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Peer-to-Peer Co-teaching: Idea to Implementation Adam Akerson Stephen F. Austin State University Mark S. Montgomery Stephen F. Austin State University This article outlines one university’s move toward implementing a co-teaching field experience, with pre-service teacher candidates acting as peer-to-peer co-teachers. In order to better meet the needs of pre-service teacher candidates (PTCs) and continually develop their ability to grow as reflective PTCs, two teacher educators applied co-teaching strategies in a field experience setting by having students teach as co-teaching pairs. The developed model includes ways to gather feedback during co-taught lessons in an effort to help the co-teaching pair be more reflective on their teaching and set future goals. Initial data collection shows positive results for participating pre-service teachers. I t can be challenging finding field of education. Having a close working experience placements with quality relationship with mentor teachers allows mentor teachers. Often, universities us, as field supervisors, an assurance that rely on administrators to provide a list of our PTCs are gaining not only valuable willing mentor teachers in which to place experiences, but also opportunities to pre-service teacher candidates (PTCs). interact with students in a constructivist Field experience supervisors often have setting. little say, or preference, in the grade-level While alleviating the issue of or mentor teachers in which PTCs are quality field placement, we are faced with placed. The hope is that the field another challenge. Accommodating up to placement provides PTCs with an 70 PTCs across 12 mentor teacher experience that models good teaching. classrooms, creates a situation where As a university, the field experiences we multiple PTCs must be placed with one provide help shape (positively or mentor teacher. In such a field negatively) the development of PTCs. placement, PTCs spend a great deal of Like other educator preparation time not only observing the mentor programs, our university strives to teacher, but also their peers, as each must provide meaningful field experiences. In teach, in order to fulfill all requirements our EC-6 certification program, PTCs are of the course. It was because of this required to complete more than 250 hours environment we began to explore new of field experience observations, which ways to engage PTCs in the activities of include planning and teaching a variety of teaching rather than passive observation. lessons. As one of our field experience After talking to colleagues and reviewing sites, we are fortunate to have access to a the literature, the idea of co-teaching K-5 university charter school in which came to the forefront as a viable option in faculty work closely with mentor the placement of numerous PTCs within teachers. Together, faculty and mentor a single mentor’s classroom. teachers are able to provide meaningful experiences that model the constructivist philosophy of our department and college SRATE Journal Summer 2017/Volume 26(2) 1 Co-teaching also vary. Cook & Friend (1995) describe co-teaching as “Two or more The idea of co-teaching dates professionals delivering substantive back to the 1960’s and 1970’s and was instruction to a diverse, or blended, group thought by many to be an example of of students in a single space”. Each co- progressive education. From it’s teacher brings different skill sets and inception, co-teaching was advanced as a experiences to the classroom. These co- means of modifying instruction for a teachers supplement each other, rather more diverse student population (Villa, than act interchangeably (Friend, 2014). Thousand, & Nevin, 2013). Over the Villa, Thousand, & Nevin (2013) suggest years, co-teaching has taken on the form that co-teachers engage in a cooperative of a service delivery approach for process of face-to-face interaction, students with special needs who can interdependence, performance, as well as benefit from general education monitoring and processing of curriculum (Cook & Friend, 1995). In interpersonal skills, and individual this model, co-teachers include the accountability. general education teacher and the special After co-teaching relationships are education professional working as a formed, there are a variety of models in teaching pair. In 2013-2014, there were which co-teaching can be delivered. 