1. An Introduction to Co-Teaching for Professional Development Schools:
Making it Work Together
Catherine S. Howerter, PhD
Georgia Southern University

2. Agenda Review Co-Teaching Define Co-Teaching How it works for us
Video of Student Teachers
Planning and Implementation

3. What is Co-Teaching?
Co-Teaching (collaborative teaching): two educators who plan, deliver, and assess instruction to a single group of students (Friend & Bursuck, 2009; Salden, 2011, Murawski, 2009).
2 Teacher Candidates
Teacher Candidate & Clinical Supervisor

4. Why Co-Teaching in P-12 Classrooms?
Most students with disabilities in the U.S. will spend at least 80% of their academic day in the general education classroom (U.S. Dept. of Ed, 2011)
NCLB (2001) and IDEA (2004) support the inclusion of students with disabilities
Co-teaching has become a preferred means for providing educational services

5. Why Co-Teaching in Teacher Education Programs?
Increase instructional time
Strengthen student engagement
Improve classroom management skills
Build confidence
Develop collaboration skills
Deepen understanding of the curriculum
Provide more opportunities to ask questions and reflect
(St. Cloud University, 2013)
Georgia Teacher Prep. Programs are required to improve partnerships with P-12 schools

6. Six Co-Teaching Models
(Friend & Bursuck, 2012; Murawski, 2009; Cook & Friend, 1995; Salend, 2001)

7. What is Co-Teaching?
Co-Teaching (collaborative teaching): two educators who plan, deliver, and assess instruction to a single group of students (Friend & Bursuck, 2009; Salden, 2011, Murawski, 2009).
2 Teacher Candidates
Teacher Candidate & Clinical Supervisor

8. One Teach: One Observe

9. One Teach: One Assist

10. Station Teaching

11. Parallel Teaching

12. Alternative Teaching

13. Team Teaching
Have the class discuss when different models are appropriate.
What do you think makes co-teaching successful?

14. Four Components Communication Planning Instruction Conflict Resolution
(Brown, Howerter, & Morgan, 2013)

15. How do we make it work?

16. Location Statesboro, Georgia (U.S.A.)
57 miles (92km) from Savannah, GA
209 mi (335km) from Atlanta, GA
Placements 60 miles from the University

17. Partnership Puzzle Piece
ECED/SPED Dual
Certification Program
Dual Certification Program Director
Field Placement Coordinator
School Partners
Content Specialist
ECED & SPED Faculty Members

18. Overview Preschool-5th grade
Dual Certification in Early Childhood Education (ECED) and Special Education (SPED)
B.S.Ed. in ECED/SPED leads to initial P-5 teacher certification
Preschool-5th grade
General Education
Special Education

19. Georgia Southern University
Internship II
Guyton Elementary School
Georgia Southern University
Dual Certification Program Field Experience Sequence
Student Teaching
600 Field Hours
Co-Plan/Co-Teach with Clinical Supervisor and SPED teacher
Methods II
315 Field Hours
Co-Plan/Co-Teach one Science lesson
with a peer
Internship I
Mattie Lively Elementary School
Methods I
135 Field Hours
Co-Plan/Co-Teach one Social Studies lesson
with a peer
P-5 Inclusive Practices
30 Field Hours
Co-Plan/Co-Teach one read aloud lesson
with a peer

20. Partnership Field Placement Coordinator Junior Year: Internship I
Contacts schools
Sets up meetings
Coordinate Placements
Junior Year: Internship I
Mattie Lively Elementary School
Senior Year: Internship II
Guyton Elementary School

21. On-Site Courses
Methods for Inclusive P-5 Practices
Field placement

22. Co-Teaching: Internship I
P-5 Inclusive Practice & Field Placement
Co-Teaching Modeled
Students develop co-taught read aloud lesson with a peer
Student demo co-taught lesson in class
Student implement co-taught lesson in placement

23. Co-Teaching: Lesson Plan Format

24. Co-Teaching: Lesson Plan Format

25. Co-Teaching: Internship I
Methods I
Co-Teaching Support Seminar
Co-Teach Social Studies Lesson (Content Connection)
Students co-plan and co-teach a lesson with a peer

26. Co-Teaching: Content Methods
Social Studies (Methods I)
Sciences (Methods II)
Content Area Specialists
Modeled within the content course instruction and assignments
with a peer

27. Co-Teaching: Internship II
Methods II
Co-Teach Science lesson (Content Connection)
Students co-plan and co-teach a lesson with a peer
Student Teaching
Co-Teaching with Clinical Supervisor/Classroom Teacher
Co-Teach with Peers on the same grade level

28. Making it work with the mentor teacher
Phases of Implementation
Making it work with the mentor teacher

29. University Supervisor/GSU Teacher Candidate
Clinical Supervisor/School Partner

30. Phase I: Beginning Determine content to be taught
Mentor Teacher
Teacher Candidate
Determine content to be taught
Plan lessons and share materials with TC
Decide what co-teaching strategy to use, with TC input
Provide feedback to TC and US
Communicate & co-plan lessons with Mentor Teacher
Engage students in learning by trying out co-teaching
(University of Minnesota, 2015)

31. Phase II: Middle Mentor Teacher Teacher Candidate
Provide guidance regarding content and standards to be addressed
Co-plan and support TC in their adoption of the role of instructional leader
Engage students using co-teaching strategy
Provide Feedback to TC and US
Plan and lead lessons in the co-teaching team
Communicate with Mentor Teacher to pre-determine which co-teaching strategies will be used in the classroom
(University of Minnesota, 2015)

32. Phase III: End
Mentor Teacher
Teacher Candidate
Share or slowly back the primary responsibility of instructional lead in the co-teaching relationship
Continue to co-plan and co-teach
Provide feedback to TC and US
Share or slowly give up the lead instructional role in the co-teaching relationship
Co-plan and co-teach
(University of Minnesota, 2015)

33. Advantages Increased Instructional time Increased Student Engagement
Increased Teacher Candidate Confidence
Guidance from Mentor Teacher
Improved Planning
Improved Collaboration
Teacher Candidates feel prepared
Improved Partnership
Georgia Teacher Prep. Programs are required to improve partnerships with P-12 schools

34. Challenges Lack of understand in co-teaching
More guidance needed from supervisors
Time Consuming
Need for training
All involved
Clashing Personalities

35. Planning and Organizing
Decide to do it! (YAY  )
Start small
Decide who’s involved
University Faculty
School (Administration & Classroom Teachers)
Develop a plan
This is unique to each situation
Be sure to include training (for ALL involved)
Check-in and Evaluate as you go

36. Teacher Candidate Feedback

37. Questions?

38. chowerter@georgiasouthern.edu Catherine S. Howerter, PhD
Contact Information
Catherine S. Howerter, PhD