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pdst.ie

www.pdst.ie. What we are Teachers and school leaders Teacher Educators Facilitators/Enablers Purveyors of lifelong learning. What we are not Evaluators Policy makers Curriculum developers. In-school support. www.pdst.ie /schoolsupport. School roll number. schoolsupport2017.

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pdst.ie

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  1. www.pdst.ie

  2. What we are Teachers and school leaders Teacher Educators Facilitators/Enablers Purveyors of lifelong learning What we are not Evaluators Policy makers Curriculum developers

  3. In-school support www.pdst.ie/schoolsupport School roll number schoolsupport2017 It is essential to fill out the on-line application form in order for your application to be considered

  4. In-School Support School Self-Evaluation (SSE) 2016 – 2020 Investigative Phase 1. Identify focus 2. Gather evidence 3. Analyse and make judgements 4. Write and share report and improvement plan 5. Put improvement plan into action 6. Monitor actions and evaluate impact

  5. www.pdst.ie

  6. Team Teaching @PDST_Ireland

  7. Atticus Finch: “You never really understand a person until you consider things from his point of view…until you climb in his skin and walk around in it” (Chapter 3) Why?

  8. Todays Research Questions??

  9. Did your Teacher Education Programme include any form of Team Teaching? Questions Have you undertaken any Professional Development in relation to Team Teaching since you graduated?

  10. What is Team Teaching?

  11. Put ‘team teaching’ into a sentence Definition Visual Verbal Square Team Teaching List related words Draw what it looks like

  12. TERMINOLOGY Co-operative teaching… Co-teaching… Collaborative teaching… Team teaching… ‘Team teaching is when two (or more) teachers share the instructional responsibility for a class, including planning and evaluation. They share the leadership of the class and responsibility for all students.’ (County Cork ETB 2011). Team Teaching –Guidelines for Schools/ Colleges. Cork: County Cork VEC http://www.cocorkvec.ie/index.cfm/page/videos ‘The term “co-operative teaching” is used here to denote any arrangement whereby two or more teachers work together in a collaborative manner with a class of students who have diverse learning needs.’ DES (2007). Inclusion of Students with Special Educational Needs: Post Primary Guidelines. Dublin: The Stationery Office, p. 53.

  13. Click here to see examples of each

  14. Discussion on Team Teaching… Who Team Teaches?Which Model would work best for you?

  15. Activity: Where do YOU stand?

  16. “I feel it offers an opportunity for struggling students to be included in the class - the middle section that is forgotten and also the high achieving students”

  17. “Students benefit from the experience and expertise of 2 teachers (information, ideas, activities). Within team teaching, the students are learning more than content, they are learning life skills with teachers as examples (e.g., working together, conflict resolution)”

  18. “It was great collaborating with an experienced teacher and to be able to contribute ideas and expand them together...great to have a professional time and space to discuss these ideas and improve upon them through collaboration.”

  19. “Nice idea but somewhat unrealistic...not enough resources are made available for it.”

  20. Team Teaching in Irish schools Team teaching , a practice schools want to introduce but don’t know how to (Shevlin et al., 2009) Team teaching under-researched in Irish context, especially in relation to process (Shevlin et al., 2009; Murphy, 2011) Low levels of professional collaboration in Irish schools (Hogan et al., 2007; OECD [TALIS], 2009; Gleeson, 2012) “...they [teachers] highlight the prevalence of professional insulation and isolation, as distinct from proactive professional co-operation, in the inherited cultures of post-primary education in Ireland.” (Hogan et al., 2007:34)

  21. International Perspective Low levels of Exchange & Co-ordination for Teaching (sharing resources, discussing individual students) Still lower levels of Professional Collaboration associated with effective teaching (engaging in joint activities across classes, observing and giving feedback) TALIS report (OECD 2009)

  22. International perspective 52% had never received feedback on their teaching from other teachers/management 75% engaged in Team Teaching less than once a year (or never) 95% engaged in Teacher Observation less than once a year (or never) 18% had visited other teachers’ classrooms 7% had engaged in observation in other schools TALIS report (OECD, 2009)

  23. Team Teaching New Initiative 2015/16 First Irish Class filmed

  24. Educational Landscape Lifelong learning Induction and probation (Droichead) Initial Teacher Education

  25. “...the experienced teacher and NQT plan and co-teach a lesson...” (P. 19)

  26. NIPT probation and induction/ Droichead Educational Landscape Literacy and Numeracy Strategy Inclusion - SEN Team Teaching Junior Cycle - Professional Collaboration SSE AfL Teaching Council - CPD

  27. Activity

  28. Teachers Get good feedback from other teachers Builds confidence Creates a collaborative learning atmosphere Helps to try new approaches/ methodologies Form of CPD Allows you to provide differentiated learning experiences Supports sharing of good practice/ resources Can build better staff relationships Allows teachers more time with students Can be easier to manage the classroom Inclusion/ Reach students that may not be eligible for additional supports Benefits