6.5 million children, approximately 13 Cook & Friend (1995) have identified six percent, of all public school students who approaches to collaborative teaching received special education services (Kena which include: et. al., 2016). Co-teaching has been a 1. Station Teaching. Students model used for a number of years in the are divided into groups with each special education setting as a response to teacher delivering part of the the Individuals with Disabilities lesson at a station. Independent Education Act (IDEA, 2004). Under work typically occurs in one of IDEA, Individualized Educational the stations. Students rotate Programs (IEP) are required to state how through all stations, allowing students with disabilities will be teachers to work with all students; involved, and progress, in the general 2. Parallel Teaching. Students education curriculum. This requires are divided into two groups. Each collaboration among educators, including teacher works with a teacher. The special education professionals and teachers may present information general education teachers, and co- in different ways or they may teaching provides a model for educators choose to present the same to collaboratively work together to meet information; the needs of the child and adhere to 3. Alternative Teaching. One federal mandates. teacher works with the majority of Today, co-teaching is viewed as a students, while the other teacher model of planning and instruction to instructs a small group to reteach, reach all learners, not just students with enrich, assess, pre-teach, or special needs. The model in which co- another identified purpose; teachers collaboratively plan and teach 4. Teaming. Students remain in can vary. Additionally, the educators one group, while the teachers co- who take on the role of co-teachers can instruct throughout the lesson; SRATE Journal Summer 2017/Volume 26(2) 2 5. One-Teach, One-Assist. describe a co-teaching experience Student remain in one group, with through an educator preparation program one teacher leading instruction as one in which the cooperating teacher while the other teacher briefly and PTC collaboratively plan and deliver interacts with students to focus instruction. However, ensuring that all attention, answer questions, PTC’s receive the opportunity to further explain concepts, and so participate in a field experience on; and placement that incorporates co-teaching 6. One Teach, One Observe. can be challenging due to a variety of One teacher leads instruction constraints, including convenience of while the other teacher collects placement and availability. In a non-co- specific data pertaining to one or teaching field placement, the cooperating more children. teacher and teacher candidate typically While each of the six approaches may have little opportunity to collaborate or look slightly different, at the core is a build a relationship (Bacharach, Heck, & model of collaboration amongst Dahlberg, 2010). educators to meet the needs of all While we found the co-teacher children. A meta synthesis of co-teaching training designed to pair a PTC with a conducted by Scruggs, Mastropieri, & mentor teacher to be beneficial, we were McDuffie (2007), found that left wondering how to facilitate the idea administrators, teachers, and students of co-teaching with one mentor teacher perceive co-teaching to be beneficial and multiple PTCs being placed in a socially and academically. Additionally, single classroom. A review of literature the meta synthesis revealed that teachers indicated that there is little to no research identified sufficient planning time, co- available on the use of co-teaching as a teacher training, and compatibility, as model for preparing PTCs prior to their essential elements of successful co- internship placement. To resolve our teaching partnerships. challenge, we intentionally acted as co- teachers to identify areas in our field Preparing for Change experience that align with the co-teaching models. Through this process, we To learn more about co-teaching designed a model of co-teaching to fit we attended a Co-Teaching: Train the within the requirements of our educator Trainer Workshop during summer of preparation program. 2016. The training was provided by The To prepare students for a peer-to- Academy for Co-Teaching & peer co-teaching field experience, we Collaboration through St. Cloud State designed a co-teaching orientation for University and TWH Consulting and PTCs enrolled in our field experience. provided insight into the six co-teaching The orientation was co-taught by both of models originally developed by Cook & us, providing an overview of the co- Friend (1995). The workshop prepared teaching models. Our field experience us to facilitate training in the area of co- also includes a one-hour lab that meets teaching between a pre-service teacher once a week. We decided to conduct our candidate (PTC) and mentor teacher labs together, as co-teachers, to showcase during their student teaching placement. the different models of co-teaching. Each Bacharach, Heck, and Dahlberg (2008) training, orientation and individual lab SRATE Journal Summer 2017/Volume 26(2) 3 class, was facilitated by both field With the two models supervisors, using one or more of the six simultaneously in place, we wanted to different models of co-teaching. focus observations in a way that would Modeling of the co-teaching methods allow the additional observers to provide