1. Myth Busters: 2:1 Co-teaching and the “Real World” of Teaching
Christina Tschida
East Carolina University
Elizabeth Fogarty
University of Minnesota

2. What are the biggest issues or challenges facing teacher preparation programs
in terms of clinical or
field experience ?

3. Why Co-Teaching?
Student teaching has remained virtually
the same for nearly 100 years z
The Need for Something Different in Teacher Education…

4. Teacher Accountability
Many states now have a standard in evaluating teachers that is based on individual growth of their students and the school-wide growth value.
I just can’t risk turning over
my classroom to a novice
any longer.
Due to increased teacher accountability, a model for student teaching that allows clinical teachers to remain in their classrooms is imperative.

5. ECU’s Models of Student Teaching
traditional
co-teaching 1:1
co-teaching 2:1
Co-teaching is defined as two or more teachers working together with groups of students. They share responsibility for planning, delivery, and assessment of instruction, as well as the organization of the physical space.
LIZ –
Introduce our models (by name and short explanation) and our definition of co-teaching
…Or three

6. Experiences During Traditional Model
Planning is guided by the Clinical Teacher (CT) but rarely done together
Limited modeling of instructional choices from CT (dependent upon their individual skills at mentoring) z
Observing
Planning
Assessment
Reflection
Teaching
The Cycle of
Student Teaching:
Traditional
CT – Our 2:1 Co-Teaching Model
The 2:1 Co-Teaching Model of Student Teaching creates an even more dynamic team approach to all stages of the student teaching experience. The Clinical Teacher models instructional decision-making more explicitly with both interns and provides feedback and reflecting across the cycle. Additionally, the two Interns typically work together more closely in planning, teaching, and reflection of their experience. The level of professional discourse increases in the 2:1 model.
Evaluation
Most work is done by the Intern in isolation
Clinical Teacher
Intern
University Supervisor

7. Experiences During 1:1 Co-Teaching
Feedback
Reflection z
Observing
Planning
Assessment
Teaching
The Cycle of
Student Teaching:
Co-Teaching 1:1
Evaluation
Clinical Teacher
Intern
University Supervisor
Co-teaching creates a team approach to all six stages
Emphasis on Clinical Teacher explicitly modeling instructional decision-making
Increased feedback and reflection opportunities
CT – Our 2:1 Co-Teaching Model
The 2:1 Co-Teaching Model of Student Teaching creates an even more dynamic team approach to all stages of the student teaching experience. The Clinical Teacher models instructional decision-making more explicitly with both interns and provides feedback and reflecting across the cycle. Additionally, the two Interns typically work together more closely in planning, teaching, and reflection of their experience. The level of professional discourse increases in the 2:1 model.

8. What is 2:1 Co-Teaching? :
2:1 Model
2 Interns to
1 Clinical Teacher

9. Experiences During 2:1 Co-Teachingz
Observing
Planning
Assessment
Reflection
Teaching
The Cycle of
Student Teaching:
Co-Teaching 2:1
Evaluation
Feedback
Discourse
Clinical Teacher
Intern
University Supervisor
Reflection occurs on multiple levels between all 3 co-teachers
More dynamic team approach
CT – Our 2:1 Co-Teaching Model
The 2:1 Co-Teaching Model of Student Teaching creates an even more dynamic team approach to all stages of the student teaching experience. The Clinical Teacher models instructional decision-making more explicitly with both interns and provides feedback and reflecting across the cycle. Additionally, the two Interns typically work together more closely in planning, teaching, and reflection of their experience. The level of professional discourse increases in the 2:1 model.
Level of professional discourse increases

10. Myths of Co-Teaching

11. Co-Teaching Myths Myth 1: Co-Teaching is not the “real world”
of teaching
Myth 2: But that’s not how I learned to teach…
Myth 3: Co-Planning to Co-Teach takes too
much time
Myth 4: Teacher candidates can’t handle
the classroom behavior on their own

12. Myth 1: Co-Teaching is not the “real world” of teaching
The transition [to their own classroom] might be huge for them... when they’re in a classroom by [themselves] and probably not going to have a full-time, even a part-time assistant. It’s just going to be a huge, huge shock.
I’m worried that they’ll be alone; they won’t be fully prepared for that because they haven’t been truly alone. There’s either another teacher or another intern or a teacher assistant in the room with them most of the time.
They work together, they trade off jobs. So, I’m afraid when they go out on their own, they’re not going to know how to do some of the things because the other one has helped them.

