co-teachingco-teaching a literature review saskatchewan ministry of education a literature review...

Co-TeachingCo-TeachingCo-TeachingCo-Teaching

A Literature ReviewA Literature Review

Saskatchewan Ministry of Education

A Literature ReviewA Literature Review

Saskatchewan Ministry of Education

ContentsContentsContentsContents

Part 1Part 1 What is Co-Teaching?

Part 2Part 2 Rationale for Co-Teaching

Part 3Part 3 The Evidence

Part 4Part 4 The Challenges

Part 5Part 5 Implementation Considerations

Part 1Part 1

What is Co-Teaching?What is Co-Teaching?

Part 1Part 1

What is Co-Teaching?What is Co-Teaching?

What is Co-Teaching?What is Co-Teaching?What is Co-Teaching?What is Co-Teaching?

Co-teaching is defined as “two or more professionals

delivering substantive instruction to a diverse or

blended group of students in a single physical space.”

Cook & Friend, in Murawski & Swanson, 2001, p. 258

Co-teaching is defined as “two or more professionals

delivering substantive instruction to a diverse or

blended group of students in a single physical space.”

Cook & Friend, in Murawski & Swanson, 2001, p. 258

What is Co-Teaching?What is Co-Teaching?What is Co-Teaching?What is Co-Teaching? Involves two or more professionals,

typically a general educator and a special educator

Instruction within the same physical space

A sharing of teaching responsibilities

Instruction provided to a heterogeneous group of students

Involves two or more professionals, typically a general educator and a special educator

Instruction within the same physical space

A sharing of teaching responsibilities

Instruction provided to a heterogeneous group of students


A service delivery model that is

based on the philosophy of

inclusion and supports

collaborative practice among

professionals.

A service delivery model that is

based on the philosophy of

inclusion and supports

collaborative practice among

professionals.

“Educators must pull together by sharing their work through collaboration; too much knowledge and too many skills are needed for any single professional to keep up with and master all of them.”

Friend & Pope, 2005, p. 59

“Educators must pull together by sharing their work through collaboration; too much knowledge and too many skills are needed for any single professional to keep up with and master all of them.”

Friend & Pope, 2005, p. 59

“Co-teaching provides a vehicle for school communities to move from feelings of isolation to feelings of community and collaboration. Another way of saying this is that the ‘lone arranger’ model of teaching is replaced with a co-teaching model.”

Villa, Thousand, & Nevin, 2004, xv

“Co-teaching provides a vehicle for school communities to move from feelings of isolation to feelings of community and collaboration. Another way of saying this is that the ‘lone arranger’ model of teaching is replaced with a co-teaching model.”

Villa, Thousand, & Nevin, 2004, xv

Co-Teaching ApproachesCo-Teaching ApproachesCo-Teaching ApproachesCo-Teaching Approaches

SupportiveSupportive

TeachingTeaching

One teacher leads and the other observes or offers assistance

Parallel Parallel

TeachingTeaching

Teachers work with groups and present the same

information.

ComplementaComplementaryry

TeachingTeaching

A teacher enhances the instruction provided by the other teacher (i.e., mini lesson)

Team Team

TeachingTeaching

Both teachers share the planning and the instruction in a coordinated fashion.


“Coteaching arrangements … are one promising option for meeting the learning needs of the many students who once spent a large part of the school day with special educators in separate classrooms.”

Friend, 2007, p. 48

“Coteaching arrangements … are one promising option for meeting the learning needs of the many students who once spent a large part of the school day with special educators in separate classrooms.”

Friend, 2007, p. 48

Part 2Part 2

Rationale for Co-Rationale for Co-TeachingTeaching

Part 2Part 2

Rationale for Co-Rationale for Co-TeachingTeaching

Rationale for Co-TeachingRationale for Co-TeachingRationale for Co-TeachingRationale for Co-Teaching

It promotes principles of inclusion and collaborative practice among teachers

It provides a number of benefits for students, teachers, and organizations

It promotes principles of inclusion and collaborative practice among teachers

It provides a number of benefits for students, teachers, and organizations

Benefits for StudentsBenefits for StudentsBenefits for StudentsBenefits for Students

Access to general education curriculum and classroom teacher

Minimizes instructional fragmentation Reduces social stigma associated

with the “pull-out” model Positive effects on self-esteem Enhances academic performance Stronger peer relationships Increases individualized instruction

Access to general education curriculum and classroom teacher

Minimizes instructional fragmentation Reduces social stigma associated

with the “pull-out” model Positive effects on self-esteem Enhances academic performance Stronger peer relationships Increases individualized instruction