allowed each PTC to participate in the co- meaningful feedback to the co-teaching teaching models prior to the planning and pair. We designed and implemented implementing the components in their feedback forms that gave specific data on field placement. the lesson related to content, pedagogy, Planning and Implementation. and management. These forms were To address the placement of multiple completed by the mentor teacher, field PTCs in a single classroom, we decided supervisor, and any additional PTCs not to let PTCs in our field experience course part of the co-teaching team. At the end self-select a peer to form a co-teaching of each lesson, all feedback forms were pair. These pairs would act as co-teachers given to the lead teacher to provide data for the duration of the semester, while related to the lesson. Each lead PTC was teaching the required lessons through the asked to provide a written reflection of six models of co-teaching. Each PTC their own lesson performance using peer was responsible for teaching their own feedback data as evidence for areas of required lessons as the lead-teacher, strength and weakness and then set goals while also serving as a co-teacher during for future teaching. their partners’ required lessons, The following day, the PTC led a immediately doubling the number of meeting with the field supervisor using lessons for which they were able to be their written reflection and peer feedback. actively involved. The purpose of the meeting was to allow While one co-teaching pair the PTC to discuss their understanding of delivered instruction, we were still faced their performance based on the data with an additional number of co-teaching collected. When discussing feedback, the pairs that were not involved in the lesson lead teachers’ reflection, all peer in any way. For example, in a classroom feedback, the field supervisor’s where three co-teaching peers were comments, and notes from the mentor placed, a co-taught lesson would leave teacher were used as discussion points to two co-teaching pairs (4 PTCs) still in the impact PTCs future teaching. Previous role of a passive observer. While a co- set goals were evaluated for progress and taught lesson was taking place, using any goals for the next lesson were set by the of the models, we realized that we could PTC and field experience supervisor also apply the One Teach, One Observe collaboratively. model with the additional “observers” in Initial Data Collection & a more constructive way. For example, a Analysis. Upon completion of a peer-to- co-teaching pair might be using Station peer co-teaching field experience Teaching to deliver their content, while placement, PTCs were asked to complete the additional peers in the classroom were a Co-Teaching Survey to assess their in a One Teach, One Observe model. In perception of co-teaching. Twenty-two this instance, the “One Teach” would be participants completed the Co-teaching the co-teaching pair in Station Teaching, survey, adapted from the Academy for and the “One Observe” would be the Co-teaching and Collaboration (2015) at additional peers in the classroom. St. Cloud State University. Participants SRATE Journal Summer 2017/Volume 26(2) 4 self-reported their responses using a four another pair of eyes ready to answer point Likert scale with additional questions or manage behavior.” All questions allowing for open-ended participants rated the following as having responses. either great or moderate benefits to K-5 Benefits of Co-teaching. An students: analysis of the Co-Teaching Survey ● more individual attention revealed a variety of experiences related for students; to co-teaching. At the end of the field ● students experience two placement, participants were asked to the perspectives and distinct degree to which they found value in each teaching styles; co-teaching model. The majority of ● students experience PTCs rated each model as either greater academic growth; moderately valuable or very valuable ● teachers are more (Table 1). Four of the co-teaching engaged; models, were perceived to be very ● teachers are able to build valuable by at least 63.6% of participants. off of each other; All but one participant (4.5%) found One ● student’s needs are met Teach, One Observe to be at least slightly quicker; and valuable. ● students feel more connected to school. In addition to recognizing the benefits to K-5 students, participants were also asked to rate benefits of co- teaching to teacher candidates (Table 2). Of the statements evaluated in the survey, PTCs found great benefit for co-teaching in the areas of increased collaboration skills (91%). One PTC stated, “The most beneficial part of co-teaching was collaborating with my co-teacher. This Open-ended responses revealed gave me more confidence for the future beliefs about the benefits of co-teaching when I become a teacher and have to plan for K-5 students. All 22 participants with the teachers on my