Lecture Description: High quality evidence on the impact of co-teaching is sorely needed. In this session, the results of a survey-and-interview study of state department of education representatives and an examination of existing professional literature will be reported in order to critically analyze the impact of co-teaching on student achievement and other outcomes.
|Leaders:||Marilyn Friend, University of North Carolina, Greensboro|
|Presenters:||Lynne Cook, California State University, Dominguez Hills; Laura Hamby, Charlotte-Mecklenburg Schools, NC; DeAnna Hurley-Chamberlain, University of North Carolina, Greensboro|
Dr. Friend, "We need co-teaching to be an evidence based practice." So let's do it!
Hoping to accomplish today:
Describe the current knowledge base
Outline dilemmas in current research
Outline strategies for completing action research
Current co-teaching research (FYI - Data older than 5 years is perception research)
It doesn't always reflect where we are now with co-teaching situations.
- Some observations unfortunately reveal that the primary role of special education teacher is an assistant in the classroom, when it SHOULDN'T be.
- Most common concern is common planning time.
Characteristics of Co-Teaching Research
Evidence is limited but growing
Findings difficult to interpret
Current trend of research is most often found in middle and high schools
self esteem academic skills
Some student include outomes of students w/out disabilities
Co-Teaching Research Weakness
- Different definitions of co-teaching exist from school to school, class to class, person to person
- qualitative data rather than quantitative
- not controlling variables such as co-teaching time, subject content
- not addressing teacher experience and preparation (with co-teaching)
Research over time
Someone needs to be doing it
Evidence that supports or refutes what co-teaching is
- PROBLEM - Term is being used w/out integrity in the practice
A Good Study Includes:
What is your question?
- Are students getting specialized instruction?
- In what ways does co-teaching improve student outcomes?
- Is there sufficient differentiation to meet the needs of all students?
- What models of co-teaching have more impact on special education students?
- Could we compare those models on the success of students?
We need evidence based proof?
Some questions don't lend themselves to numbers.
Control: Take into account. (Worry about)
Kids in the class randomly assigned, but students who are comprable(spelling?)
Teachers need comparable/equivalent in teacher prep and teaching.
Kids need to be comparable, disability and impact of disability on learning, and ELL)
Knowledge of Special Educator in content area.
Length of time co-teaching with the same partner?
Planning Time? Do they have comparable planning time?
What are they doing with their planning time? If the planning time isn't being used well then the process isn't working well.
Measures of effectiveness prior to co-teaching? Effective & Mediocre Team, is that okay?
Comparable administrative support
In Read180, station teaching (co-teaching strategy) proved successful.
School-Based Research and Evaluation Data-Based Decision Making
Definition: Are there two teachers in the room both involved in the substantiative content area teaching who have parity?
Parity (Look at the percentage of time that teachers spend talking. It should be equal)
Are you looking at the process or results?
categories of Variables?
Process and or Results
How has service delivery changed?
******* How has instruction changed?
What's the impact or change?
student achievement/ behavior/
perceptions? (How do kids/families feel about this model)
Interview/Focus Groups - Different information w/out
Dr. Majora and Simmons (Quality Indicators)
Co-Teaching Case Study
10 Year Journey
Top Down Support
Strategic Plan: Every class has inclusive practices. They are not just called inclusion.
The Plan for Inclusive Practices
Baseline Data and Results
Professional Development (The Principal Had to Attend)
Data Collection and Analysis
A Teaching Marriage
Blend of Expertise in Strageis and Content
State Tested Classes
FYI - SPECIAL EDUCATION IS NOT SO SPECIAL ANYMORE. Students are supported by co-teaching.
Data: Classified Students are spending more time in general education and being successful.
Are there still struggles, yes.
Support from the Top
Change to Staff Perception of Inclusive Practices (Interviews)
- Critical Alignment to District Plans
- Support from the top and bottom
- Professional Development
- Protecting the Continuum
- Staff Allotments
Reflections from Christine
Co-teaching is a partnership that needs to develop and adapt with the changing needs of all of the participants in the inclusion classroom. I recognize that more research needs to be done in order for the full-time co-teaching model to be more of an evidence based practice, and I'd like to be a part of the process.
When I return to the classroom, I'd love for to work with my co-teacher and student teacher to experiment with the different co-teaching models and pursue some different avenues of research and reflection, by blogging about our co-teaching experiences and by interviewing our students, their families and the administration about their experience with the co-teaching model.