Benefits for TeachersBenefits for TeachersBenefits for TeachersBenefits for Teachers Opportunity for professional growth Increases job satisfaction Sharing of knowledge, skills, and resources Reduces student-teacher ratio Special educators increase their

understanding of general education curriculum and classroom expectations

General educators increase their ability to adapt/modify lessons

Improves communication between special and general education teachers

Opportunity for professional growth Increases job satisfaction Sharing of knowledge, skills, and resources Reduces student-teacher ratio Special educators increase their

understanding of general education curriculum and classroom expectations

General educators increase their ability to adapt/modify lessons

Improves communication between special and general education teachers

Benefits for OrganizationsBenefits for OrganizationsBenefits for OrganizationsBenefits for Organizations

Promotes and sustains inclusive practices

Enhances sense of community within general education classrooms

Fewer referrals for special education services

Parent satisfaction

Staff more united

Promotes and sustains inclusive practices

Enhances sense of community within general education classrooms

Fewer referrals for special education services

Parent satisfaction

Staff more united

Part 3Part 3

The EvidenceThe Evidence

Part 3Part 3

The EvidenceThe Evidence

Quantitative DataQuantitative DataQuantitative DataQuantitative Data

There is very little quantitative data regarding the effects of co-teaching.

Most frequently cited quantitative research is the meta-analysis conducted by Murawski & Swanson

(2001). Their review resulted in six studies with sufficient quantitative information to calculate an effect size.

There is very little quantitative data regarding the effects of co-teaching.

Most frequently cited quantitative research is the meta-analysis conducted by Murawski & Swanson

(2001). Their review resulted in six studies with sufficient quantitative information to calculate an effect size.

“We use the concept of ‘effect size’ to describe the magnitude of gains from any given change in educational practice and thus to predict what we can hope to accomplish by using that practice.”

Joyce, Weil, & Calhoun, 2004, p. 402

0.08 and above = 0.08 and above = large effect size estimatelarge effect size estimate 0.50 = 0.50 = moderate effect size estimatemoderate effect size estimate 0.20 and less = 0.20 and less = a small effect size estimatea small effect size estimate

“We use the concept of ‘effect size’ to describe the magnitude of gains from any given change in educational practice and thus to predict what we can hope to accomplish by using that practice.”

Joyce, Weil, & Calhoun, 2004, p. 402

0.08 and above = 0.08 and above = large effect size estimatelarge effect size estimate 0.50 = 0.50 = moderate effect size estimatemoderate effect size estimate 0.20 and less = 0.20 and less = a small effect size estimatea small effect size estimate

Effect SizeEffect SizeEffect SizeEffect Size

Murawski & Swanson’s Murawski & Swanson’s ResultsResults

Murawski & Swanson’s Murawski & Swanson’s ResultsResults

The six studies revealed an average total effect size of 0.40 for the co-teaching approach

An average effect size for reading and language arts of 1.59 (three/six studies)

An average effect size for mathematics of 0.45 (three/six studies)

An average effect size for social outcomes of 0.08 (one/six studies)

The six studies revealed an average total effect size of 0.40 for the co-teaching approach

An average effect size for reading and language arts of 1.59 (three/six studies)

An average effect size for mathematics of 0.45 (three/six studies)

An average effect size for social outcomes of 0.08 (one/six studies)

Murawski & Swanson’s Murawski & Swanson’s ReviewReview

Murawski & Swanson’s Murawski & Swanson’s ReviewReview

All six studies occurred in the 90s (1991-1998)

All but one study occurred over one academic year

The sample sizes varied from 59 to 706 The studies included different grade levels

i.e., K-3, 3-6, and 9-12 The studies focused on different outcomes

from academic achievement to social benefits

All six studies occurred in the 90s (1991-1998)

All but one study occurred over one academic year

The sample sizes varied from 59 to 706 The studies included different grade levels

i.e., K-3, 3-6, and 9-12 The studies focused on different outcomes

from academic achievement to social benefits

Murawski & Swanson’s Murawski & Swanson’s ConclusionConclusion

Murawski & Swanson’s Murawski & Swanson’s ConclusionConclusion

“The limited data suggest that co-teaching can have a positive impact on student achievement.”

“The limited data suggest that co-teaching can have a positive impact on student achievement.”

Contrary Research Contrary Research PerspectivesPerspectives

Contrary Research Contrary Research PerspectivesPerspectives

“Co-teaching often times involves teachers not working with one kid for sustained periods in a sustained manner [but] working with kids fleetingly in the back of the room or with groups of kids. … Many kids need individualized services.”