team.” (100%), acknowledged the ability to meet students needs quickly as a great benefit. One PTC stated, “Having a co-teacher allows for more one on one time with students.” Another stated that utilizing a co-teacher “... benefits the students in several ways including making the most of the learning time.” The ability to provide individual student attention was perceived to be a great benefit by 91% of participants. One PTC acknowledged, “It was nice to have another person that the students could ask for help.” Another PTC agreed, “It was also great to have SRATE Journal Summer 2017/Volume 26(2) 5 Another area of benefit to co- their most challenging aspect of the co- teachers was found in the area of teaching experience. improved classroom management skills Another perceived drawback to (82%). Participants indicated keeping co-teaching (27.3%) was the amount of students on task and help managing the time required for co-planning lessons. classroom, as evidence of co-teaching Co-planning was mentioned frequently as related to classroom management. an aspect that was most challenging in the Additional benefits of co-teaching to co-teaching process. An underlying PTCs include the ability to direct the theme related to the challenges of co- efforts of other adults in the classroom planning included “lack of time”. (82%). One PTC stated, “I liked the fact Another theme related to the challenges that [co-teaching] challenged me to work of co-planning included communication with and around another teacher. It also between co-teachers. One PTC stated, made me realize how other people can “Sometimes, my co-teacher interpret your lessons differently unless misunderstood what I needed of her so you explain it to them.” One co-teacher her part didn't get done as planned.” came to the realization that co-teachers Another PTC expressed, “I think the most could be used for their expertise. When difficult part of this experience was asked what wisdom you would like to understanding the lesson that my co- pass on to future peer-to-peer co- teacher planned the day of the lesson. It teachers, a PTC stated, “Use your co- was kind of difficult for me at some teacher! They are there to help you and points to remember exactly what I needed make your lesson successful! Don’t give to do and when I needed to do it.” PTCs them busy work but use them acknowledged some drawbacks to their appropriately.” For some, reaching the experience co-teaching, however, there understanding that each co-teacher brings seemed to be far more benefits associated a different set of skills to the partnership with their experience in a peer-to-peer co- is a perceived benefit. However, not teaching placement. capitalizing on each others abilities, particularly during the planning process, Looking Ahead was a perceived drawback for others. One obstacle to successful Drawbacks to Co-teaching implementation of the co-teaching experience was co-planning, which could The co-teaching survey also address the majority of drawbacks provided opportunities for participants to indicated by PTCs. The challenges of co- identify any barriers or drawbacks to planning are not exclusive to our field teaching with a co-teacher. Additionally, experience (Scruggs, Mastropieri, participants were asked about the most McDuffie, 2007). The survey revealed challenging aspect of their co-teaching that some PTCs met prior to the execution experience. Most notably, 31.8 percent of the lesson to discuss the role that the of participants indicated that they were co-teacher would play. This caused the not provided enough solo teaching time co-teacher to only carry out duties due to co-teaching. Yet, none of the assigned by the lead teacher, which may participants commented about a lack of have limited their role in the lesson. For individual teaching time in regards to example, if a co-teacher was “assigned” SRATE Journal Summer 2017/Volume 26(2) 6 to work in a small group, they would not PTCs played an integral part in the leave the small group to assist other planning, writing, teaching, and students or attend to other teaching reflecting of lessons as a co-teacher for activities, even if it appeared the lead their partner. This allowed PTCs twice as teacher could use additional support. In many opportunities to be involved in the order to attempt to alleviate problems lesson cycle. Secondly, PTCs were given associated with co-planning, we are specific opportunities for peer initiating several steps for future collaboration throughout their field implementation. placement. These opportunities for First, to help facilitate ownership collaboration centered around the real in each other’s lessons, co-teachers will work of teachers, mimicking what might be assigned successive teaching be expected of them as an in-service opportunities to provide more reliance teacher. Finally, peer-to-peer co-teaching upon each other for planning and the provided PTCs a platform