Teacher Empowerment for Co-Teaching Success: Professional Development Leading to Student Outcomes

• In Event: AERA Roundtable Session Thursday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Empowering Teachers Through Professional Development: Co-Teaching Success, Science Standards, and Culturally Relevant Computing (Table 9)

Abstract

This study investigates the combination of co-teaching and teacher professional development (TPD) in reading instruction to enhance outcomes for at-risk early-grade students. By integrating structural support (a second teacher) and pedagogical support (teacher-led, school-based professional development), we aimed to create an equitable learning environment. The randomized controlled trial across 150 schools in southern Norway explores three TPD conditions: no TPD, TPD, and TPD with instructional prescriptions across both control and two-teacher classrooms. Our findings indicate significant gains in reading comprehension and reader self-concept, particularly among boys and low-achieving students, when TPD is involved. These results underscore the importance of teacher autonomy in professional development, highlighting the need for a balanced approach that empowers teachers to make responsive instructional decisions.

Authors

• Erin McTigue, University of Stavanger

• Oddny Judith Solheim, University of Stavanger

• Venke Furre Haaland, University of Stavanger

• Mari Rege, University of Stavanger