Co-Teaching Excellence for Achievement and Full Inclusion

• In Event: AERA Roundtable Session Sunday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Evaluations of Programs Supporting Teachers (Table 11)

Abstract

A collaboration between a postdoctoral fellow and a PreK-5 urban charter school utilizing translational research to transform teacher preparation and improve classroom outcomes is highlighted. Using a cycle of inquiry protocol, school leaders and the postdoctoral fellow addressed a school identified problem of practice to improve the quality of co-teaching through professional development, team reflection and goal setting (National Center for Education Evaluation [NCEE], 2019; State Support Network, 2019). The team collected data related to planning for and utilizing multiple approaches to co-teaching. Findings showed that the classrooms where complex and more effective approaches to co-teaching were observed (ie. Parallel and Station Teaching), students were more engaged and achieved more than one year’s growth in Literacy and Mathematics.

Authors

• Debra Ann Cole, University of Missouri - St. Louis

• Natalie Bolton, University of Missouri - St. Louis