to reflect on execution of the lesson. We anticipate their own performance. By taking this to help PTCs feel more responsibility advantage of the One Teach, One for student achievement, even for the Observe model of co-teaching, and the lesson in which they are co-teaching. feedback forms during each PTC-led Second, to heighten understanding of lesson, peers were given opportunity to their role as a co-teacher, weekly lab not only receive feedback but also classes will include co-planning time provide feedback to each other. while field supervisors are available to While initial results are positive assist and guide co-teachers in planning for our educator preparation program and fully utilizing the expertise of the co- from a university supervisor point-of- teacher throughout the lesson. Third, the view, PTCs see benefits as well, as one lesson plan format will include a indicated by stating, “I really liked co- requirement to fully outline the role the teaching and it is something that I get to co-teacher will fulfill in the lead teacher’s do in my future. I feel this gave me a lot lesson. Fourth, feedback meetings will of experience and believe more students include the co-teaching pair as part of the should be given this opportunity.” While lesson reflection process rather than just adapting co-teaching to our field the lead teacher. This will help ensure experience has been rather seamless, we that each co-teacher fully understood recognize the experience could be their role in the lesson, and were provided strengthened by implementing allotted an opportunity to reflect on the lesson time for co-planning to take place outcomes. throughout the semester. Our intent is for co-teachers to capitalize on the strengths Conclusion that each possess and can bring to the lesson. The implementation of a peer-to- Co-teaching has allowed us to peer co-teaching experience has been more specifically meet the needs of our beneficial for our educator preparation educator preparation program and PTCs. program in several ways. First, co- As co-teaching within our field teaching has provided PTCs with more experience continues to evolve, it will be time to teach. In addition to their own important to continually monitor and teaching responsibilities as a lead teacher, collect data to inform the direction of the SRATE Journal Summer 2017/Volume 26(2) 7 experience to ensure we are meeting the Greensboro, NC: Marilyn Friend, needs of all stakeholders, including the Inc. educator preparation program, pre- Individuals with Disabilities Education service teacher candidates, field Act, 20 U.S.C. § 1400 (2004). placement sites, mentor teachers, and Kena, G., Hussar W., McFarland J., de perhaps most importantly, the students. Brey C., Musu-Gillette, L., Wang, To this end, our university is committed X., Zhang, J., to the continual development of our Rathbun, A., Wilkinson- Flicker, educator preparation program and PTCs. S., Diliberti M., Barmer, A., Initial data collection reveals co-teaching Bullock Mann, F., and Dunlop to be a model by which we are able to Velez, E. (2016). The Condition better prepare pre-service teacher of Education 2016 (NCES 2016- candidates to meet the needs of their 144). U.S. Department of future students. Education, National Center for Education Statistics. Washington, References DC. Scruggs, T. E., Mastropieri, M. A., & Academy for Co-teaching and McDuffie, K. A. (2007). Co- Collaboration (2015). Co- teaching in inclusive classrooms: teaching: Train the Trainer A metasynthesis of qualitative Workshop. Personal Collection of research. Exceptional Children, T. Heck & N. Bacharach, St. 73(4), 392-416. Cloud State University, St. Cloud, Villa R. A., Thousand, J.S., & Nevin, A. MN. I. (2013). A guide to co-teaching: Bacharach, N. L., Heck, T.W., & New lessons and strategies to Dahlberg, K. R. (2008). What facilitate student learning (3rd makes co-teaching work? ed.). Thousand Oaks, CA: Identifying the essential elements. Corwin. College Teaching Methods & Styles Journal, Adam Akerson is an Assistant 4(3), 43-48. Professor of Elementary Education at Bacharach, N. L., Heck, T.W., & Stephen F. Austin State University. His Dahlberg, K. R. (2010). Changing research interests include co-teaching, the face of student action research, and the early childhood teaching through coteaching. learning environment. Action in Teacher Education, 32(1), 3-14. Mark Montgomery is an Assistant Cook, L., & Friend, M. (1995). Co- Professor of Elementary Education at teaching: Guidelines for creating Stephen F. Austin State University. His effective practices. research interests include co-teaching, Focus on Exceptional Children, student-centered technology integration, 28(3), 1–17. and innovative teaching methods for Friend, M. (2014). Co-Teach! Creating mathematics instruction. and sustaining effective classroom partnerships in inclusive schools (2nd ed.). 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