13. Even the teacher candidates had mixed feelings…
I feel like this entire internship experience has been a lot less experience than my peers [not in co-teaching]...Although I taught a lot more, the experience required more lesson plans, overall the experience has been a lot better.
…but they recognized the many opportunities for growth
You really have the opportunity to grow in your planning ability. Having three heads together allows you to find the best strategies to meet the needs of all of your students. This way the students are able to grow and deepen their learning.
They feel like they are doing less or that co-teaching is some how easier… but they also acknowledge that they are teaching more than their peers in traditional model – they are planning more lessons, they are teaching more often, they are involved in more planning ...
I think the co-teaching experience provides a great window into a daily PLC (Professional Learning Community) and since we will be expected to collaborate with our peers when we are full teachers, co-teaching is necessary.

14. Despite their concerns about interns entering the “real world” of teaching, cooperating teachers repeatedly conveyed they felt their interns developed teaching skills that would help them in the future.
…co-teaching builds their confidence, and it gives them a stepping stone and maybe to develop some quality lesson plans together and learn classroom management techniques and things like that, but when they get into their own classroom, it’s not going to be like this at all.

15. Myth 2: But that’s not how
I learned to teach…
Clinical teachers in the first couple years often commented on how the co-teaching model differed greatly from how they themselves had completed their student teaching experience.
I think about everything I had to do and plan for, and you’re responsible for everything from start to finish...with [the co-teaching interns] only having five days solo teaching; it’s just very different compared to what they’re going to get [next year].
Nobody helped me – sink or swim – is this the best way to learn something….
How well have you done something new when you did not have a chance to practice or learn from someone who knows how to do something

16. It gives you the chance to take risks in the classroom where you may not otherwise have the opportunity because it’s safe...it gives you a lot of real world of experience as far as working with other people for the betterment of your grade level/classroom.
It is definitely a plus knowing that I am not alone. I have someone there to back me up and support me if I need it. I can discuss problems I am having and immediately get advice and another perspective on the situation.

17. I was so nervous about this experience and I doubted my teaching abilities. If I did not have this support system [of the co-teaching model] I don’t think I would have grown as much as I have as a teacher.

18. Former Co-Teaching Intern
Former ECU Intern
Justin Huber
Former Co-Teaching Intern

19. But we’ve always done it this way…
Reevaluating the way we spend our time…
If you are evaluating intern’s lesson plans – that takes time too (it might be at home in your pjs versus sitting with them at school) but maybe

20. Co-Teach takes too much time
Myth 3: Co-Planning to
Co-Teach takes too much time
We heard consistently, in the first couple
of years, that it takes too much time to co-plan
and prepare for co-taught lessons
The only negative experience I had with the co-teaching experience was the effort it took to set up co-planning sessions. It definitely took more effort than I previously thought however the reward was more than worth the effort.

21. Co-teaching definitely helps to strengthen lesson planning and reflection of instruction. It is great in the beginning when the confidence is lacking.
You really have the opportunity to grow in your planning ability. Having three heads together allows you to find the best strategies to meet the needs of all of your students.
Planning was also much more in-depth when having three people to bounce ideas and activities off of to grasp the best instruction to ensure student success in the classroom.
The best part of co-teaching was the planning that took place. Bouncing ideas off of each other, then formulating a plan was a great experience that other people will not got.
Working with other teachers was very enjoyable and it allowed me to broaden my horizons pertaining to my planning methods and creativity level. I received many great suggestions from my

22. District Leader Seth Brown
Former Principal and Current Beginning Teacher Coordinator for the County

23. This one might be reality
more than myth.
Reevaluating the way we spend our time…
If you are evaluating intern’s lesson plans – that takes time too (it might be at home in your pjs versus sitting with them at school) but maybe there’s more value in sitting together
When you evaluate the lesson plans seperately and then sending them off to plan by themselves you might actually save time by sitting together and doing that work...the talk ... Interns are spending less time going out and planning by themselves and then coming back and perhaps going out again to plan on their own... Better mentoring

24. Myth 4: Teacher candidates can’t handle the classroom behavior on their own
We heard many times that teacher candidates
do not get enough experience being in charge
of the classroom by themselves.
They do fine with classroom management when I’m in the room, but what will happen next year when I’m not there.

25. We don’t have the behavior issues…the wait time is gone because there’s three of us, so their questions can be addressed immediately… and we don’t have time where they’re not getting what they need right away
Instead of being thrown into the deep-end and having to manage everything by myself I had a great support system behind me.
In a traditional model the interns have to be good at everyone all at the same time… instruction, content, behavior, etc.
When you are co-teaching you don’t have to be great at everything... You can start by focusing on the teaching strategies or the content and have some
In stead of having to learn all of the skills at one time – you practice and develop the isolated skills and then put them together
More developmentally appropriate model of student teaching – we’re not throwing them in but guiding them to develop all of the skills necessary to be a successful and effective teacher
It is definitely a plus knowing I am not alone. I have someone there to support me if I need it. I can discuss problems...get advice about a student and another perspective on the situation.

26. Questions? Christina Tschida tschidac@ecu.eduz
Elizabeth Fogarty