(1-5)Relationships:Doesyourco-teachingrelationshipimpactonyourrelationshipwithotherstaffinanyway?Commentbox:What(ifany)specificstrategiesdoyouemploytodeveloprelationshipswithchildrenwhoarenotinyourhomeroom?Comment:Whatstrategies/systemsdoyouhavetomaximiserelationshipwithyourownhomeroomchildren?Comment:
136
Howimportantisrelationshipwithchildrenincreatinganeffectiveco-teachingrelationship(1-5)Inyourspacewhohasresponsibilityforcommunicatingwithfamilyandwhānau?Arethereanymethodsorsystemsthatyouusetoenhancerelationshipswithfamily/whānauinyourco-teachingrelationship?Howimportantisrelationshipwithfamily/whānauincreatinganeffectiveco-teachingrelationship(1-5)Effectiveness:Howdoyou‘measure’theeffectivenessofyourco-teachingrelationship?CommentboxGeneral:Arethereanythingsyoubelievewillnegativelyimpactonaco-teachingenvironmentthathavenotbeendiscussedabove?Isthereanyspecificadviceyouwouldwanttogivetoleadershipandboardsoftrusteeswhenestablishingaco-teachingenvironment?Isthereanyspecificadviceyouwouldwanttogivetoteachersheadingintoaco-teachingrelationshipforthefirsttime?GeneralComments:
8.2 APPENDIXB:Surveyquestions;Deputyprincipalsandprincipals
PrincipalsandDP’sSurveyDoesyourschoolhaveaclearbeliefstatement/rationaleaboutwhyco-teachingisthepreferredmethodofteachingatyourschool?DropdownboxYes/NoIfyeswhatisthatbelief?Whowerethestakeholdersincreatingthebeliefstatement?Comment:Isthereanyprocesstoensurethatthisbeliefstatementisenactedindaytodaypractice?Comment:Doesyourschoolhavespecificco-teachingstrategiesthatareimplementedacrossyourschool?DropdownboxYes/NoIfyes,whatarethesestrategies?Istheimplementationofco-teachingconsistentacrossyourschool?DropdownboxYes/NoIfyeshowdoyouknow?Isthepracticeofco-teachingincludedinyourappraisalsystem?DropdownboxYes/NoWhy/whynot?Whatprofessionallearningwasprovidedtoteachersspecificallyinpreparationforco-teaching?Comment:Howdoyoudefineco-teachingatyourschool?Comment:Howwasco-teachingintroducedtoyourcommunity?Comment:Howimportantisco-teachingtoyouasaleaderinimprovingoutcomesandwell-beingoflearners?(1-5)Hasco-teachingchangedyourappointmentsorstaffplacementprocess?Comment:What(ifany)researchorevidencedidyourschooltakeintoaccountwhendeterminingco-teachingwasthemethodofteachingexpectedatyourschool?
137
Comment:Whataretheconditionsthatyoubelievemustbeinplaceforeffectiveco-teachingtooccur?Comment:Howdoyoudetermineiftheco-teachingrelationshipsatyourschoolareeffective?Comment:Whatadvicewouldyougivetoschoolstoassistthedevelopmentofeffectiveco-teachingrelationships?Comment:
8.3 AppendixC:InterviewQuestions;TeachersTeachersInterviewWhatdoesco-teachingmeantoyou?Whydoyouco-teach?Canyoutalkmethroughtheprocessthatledtoyouco-teaching(preparation/PL)?Doyouconsideryourco-teachingrelationshiptobesuccessfulandeffective?Why?Howdoyoudeterminesuccessoreffectiveness?Whatarethethingsthatmakeyourco-teachingrelationshipeffective?Canyoudescribesomeofthechallengesyouhavehadalongtheway?Ifyouweretodescribe/identifythefivemostimportantcomponentsofcreatinganeffectiveco-teachingrelationshipwhatwouldtheybe?Ifyoustartedagainwhatwouldyoudodifferently?
8.4 AppendixD:Interviewquestions;PrincipalsandDP’sPrincipalsandDP’sInterviewWhyisyourschoolusingco-teachingasastrategyforteachingandlearning?Whodecidedtoimplementco-teaching?Whatprocessesdidyouusetopreparestaffforco-teaching?Whatprocessesdidyouusetopreparechildrenforaco-teachingenvironment?Whatprocessesdidyouusetopreparethecommunityforco-teachingschool?Whatdoyouseeasthebenefitofco-teachingasopposedtotraditionalteaching?Whatdoesyourschoolconsidertobethekeycomponentstocreatingeffectiveco-teachingrelationships?