Fuchs in Lawton, 1999, p. 4

“Co-teaching often times involves teachers not working with one kid for sustained periods in a sustained manner [but] working with kids fleetingly in the back of the room or with groups of kids. … Many kids need individualized services.”

Fuchs in Lawton, 1999, p. 4

Concluding RemarkConcluding RemarkConcluding RemarkConcluding Remark

While many authors support the use of co-teaching as a promising option for meeting the needs of students with disabilities, they also agree that more experimental and quantitative research is required to fully substantiate co-teaching as an effective option.

While many authors support the use of co-teaching as a promising option for meeting the needs of students with disabilities, they also agree that more experimental and quantitative research is required to fully substantiate co-teaching as an effective option.

Part 4Part 4

The ChallengesThe Challenges

Part 4Part 4

The ChallengesThe Challenges

Common ChallengesCommon ChallengesCommon ChallengesCommon Challenges

Finding common planning time

Providing administrative support

Need for ongoing training

Relationship factors

Special education teachers restricted to teaching in only a few general education classrooms

Finding common planning time

Providing administrative support

Need for ongoing training

Relationship factors

Special education teachers restricted to teaching in only a few general education classrooms

Part 5Part 5

Implementation Implementation ConsiderationsConsiderations

Part 5Part 5

Implementation Implementation ConsiderationsConsiderations

Implementation ConsiderationsImplementation ConsiderationsImplementation ConsiderationsImplementation Considerations

The teaching partnership Pre-planning Selecting & scheduling teachers Selecting & scheduling students Co-teaching approaches Professional development Common planning time Assessment Administrative support

The teaching partnership Pre-planning Selecting & scheduling teachers Selecting & scheduling students Co-teaching approaches Professional development Common planning time Assessment Administrative support

The Teaching PartnershipThe Teaching PartnershipThe Teaching PartnershipThe Teaching Partnership

“Partners much establish trust, develop and work on communication, share the chores, celebrate, work together creatively to overcome the inevitable challenges and problems, and anticipate conflict and handle it in a constructive way.”

Villa, Thousand, & Nevin, 2004, p. 3

“Partners much establish trust, develop and work on communication, share the chores, celebrate, work together creatively to overcome the inevitable challenges and problems, and anticipate conflict and handle it in a constructive way.”


Building and Maintaining Building and Maintaining Positive RelationshipsPositive Relationships

Building and Maintaining Building and Maintaining Positive RelationshipsPositive Relationships

Trust and respect

Commitment to team goals

Effective interpersonal, collaborative, and conflict resolution skills

Understanding of self and partner

Continuous investment of time

Trust and respect

Commitment to team goals

Effective interpersonal, collaborative, and conflict resolution skills

Understanding of self and partner

Continuous investment of time

Stages to Co-TeachingStages to Co-TeachingStages to Co-TeachingStages to Co-Teaching

Beginning Stage

Compromising Stage

Collaborative Stage

Beginning Stage

Compromising Stage

Collaborative Stage

Obstacles that Impede Obstacles that Impede TeamworkTeamwork

Obstacles that Impede Obstacles that Impede TeamworkTeamwork

Low self-esteem Burnout Fear of conflict Dealing with anger poorly Lack of shared vision Self-righteousness Poor communication

Low self-esteem Burnout Fear of conflict Dealing with anger poorly Lack of shared vision Self-righteousness Poor communication

Roles and ResponsibilitiesRoles and ResponsibilitiesRoles and ResponsibilitiesRoles and Responsibilities

“The biggest challenge for educators is in deciding to share the role that has traditionally been individual: to share the goals, decisions, classroom instruction, responsibility for students, assessment of student learning, problem solving, and classroom management. The teachers must begin to think of it as our class.”

Ripley, in Cramer, 2006, p. 13

“The biggest challenge for educators is in deciding to share the role that has traditionally been individual: to share the goals, decisions, classroom instruction, responsibility for students, assessment of student learning, problem solving, and classroom management. The teachers must begin to think of it as our class.”

