Co-teaching: A Service Delivery Model Using Two Teachers

1836 Words4 Pages
bulb-icon

Recommended: Co-teaching disadvantages

Co-teaching is defined as “a service delivery model using two teachers, a general education teacher and a special education teacher, to plan, deliver content, and evaluate progress for a diverse group of learners in a single classroom” (Cook &Friend, 1995). Co-teaching is a method that involves both, a general education and regular education teacher planning, delivering the instruction, and evaluating student progress (Cook & Friend, 1995). Solo teaching is defined as one qualified teacher plans, teaches, and improves student education and learning (Cook & Friend, 2004). The problem I identified at the beginning of my research was that (at my school) co-teaching ended when students entered middle school. 2nd-5th grade received co-teachers in their core classes: math, science, reading and social studies. Once they hit sixth grade, it was one teacher per subject (except P.E.). However, standardized testing was harder and meant a bit more as far as being able to pass on to the next grade level. Students who were accepted into the school at these grade levels were added to classes also. Currently, each middle school grade level has four sections. Each section contains anywhere between 26-32 students. Elementary school has two-four sections, depending on how many students are in the grade. Each section contains anywhere between 18-25 students. I began noticing the smaller classrooms and two teachers and began wondering why, when students began their middle school career, classes increased in size and decreased in teacher power. My main research question was whether or not co-teaching in middle school is an efficient way to continue classroom management and increase standardized test scores, as well as quarterly subject scores.

State...

... middle of paper ...

...some teachers are currently co-teachers and others solo teachers, making it difficult for them to remain objective during the interviewing process. During one week of research, there was a mock STAAR exam that took place Monday- Thursday which made it difficult to interview students.

Works Cited

Basso, D. & McCoy, N. (2007). The Co-Teaching Manual. Port Chester, NY: National

Professional Resource Inc.

Cook, L. & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on

Exceptional Children, 28 (3), 1-16.

Cook, L. & Friend, M. (2004). Co-Teaching: Principles, Practices, and Pragmatic.

Murawski, W. & Swanson, H. (2001). ). A meta-analysis of co-teaching research: Where

are the data? Remedial and Special Education, 22 (4), 258-267.

http://highered.mcgrawhill.com/sites/0073525960/student_view0/chapter16/main_points.html

Show More
Related

  • Communication Improvement Plan For Area High School

    1732 Words  | 4 Pages

    At the end of the 2006/2007 school year, the science department of an areas high school lost half their teachers and performed interviews to replace the ones they lost as well as recruit for the new positions needed for the growing enrollment rates. The department ended up hiring four new teachers for the 2007/2008 school year.

    Read More

  • Need For Teachers: Case Study: A Need For Teachers

    731 Words  | 2 Pages

    As a principal interviewing for a perspective educator, I would be intrigued about the candidate’s enthusiasm for teaching and dedication to the profession. Initial interview questions will be geared towards learning about the candidates and considering if they can adequately manage the responsibilities ahead. I will ask questions to perceive how knowledgeable they are about the content they may teach and decipher on whether they are ready for the challenges that come with being an educator. In the second interview, I would ask questions to ensure the applicant is the right choice. In other words, I would check for consistency in answers from the previous interview and seek an applicant that will exhibit a commitment to the job. Candidates must have the passion/potential to be great teachers. Regarding Michael and Audrey, some questions may be similar; since there are comparable aspects I would want to identify from both candidates. For Michael specifically, I would inquire additional questions about his sporadic movement in and out of the educational

    Read More

  • Reducing Dropout Rates and Closing the Achievement Gap

    3037 Words  | 7 Pages

    Current interests in reducing high dropout rates and closing the achievement gap across many United States high schools have resulted in a major education reform. According to Durden (2008), with the passing of the No Child Left Behind legislation in 2002, national officials authorized the Comprehensive School Reform program to support low performing schools as they struggled to improve student achievement. As a result, a wide range of approaches have been considered to help solve this nation-wide concern. Durden (2008) discussed as a result of this national effort, an increase in implementation of comprehensive school reforms is occurring in schools serving predominantly diverse student populations in urban areas. Kemple et al., (2006) stated that while many different targeted programs and comprehensive reform strategies have been proposed as strategies to counter these problems, small learning communities (SLCs) or freshman academies have been incorporated. . Freshman academies or small learning communities (SLCs) are defined as small self-contained groups of students who take classes together from interdisciplinary teacher teams. (SLCs) have emerged as among the most common and potentially effective response. With the incorporation of small learning communities (SLCs) or freshman academies, there are other areas of importance needing change in addressing the problems of high dropout rates and the achievement gap. Important areas in need of change includes how we assess our students, preparation of America’s teachers, and development of appropriate curricular materials, policies, and practices for diverse students.

