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
What is Co-Teaching?What is Co-Teaching?What is Co-Teaching?What is Co-Teaching?
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.
What is Co-Teaching?What is Co-Teaching?What is Co-Teaching?What is Co-Teaching?
“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.”
Villa, Thousand, & Nevin, 2004, p. 3
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.”
Villa, Thousand, & Nevin, 2004, p. 122
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.”
Villa, Thousand, & Nevin, 2004, p. 122
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.”
Kohler-Evans, 2006, p. 3
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.”
Villa, Thousand, & Nevin, 2004, p. 80
“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.”
Villa, Thousand, & Nevin, 2004, p. 80
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).
Co-Teaching ResourcesCo-Teaching ResourcesCo-Teaching ResourcesCo-Teaching Resources
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
Co-Teaching ResourcesCo-Teaching ResourcesCo-Teaching ResourcesCo-Teaching Resources
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?”
Kohler-Evans, 2006, p. 3
“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?”
Kohler-Evans, 2006, p. 3
“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