Ripley, in Cramer, 2006, p. 13

Pre-PlanningPre-Planning Eight Components:Eight Components:

Pre-PlanningPre-Planning Eight Components:Eight Components:

1. Interpersonal communication

2. Physical arrangement

3. Familiarity with the curriculum

4. Curriculum goals and modifications

5. Instructional planning

6. Instructional presentation

7. Classroom management

8. Assessment

1. Interpersonal communication

2. Physical arrangement

3. Familiarity with the curriculum

4. Curriculum goals and modifications

5. Instructional planning

6. Instructional presentation

7. Classroom management

8. Assessment

Selecting TeachersSelecting TeachersSelecting TeachersSelecting Teachers

Issue: Volunteer for co-teaching versus assigned to co-teaching

“Administrators need to understand that a teacher’s initial reluctance to co-teach is not necessarily a permanent barrier to implementing co-teaching or any other innovation. … McLaughlin (1991) found that teacher commitment to an innovation (e.g., co-teaching) only comes after teachers have acquired initial competence in the new skills necessary to implement the innovation.”


Issue: Volunteer for co-teaching versus assigned to co-teaching

“Administrators need to understand that a teacher’s initial reluctance to co-teach is not necessarily a permanent barrier to implementing co-teaching or any other innovation. … McLaughlin (1991) found that teacher commitment to an innovation (e.g., co-teaching) only comes after teachers have acquired initial competence in the new skills necessary to implement the innovation.”


Scheduling TeachersScheduling TeachersScheduling TeachersScheduling Teachers

Issue: Special education teacher not able to co-teach in every general education classroom

A number of authors suggest that the special educator limit their co-teaching to one or two classrooms per year.

Issue: Special education teacher not able to co-teach in every general education classroom

A number of authors suggest that the special educator limit their co-teaching to one or two classrooms per year.

Selecting StudentsSelecting StudentsSelecting StudentsSelecting Students

“One size does not fit all. Although co-teaching seems to be a promising practice, this does not mean that every student can have his/her educational needs met this way.”

Kohler-Evans, 2006, p. 3

“One size does not fit all. Although co-teaching seems to be a promising practice, this does not mean that every student can have his/her educational needs met this way.”


Selecting StudentsSelecting Students Possible Criteria:Possible Criteria:

Selecting StudentsSelecting Students Possible Criteria:Possible Criteria:

Can the goals of the IEP be met within the general education class?

Will inclusion in the general education class be motivating for the student?

Is the student likely to benefit from the instruction provided by two teachers?

Will the student’s learning be enhanced by attending a co-taught general education class?

What effect will the student’s presence have on the rest of the students in the class?

Can the goals of the IEP be met within the general education class?

Will inclusion in the general education class be motivating for the student?

Is the student likely to benefit from the instruction provided by two teachers?

Will the student’s learning be enhanced by attending a co-taught general education class?

What effect will the student’s presence have on the rest of the students in the class?

Scheduling StudentsScheduling StudentsScheduling StudentsScheduling Students

Co-teaching can be used with any grade level - preschool to high school.

Co-teaching can be used with any subject area, although the literature refers most often to language arts and mathematics.

Co-teaching can be used with any grade level - preschool to high school.

Co-teaching can be used with any subject area, although the literature refers most often to language arts and mathematics.

Common Planning TimeCommon Planning TimeCommon Planning TimeCommon Planning Time Schedule co-teachers prep time together Provide substitute coverage a few times

during the year Use school-wide activity days Plan before and after school Combine two classes and release

teacher Release teachers from some committee

responsibilities Administration cover classes from time

to time

Schedule co-teachers prep time together Provide substitute coverage a few times

during the year Use school-wide activity days Plan before and after school Combine two classes and release

teacher Release teachers from some committee

responsibilities Administration cover classes from time

to time

“The real issue is not just about adding or manipulating time, but changing the fundamental way that teachers do business when they do sit down face-to-face to plan.”


“The real issue is not just about adding or manipulating time, but changing the fundamental way that teachers do business when they do sit down face-to-face to plan.”


Professional DevelopmentProfessional DevelopmentProfessional DevelopmentProfessional Development

An understanding of co-teaching Development of interpersonal,

collaborative, and conflict resolution skills

Instructional strategies Knowledge and skills for

differentiating instruction Characteristics of learners with

different learning needs

An understanding of co-teaching Development of interpersonal,

collaborative, and conflict resolution skills

Instructional strategies Knowledge and skills for

differentiating instruction Characteristics of learners with

different learning needs

AssessmentAssessmentAssessmentAssessment

Student assessment

Assessing the co-teaching relationship

Student assessment

Assessing the co-teaching relationship

Administrative SupportAdministrative SupportAdministrative SupportAdministrative Support

“The findings of several studies … involving collaborative activities share a theme that school administrators are highly influential in shaping the school culture and are often looked to as a source of leadership necessary to cause systemic change.”