    Read More

  • The Lead Teacher Interview Assignment

    1339 Words  | 3 Pages

    For the lead teacher interview assignment, I had the opportunity to sit down with and interview my son’s EC teacher from last year, Mrs. Hamm. Since my son started at the school last year, Mrs. Hamm has helped him in so many different ways. Mrs. Hamm has been teaching for over 20 years from her home state of Pennsylvania and more currently at Mount Energy Elementary School in Creedmoor, NC. Mrs. Hamm has been teaching at Mount Energy Elementary School in Creedmoor, NC for the last 12 years and recently awarded “Teacher of the Year”. Mrs. Hamm, up until this school year, was the main EC teacher for all grades Kindergarten through fifth grade at Mount Energy Elementary School. As of the present school year, the school district made the determination that she was over the acceptable number of students. As a result, they decided to hire an additional EC teacher and assistant to teach grades 3-5th and Mrs. Hamm would teach grades K-2. Mrs. Hamm was the teacher of 18 students until this decision was made, now with grades K-2, she has 9 students in her class.

    Read More

  • Challenges of Public Education

    802 Words  | 2 Pages

    ...gh to pass a paper-and-pencil test…you have to demonstrate whether you can actually teach” (Baker). Stephanie Wood-Garnet, an assistant commissioner in the New York State Education Department critiques the current option of pre-service teacher assessment by saying that it is not enough to pass multiple-choice test. “We want to know if you can drive” (Baker). The current approach to the assessing of pre-service teachers is failing. It is failing to demonstrate whether or not a candidate can lead a classroom. It is failing to demonstrate whether a candidate can focus on long-term lesson planning and to make adjustment as necessary. It is failing to demonstrate how adept candidates are at focusing on individual students at different performance levels. The table in the Appendix 1 demonstrates the difference between “typical” student teaching and new edTPA experience.

    Read More

  • The Tennessee Department of Education

    1590 Words  | 4 Pages

    Slavin, R.(1980). Cooperative Learning. Review of Educational Research, 50(2), 315-342. Retrieved May 8, 2014 from the Wilson Web database.

    Read More

  • Middle School Field Experience

    538 Words  | 2 Pages

    I observed the Sixth, Seventh, and Eight Grade in Math. The first week I did my observation, the math teachers were reviewing for the Florida Comprehensive Assessment Test (FCAT). The sixth grade teacher had the students go on the board to do the problems that they worked as a group. If the student did not know how to solve the problem she would have another student help, if both students did not know how to solve the problem she will go on the board and show the students on how to solve the problem. The students were listening and following the teacher and they participated when she ask question. The teacher kept her tablet with her to keep track of any bad behavior from the student. The only weakness that I found is that the teacher did not address the child that was sleeping in the back of the classroom. Other than that I think that the t...

    Read More

  • Cooperative learning versus individualism

    1270 Words  | 3 Pages

    “COOPERATIVE LEARNING (CL), THE Instructionaluse of small groups in order toachieve common learning goals via cooperation,has made an almost unprecedented impact in educationduring the last two decades.According toJohnson, and Smith (1995)CL is oneof the most thoroughly researched areas in educationalpsychology. As they assert,We know more about cooperative learning than weknow about lecturing, age grouping, departmentalization,starting reading at age six, or the 50-minuteperiod. We know more about cooperative learning than about almost any other aspect of education.”

    Read More

  • The Importance Of Coteaching In Education

    1671 Words  | 4 Pages

    The results are confusing. All but one principal expects ESL pull-out classes, however 75% of the principals expect coteaching. This will be a difficult task with only 4.4 teachers for 13 schools. To continue 67% expect ESL teachers to lead teacher workshops and plan with the classroom teachers. “It should be an extension of teaching, not a separate curriculum.” Another wrote “it needs to be vocabulary development.” At least in their ideal situation there is more than one principal who mentions a full-time ESL teacher on staff. Another surprise is the number of principals who want coteaching. “Planning time is vital to the success of co-teaching on many levels” (Nierengarten & Hughes, 2010, p. 14). However this same article states how important it is to have administrative support to succeed in coteaching, and it was actually easier teaching as a team.