138
8.5 AppendixE:InformationletterforparticipantsNeillO’ReillyPh:0272703300principal@waitakiri.school.nzMarch2015Keycomponentsofaneffectiveco-teachingrelationshipsurveyInformationsheetforteachersandprincipalsIamapostgraduatestudentresearcherattheCollegeofEducation,UniversityofCanterburyandtheprincipalofamergedschoolinChristchurchNewZealand.Ourschoolisintheprocessofatotalrebuildasamodernlearningenvironment(MLE)witheightlearningstudiosranginginsizefrom60childrenandthreeteachersto120childrenandfourtofiveteachers.OurschoolisthefirstofmanythatwillberebuiltorremodelledtobeMLE’swithafocusoncollaborativeteachingandlearningandinparticular,co-teaching.Thepurposeofmyresearchistodeterminethekeycomponentsofaneffectiveco-teachingrelationship.TodothisIwillbeaskingteachersandprincipalswhohaveexperienceinco-teachingtoparticipateinastudy.Theresearchfindingswillbevaluabletomanyschoolsembarkingon,orconsideringchangestoteachingenvironmentsandpractices.Iwouldliketoinviteyoutoparticipateinmystudybycompletingananonymoussurveyinquiringaboutyourexperiencesofco-teaching.Ifyouagreetotakepartyouwillbesentalinktoaccesstheonlinesurveywhichwilltakeapproximately45minutes.Pleasenoteparticipationinthisstudyisvoluntary.Ifyoudoparticipate,youhavetherighttowithdrawfromthestudypriortosubmissionoftheonlinesurvey.However,onceyouhavesubmittedthesurveyformIwillnotbeabletoremoveyourdataastherewillbenothingtolinkyouridentitytoyourresponses.Youmayhoweverdecidetonotcompletethesurvey,orchoosetoleavesomequestionsblank.Thereisnopenaltyforwithdrawinginthisway.Iwilltakeparticularcaretoensuretheconfidentialityofalldatagatheredforthisstudy.Iwillalsotakecaretoensuretheanonymityofallindividualsandschoolsinpublicationsofthefindings.Allthedatawillbesecurelystoredinpassword-protectedfacilitiesandlockedstorageatmyhomeforfiveyearsfollowingthestudy.Itwillthenbedestroyed.Theresultsofthisresearchmaybeusedtoassistschoolsandgroupsestablishorimproveco-teachingrelationshipsintheirorganisation.Theresultswillbereportedthroughthelocalprincipals’group(CanterburyPrimaryPrincipalsAssociation,CPPA)inadigitalresourceaswellasbeingsharedatnationalandinternationalconferences.Allparticipantswillreceiveareportonthestudy.Ifyouhaveanyquestionsaboutthestudy,pleasecontactme(mydetailsareabove)ormysupervisorDrJulieMackey([email protected]).Ifyouhaveacomplaintaboutthestudy,youmaycontacttheChair,EducationalResearchHumanEthicsCommittee,UniversityofCanterbury,PrivateBag4800,Christchurch([email protected])Ifyouagreetoparticipateinthisstudy,pleasecompletetheattachedconsentformandreturnittomeby30May2015.Thankyouforconsideringtakingpartinthisproject.NeillO’Reilly
139
8.6 AppendixF:ConsentforparticipantsNeillO’ReillyPh:0272703300principal@waitakiri.school.nzMarch2015Keycomponentsofaneffectiveco-teachingrelationshipstudyConsentformforteachersandprincipalsIhavebeengivenafullexplanationofthisprojectandhavebeengivenanopportunitytoaskquestions.IunderstandwhatwillberequiredofmeifIagreetotakepartinthisproject.IunderstandthatmyparticipationisvoluntaryandthatImaywithdrawatanystagewithoutpenalty.IunderstandthatanyinformationoropinionsIprovidewillbekeptconfidentialtotheresearcherandthatanypublishedorreportedresultswillnotidentifyme.Iunderstandthatalldatacollectedforthisstudywillbekeptinlockedandsecurefacilitiesatmyhomeandwillbedestroyedafterfiveyears.IunderstandthatIwillreceiveareportofthefindingsofthisstudy.Ihaveprovidedmyemaildetailsbelowforthis.IunderstandthatifIrequirefurtherinformationIcancontacttheresearcher(NeillO’Reilly)orhissupervisorDrJulieMackey.IfIhaveanycomplaintsIcancontacttheChairoftheUniversityofCanterburyEducationalResearchHumanEthicsCommittee.Bysigningbelow,Iagreetoparticipateinthisresearchproject.Name:____________________________________Date:_____________________________________Signature:_________________________________Emailaddress:_____________________________PleasereturnthiscompletedconsentformtoNeillO’Reillyby15May2015
140
