Cooperating Teacher and Teacher Candidate Workshop Schedule: Lunch and Introductions Co-Teaching Break Field Experience Orientation EdTPA Jon Howeiler, Jane Kinyoun, Antony Smith

Lunch and Introductions Cooperating Teacher/Teacher Candidate conversation (or in small groups): What is a favorite hobby or activity or summer memory? Share your pathway to becoming a teacher Read and discuss the Pairs Communication and Collaboration sheet

Co-Teaching: A New Framework for Learning How to Teach Jon Howeiler, Jane Kinyoun, Antony Smith

Overview Define Co-Teaching – Sharing Q & A Incorporating into planning Incorporating the 7 strategies into your curriculum Sharing Q & A

Co-Teaching Co-Teaching is defined as two teachers working together with groups of students and sharing the planning, organization, delivery and assessment of instruction, as well as the physical space Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center: Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

Some Important Aspects of Co-Teaching Engages both teachers Incorporates a variety of intentional co-teaching strategies Scaffolds the approach to learning to teach with gradual shift of responsibility Reflects a changing definition of classroom teaching

What are the Benefits? Benefits to students Increased student achievement More individual attention for students

Benefits to Teacher Candidates St Benefits to Teacher Candidates St. Cloud State University End of Experience Survey Teacher Candidates indicated that Co-Teaching led to: Improved classroom management skills (95.5%) Increased collaboration skills (94.9%) More teaching time (94.6%) Increased confidence (89.9%) Deeper understanding of the curriculum through co-planning (89.1%) More opportunities to ask questions and reflect (88.6%) Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center: Research Funded by a US Department of Education, Teacher Quality Enhancement Grant Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center

Benefits to Cooperating Teachers St Benefits to Cooperating Teachers St. Cloud State University End of Experience Survey Cooperating Teachers indicate that co-teaching led to: Ability to reach more students, particularly those with high needs (93.5%) Better relationship with their teacher candidate (91%) Experienced professional growth (89.2%) Enhanced energy for teaching (87.8%) Hosting a candidate without giving up my classroom (87.1%) Teacher candidate had a better experience than they would have through with a traditional model (81.7%) Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center: Research Funded by a US Department of Education, Teacher Quality Enhancement Grant Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center

Co-Teaching Co-teaching is not simply dividing the tasks and responsibilities between two people Co-teaching is an attitude of sharing the classroom and students Co-teachers must always be thinking – WE’RE BOTH TEACHING! Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center: Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

Co-Teaching Myths/Realities Myth: Co-teaching inhibits a teacher candidate’s ability to develop classroom management skills. Reality: A teacher candidate has the support necessary to implement effective classroom management strategies, taking the lead as skills are gained.

Co-Teaching Myths/Realities Myth: It takes too much time to co-plan. Reality: While shared planning make take more time initially, the benefits of planning together are considerable, including increased academic performance of P-12 students.

Co-Teaching Myths/Realities Myth: Teacher candidates don’t have to write lesson plans for co-teaching because they co-plan. Reality: Co-planning takes place before formal lesson plans are written. Once a cooperating teacher and a teacher candidate co-plan, the candidate takes the information and writes up lesson plans, which will be reviewed by the cooperating teacher.

Co-Teaching Strategies One Teach, One Observe One Teach, One Assist Station Teaching Parallel Teaching Supplemental Teaching Alternative (Differentiated) Teaching Team Teaching Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center: Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

Table Discussion How will you incorporate two or more of the seven co-teaching strategies in your classroom and within your curriculum (If you wish, use the planning guide to think of examples you will incorporate during the first weeks of school.)

Table Discussion II What are the essential elements of successful lesson planning in a co-teaching model? Brainstorm a list together (List and discuss with your partner and then with your table. Record on one side of a card and prepare to share with the whole group) Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center: Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

Co-Teaching: Essential Elements of Planning Reflection Structure of the lesson and its sequencing Determining objectives Clear objectives for students and teachers Growth mindset (take risks and try new things) Face to face communication Critical feedback (constructive) Teach vocabulary needed for the lesson Plan for class dynamics (learners, materials, physical space) Plan for “what if…” Student data; assessment Modeling good teamwork Standards Mutual trust and honesty Learning conversations

Sharing from Experience If you have worked in a co-teaching model, share the rewards and challenges you have experienced What questions do you have? What do you want to know more about? How can the Education Program assist you? (Write these on the other side of the card)