  29. Teachers Could feel undermined Finding time for teachers to plan and reflect Can create complications for students if not explained properly Need for good relationship among teachers Managing debriefing sessions in a constructive and respectful way Issues of control and power: Who is in charge? Challenges

  30. PME Teachers Impressive on CV Learn new ideas for students with SEN Assists with classroom management Gives different perspectives (male/ female) More opportunities to include team work/ group work/ practical work Good to learn now as it’s the way of the future Modelling co-operation and collaboration for students Resource sharing Build relationships with teachers and students Benefits

  31. PME Teachers May not be willingness from co-operating teacher Timetabling issues Conflict of teaching styles Personality clash issues Differing/ opposing classroom management styles Time for planning if daily team teaching Lack of confidence May inhibit establishing your own teaching style Challenges

  32. Pupils More access for pupils/ differentiation Smaller groups/ targeted groupings Complementarity teaching styles/ methods Inclusive learning environment for pupils with additional needs Individual teachers’ expertise in certain areas Greater pupil engagement/ motivation More social interaction More feedback from teachers Benefits

  33. Pupils Confusion over authority/ who is in charge? Could accentuate perceptions of ability grouping Confusion between different methods of teaching Challenges

  34. www.cocorkvec.ie/index.cfm/page/teamteaching

  35. Benefits of Team Teaching Co-teaching provides structured opportunities for teachers to discuss classroom challenges and solutions Collegial support Benefits of observing and sharing resources Improvements for all students Improved contact, relationships and engagement/ different styles of teaching (O’Leary, 2015)

  36. Benefits of Team Teaching Co-teaching provides structured opportunities for teachers to discuss classroom challenges and solutions Collegial support Benefits of observing and sharing resources Improvements for all students Improved contact, relationships and engagement/ different styles of teaching (O’Leary, 2015)

  37. Considerations for Teachers Team teaching should be part of a menu of options to support students Clarify roles and responsibilities Establish a common framework for team teaching Planning, delivery and review Respect each other's skills and motivation Both teachers should be seen as equals in team teaching Set a review date – Reflect, re-design and celebrate

  38. Team Teaching Scenarios • Form groups of four • Each group a different scenario • Nominate a chair and rapporteur for your group • The chair will allocate roles and organise the timing • The rapporteur will feedback back key points/ learning from the group • All group members will have a role • Two people role play scenario as outlined on role card • All other members observe, then discuss the scenario

  39. Team work… naturally First role play the scenario Then discuss as a group how you’d deal with such a scenario in your school

  40. You are a newly qualified teacher. You have been asked to team teach with one of the full time teachers. She has taught for 34 years and has a reputation as an outstanding teacher: brilliant results and popular with pupils. You are excited and nervous to be working with her/him. You know you will learn loads and besides it will look good on your CV! You genuinely think it’s a great opportunity and are eagerly looking forward to it. It’s your first meeting: you wait for her/him to start the discussion Scenario 1 Person 11st meeting of NQT & a ‘veteran’ teacher.

  41. Scenario 1 Person 2 1st meeting of NQT & a ‘veteran’ teacher. You are approaching retirement. Teaching has been a great career but it’s all so different now with reforms, policies new fangled technology. The young teachers are all iPads and trendy clothes: they look so confident! Team teaching has been introduced to your department. You are dreading the thought of it! It’s your first meeting: You decide to tell your team teacher that you don’t think it is a good idea at all.

  42. Scenario 2 Person 1 TY mini-company module: different perceptions about respective roles You have been team teaching on a TY mini company project. The other teacher has done a lot of the preparation (the way you see it: you haven’t had much of a look in!). You feel you are not really needed and not wanted. The principal sat in on the lesson today so you tried make clear that you did have something to contribute to the lesson. The discussion takes place just after the lesson (principal has left). Person 2 begins…

  43. Scenario 2 Person 2 TY mini-company module: different perceptions about respective roles You have established a mini-company project with TY and knowing that your team teacher has a lot on her plate at the moment you have done all the preparation. She hasn’t much to do but you are disappointed that she hasn’t rowed in more in the actual lessons! You thought she’d pick up on pupils’ questions. Then today when the principal sat in on the lesson as agreed she decided this would be a good day to take over completely! The discussion takes place just after the lesson (principal has left). You begin…

  44. Scenario 3 Person 1 Experienced teacher covers a tricky topic in Maths for a younger colleague… You have established a mini-company project with TY and knowing that your team teacher has a lot on her plate at the moment you have done all the preparation. She hasn’t much to do but you are disappointed that she hasn’t rowed in more in the actual lessons! You thought she’d pick up on pupils’ questions. Then today when the principal sat in on the lesson as agreed she decided this would be a good day to take over completely! The discussion takes place just after the lesson (principal has left). You begin…

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