    Read More

  • Teaching Children with Autism

    1481 Words  | 3 Pages

    According to Sapona and Winterman (2002) teachers implementing this model in their classroom include six comp...

    Read More

  • Argumentative Essay: The American Education System

    1146 Words  | 3 Pages

    When there are less children in the classroom, teachers are able to cater to each individual student's needs by tailoring instructions specifically to their learning level. The National Education Association which is the largest labor groups in the United States that are represented by public school teachers, discover that “reducing the pupil-teacher ratio helps in the early identification of learning disabilities and leads to fewer special education placements in later grades”(CSG). Smaller classrooms benefit the teachers too by allowing them to further understand each of their students learning ability and finding the best method of teaching that guarantees higher success rate in understanding. Another advantage to smaller classroom size is that minorities and lower income students are able to receive extra help from their teacher and gain more connection towards their work. In the long run studies has found that “African-American students who attended small classes in the early elementary years were more likely to take the SAT and ACT in high school. This study estimated that smaller elementary class sizes alone could reduce the black/white gap in SAT and ACT participation by 60 percent” (CSG). Smaller classroom sizes make it possible for African American students to succeed, students with special needs to get

    Read More

  • Reflective Essay On Teamwork

    975 Words  | 2 Pages

    Scarnati, J. T. (2001). Cooperative learning: make groupwork work. New Directions for Teaching and Learning, 67(Fall), 71-82.

    Read More

  • Reflection Of My Teacher Interview

    1417 Words  | 3 Pages

    I chose to do my teacher interview in my home town at Richard D. Crosby Elementary School. This K-3rd grade building is very new, it was built in 2010. It has 4 pods, one for each grade level and has a large discovery center in each pod. The school is very colorful, with each pod a different color so the children find it easy to go from area to area. I did my interview with Mrs. Doe, a special education teacher. Her room has a lot of materials for learning and is set up to have several work stations for group activities. Mrs. Doe shares her students with other special education teachers and also has a special education classroom aide. My research question is how does a teacher’s perspective on learning reflect theories and concepts in educational psychology? Mrs. Doe is faced with many challenges in her classroom, overcrowding, multi-cultural differences, learning disabilities, several students with low socioeconomic status and English language learners. There are many challenges for Mrs. Doe to deal with, but she has been teaching for 21 years and has a lot of experience. She started out as a regular classroom teacher, but switched to special education and has done so well that when she asked if she could return to the regular classroom setting, the Superintendent begged her to stay in the special education department because of her success.

    Read More

  • A Critical Thinking Of Teaching

    1209 Words  | 3 Pages

    ...I believe through the use of critical thinking, communication with students and parents and showing the creative side of learning the collaboration within colleague would be enhanced. I know from my prior experience within the classroom as a substitute that without some collaboration the students are at a disadvantage. One memory stands out the most when collaboration is mention is when I was subbing for a ECE Teacher in a regular learning classroom, while the teacher was giving the rest of the students their assignments I was working one on one with a ECE student that needed the extra help in order to fulfill their task. The teacher and I collaborated on the questions that the student had left to complete before moving on to their homework. Through the use of collaboration the student was able to complete their task and be on the same task as the rest of the class.

    Read More

  • Use of Collaborative and Cooperative Learning

    2038 Words  | 5 Pages

    Collaborative and cooperative learning promotes student learning through group-oriented activities. Collaborative learning is a method of teaching and learning in which student teams will work together to create a meaningful multimedia project. Cooperative learning, which will be the primary focus of this paper, is a specific kind of collaborative learning. In cooperative learning, students work together in small groups on a structured activity. Cooperative groups will work face-to-face and will learn to work as a team. The multimedia project will allow all students to benefit from gaining a deeper knowledge of the multimedia matters through communication with their peers and building relationships among their peers of different ethnic, backgrounds, learning abilities and gender.

    Read More

More about Co-teaching: A Service Delivery Model Using Two Teachers

Open Document