Sharpe & Hawes, 2003, p. 3

“The findings of several studies … involving collaborative activities share a theme that school administrators are highly influential in shaping the school culture and are often looked to as a source of leadership necessary to cause systemic change.”

Sharpe & Hawes, 2003, p. 3

Essential Elements to the Essential Elements to the Change ProcessChange Process

Essential Elements to the Essential Elements to the Change ProcessChange Process

Common Vision

Incentives

Knowledge and

Skills

Resources

Action Plan

Result

No Yes Yes Yes Yes Confusion

Yes No Yes Yes Yes Resistance

Yes Yes No Yes Yes Anxiety

Yes Yes Yes No Yes Frustration

Yes Yes Yes Yes No Treadmill

Yes Yes Yes Yes Yes Change

Adapted from Knosler, in Pearl, n.d.

Co-Teaching ResourcesCo-Teaching ResourcesCo-Teaching ResourcesCo-Teaching Resources

Books

A Guide to Co-Teaching: Practical Tips for Facilitating Student Learning (Villa, Thousand, & Nevin, 2004)

The Co-Teaching Manual (Basson & McCoy, 2007)

Co-Teaching Lesson Planning Book (Dieker, 2007)

Guidebook for the Magiera-Simmons Quality Indicator Model of Co-Teaching (Magiera & Simmons, 2005).

Books

A Guide to Co-Teaching: Practical Tips for Facilitating Student Learning (Villa, Thousand, & Nevin, 2004)

The Co-Teaching Manual (Basson & McCoy, 2007)

Co-Teaching Lesson Planning Book (Dieker, 2007)

Guidebook for the Magiera-Simmons Quality Indicator Model of Co-Teaching (Magiera & Simmons, 2005).


Articles

Gately, S.E. & Gately, F. J. (2001). Understanding coteaching components. Teaching Exceptional Children, 33(4), 40-47

Noonan, M. J., McCormick, L., & Heck, (2003). The co-teacher relationship scale: Applications for professional development. Education & Training in Developmental Disabilities, 38(1), 113-120

Murawski, W. W. & Swanson, H. L. (2001). A meta-analysis of co-teaching research: Where is the data? Remedial and Special Education, 22(5), 258-267

Articles

Gately, S.E. & Gately, F. J. (2001). Understanding coteaching components. Teaching Exceptional Children, 33(4), 40-47

Noonan, M. J., McCormick, L., & Heck, (2003). The co-teacher relationship scale: Applications for professional development. Education & Training in Developmental Disabilities, 38(1), 113-120

Murawski, W. W. & Swanson, H. L. (2001). A meta-analysis of co-teaching research: Where is the data? Remedial and Special Education, 22(5), 258-267


Videos/DVDs: http:www.nprinc.com/co-teach/vpw2r.htm

The Power of 2 - M. Friend

Complexities of Collaboration - M. Friend

Collaborative Planning and Teaching - R. Villa

How to Co-Teach to Meet Diverse Student Needs - ASCD

Teacher Collaboration: Opening the Door Between Classrooms - The Master Teacher

Videos/DVDs: http:www.nprinc.com/co-teach/vpw2r.htm

The Power of 2 - M. Friend

Complexities of Collaboration - M. Friend

Collaborative Planning and Teaching - R. Villa

How to Co-Teach to Meet Diverse Student Needs - ASCD

Teacher Collaboration: Opening the Door Between Classrooms - The Master Teacher

“The practice of co-teaching has the potential to be a wonderful strategy for meeting the needs of all students. Working in partnership with another teacher, bouncing ideas off of one another, planning and orchestrating the perfect lesson, having two pair of eyes and four hands, creating something that is better than that which each partner brings …what better way to teach?”


“The practice of co-teaching has the potential to be a wonderful strategy for meeting the needs of all students. Working in partnership with another teacher, bouncing ideas off of one another, planning and orchestrating the perfect lesson, having two pair of eyes and four hands, creating something that is better than that which each partner brings …what better way to teach?”


“If the goal is for all students to be fully included in the mainstream of school life, then co-teaching is a strategy that should be considered. … Co-taught classrooms foster an atmosphere where diversity is accepted as having a positive impact on all students, where labels are avoided, and where everyone is thought of as a unique individual with gifts and needs.”

Mitchell, 2005, p. 17

“If the goal is for all students to be fully included in the mainstream of school life, then co-teaching is a strategy that should be considered. … Co-taught classrooms foster an atmosphere where diversity is accepted as having a positive impact on all students, where labels are avoided, and where everyone is thought of as a unique individual with gifts and needs.”

Mitchell, 2005, p. 17

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