Secondary Co-Teaching Workshop Jessica Weller, coordinator of secondary co-teaching, wellerj@purdue.edu Janet Alsup, Head C&I jalsup@purdue.edu

Why we are doing this We believe co-teaching is valuable and even necessary: Research supported Past COE experiences show it works CAEP standards: http://caepnet.org/standards/standard-2 EDTPA expectations in planning, instruction, and assessment

Data From Elementary Ed Co-Teaching Compiled co-teaching survey data 2013-2016 Principals - What has been academic impact for students in the classroom(s) with a co-teaching teacher candidate?   Answer Significant positive academic impact 43 41.75% Some positive impact 50 48.54% No impact 6 5.83% Negative impact 2 1.94% Signficant negative impact Total 103 100.00%

Data, cont. Cooperating Teachers - Impact on students Number of Responses Question Strongly Agree Agree Our students learned more by having two teachers teaching together 117 55.56% 65 31.17% Our students received more support and had more time on task than they would than they would have with one teacher 141 65.90% 59 28.29% Our students received more support and time on task than they would have with a traditional student teaching plan 120 55.82% 58 27.10% I would recommend co-teaching to cooperating teachers because of its positive impact on student learning 126 58.74% 28.34%   504 241

Data, cont. Impact on Cooperating Teacher: Principals - What has been the impact of the co-teaching model on the cooperating teacher(s)?   Answer Greatly strengthened his/her teaching by supporting reflection and adoption of new strategies 19 18.63% Strengthened his/her teaching 64 62.75% No change 15 14.71% Weakened his/her teaching by dividing the focus between the students and the teacher candidate 4 3.92% Greatly weakened his/her teaching 0.00% Total 102 100.00%

Data, cont. Impact on Teacher Candidates Cooperating Teachers –Impact on Teacher Candidates Question Strongly Agree Agree The teacher candidate had enough lead-planning and lead-teaching to be comfortable teaching alone 126 58.90% 58 27.50% The teacher candidate developed the necessary classroom management skills to solo teach 118 54.47% 67 33.55% I feel co-teaching prepared this candidate better than a traditional placement would 95 44.09% 62 30.58% I would recommend co-teaching to future teacher candidates 108 49.52% 35.12% If you answered 'disagree' or 'strongly disagree' to the last question, ple... 7 34.72% 3 22.22%   454 257

Data, cont. Principals- Impact on Teacher Candidates All other factors being equal, how well prepared for classroom teaching do you think candidates who have a co-teaching experience are relative to a traditional, turn-taking model of student teaching?   Answer Much better prepared 17 17.35% Better prepared 62 63.27% Same level of preparation 10 10.20% Not as well prepared 8 8.16% Much less prepared 1 1.02% Total 98 100.00%

Goals for Today Provide an overview of what co-teaching is, how it is done, and why we want to do it Discuss roadblocks that might be standing in our way Make a plan for moving forward with a formal pilot in spring 17 While we have dipped our toe in the water, we have not jumped in . . .

Today’s Agenda Introduction Overview of co-teaching Discussion of program-specific issues, concerns, and possibilities Lunch and continued discussion A plan for moving forward