8.7 AppendixG:InformationletterforBoardsofTrusteesNeillO’ReillyMarch2015Ph:0272703300principal@waitakiri.school.nzKeycomponentsofaneffectiveco-teachingrelationshipsurveyandinterviewInformationsheetforBoardsofTrusteesIamapostgraduatestudentresearcherattheCollegeofEducation,UniversityofCanterburyandtheprincipalofamergedschoolinChristchurchNewZealand.Ourschoolisintheprocessofatotalrebuildasamodernlearningenvironment(MLE)witheightlearningstudiosranginginsizefrom60childrenandthreeteachersto120childrenandfourtofiveteachers.OurschoolisthefirstofmanythatwillberebuiltorremodelledtobeMLE’swithafocusoncollaborativeteachingandlearningandinparticular,co-teaching.Thepurposeofmyresearchistodeterminethekeycomponentsofaneffectiveco-teachingrelationship.TodothisIwillbeaskingteachersandprincipalswhohaveexperienceinco-teachingtoparticipateinastudy.Theresearchfindingswillbevaluabletomanyschoolsembarkingon,orconsideringchangestoteachingenvironmentsandpractices.IwouldliketheBoard’spermissiontoinvitestaffatyourschooltoparticipateinmystudy.Iftheyagreetotakeparttheywillbeaskedtocompleteanonlinesurveyregardingco-teaching.Thissurveywilltakeapproximately45minutes.Thesurveywillbeanonymouswithalinksenttoparticipantstoaccessthesurveyiftheyagreetoparticipate.Asmallergroup(oneortwoperschool)willalsobeaskedtoparticipateinindividualsemi-structuredinterviewsregardingco-teaching.Thiswilltakeplaceatschool,oraplaceconvenienttotheparticipant,andeachinterviewwilltakeapproximately60minutes.Pleasenoteparticipationinthisstudyisvoluntary.Thosewhodoparticipate,havetherighttowithdrawfromthestudyatanytimewithoutpenalty.Iftheywithdraw,Iwilldomybesttoremoveanyinformationrelatingtothem,providedthisispracticallyachievable.Surveydata,oncesubmitted,willnotbeabletobeextractedastheidentityoftheparticipantcannotbelinkedtotheirresponses.Iwilltakeparticularcaretoensuretheconfidentialityofalldatagatheredforthisstudy.Iwillalsotakecaretoensuretheanonymityofallschoolsandindividualsinpublicationsofthefindings.Allthedatawillbesecurelystoredinpassword-protectedfacilitiesandlockedstorageatmyhomeforfiveyearsfollowingthestudy.Itwillthenbedestroyed.Theresultsofthisresearchmaybeusedtoassistschoolsandgroupsestablishorimproveco-teachingrelationshipsintheirorganisation.Theresultswillbereportedthroughthelocalprincipalsgroup(CanterburyPrimaryPrincipalsAssociation,CPPA)inadigitalresourceaswellasbeingsharedatnationalandinternationalconferences.Allparticipantswillreceiveareportonthestudy.Ifyouhaveanyquestionsaboutthestudy,pleasecontactme(mydetailsareabove)ormysupervisorDrJulieMackey([email protected]).Ifyouhaveacomplaintaboutthestudy,youmaycontacttheChair,EducationalResearchHumanEthicsCommittee,UniversityofCanterbury,PrivateBag4800,Christchurch([email protected])Ifyouagreetostafffromyourschoolparticipatinginthisstudy,pleasecompletetheattachedconsentformandreturnittomeby15thMay2015.Thankyouforconsideringtakingpartinthisproject.NeillO’Reill
141
8.8 AppendixH:ConsentformfortheBoardofTrusteesNeillO’ReillyPh:0272703300principal@waitakiri.school.nzMarch2015Keycomponentsofaneffectiveco-teachingrelationshipstudyConsentforstaffparticipationfromtheBoardsofTrusteesWehavebeengivenafullexplanationofthisprojectandhavebeengivenanopportunitytoaskquestions.Weunderstandwhatwillberequiredofstaffiftheyagreetotakepartinthisproject.Weunderstandthatparticipationisvoluntaryandparticipantsmaywithdrawatanystagewithoutpenalty.Weunderstandthatanyinformationoropinionsstaffprovidewillbekeptconfidentialtotheresearcherandthatanypublishedorreportedresultswillnotidentifythestaffortheschool.Weunderstandthatalldatacollectedforthisstudywillbekeptinlockedandsecurefacilitiesatmyhomeandwillbedestroyedafterfiveyears.Weunderstandparticipantswillreceiveareportofthefindingsofthisstudy.Weunderstandthatifparticipantsrequirefurtherinformationtheycancontacttheresearcher(NeillO’Reilly)orhissupervisorDrJulieMackey.IfparticipantshaveanycomplaintsweunderstandtheycancontacttheChairoftheUniversityofCanterburyEducationalResearchHumanEthicsCommittee.Bysigningbelow,onbehalfoftheBoardofTrusteesIagreetostaffofourschoolparticipatinginthisresearchproject.Name:____________________________________Date:_____________________________________Signature:_________________________________Emailaddress:_____________________________
PleasereturnthiscompletedconsentformtoNeillO’Reillyby15.5.15
142
8.9 AppendixI:FlexibleLearningSpaceExamples
8.10 AppendixJ:DesigningQualityLearningSpacesGuidelines