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Nicole Pepe July 2010 Model 3 – Central ACTION RESEARCH. Professional Development in Support of Collaborative Teaching in the Elementary-Inclusive Classroom. Problem Statement.

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nicole pepe july 2010 model 3 central action research
Nicole Pepe

July 2010

Model 3 – Central

ACTION RESEARCH

Professional Development in Support of Collaborative Teaching in the Elementary-Inclusive Classroom

problem statement
Problem Statement

The least restrictive environment for students with individualized education plans has been determined to be the best learning situation. However, schools are not currently equipped with strategies and tools to help special education and regular education co-teach in a single classroom. Therefore, their strengths and attributes are not being used to their full potential for the benefit of students and teachers alike

research questions
Research Questions
  • Does ongoing, job-embedded professional development, using theT.E.A.M model (training, executing, analyzing, monitoring) have a positive effect on the collaborate efforts of co-teachers?
  • Does training provided on the six models of co-teaching, according to the research of Cook and Friend, decrease anxiety and increase motivation of co-teachers in an inclusive setting?
t e a m model
T.E.A.M. Model
  • T.E.A.M Model of Professional Development-Founded by NJ Teacher to Teacher, LLC., -Training, Executing, Analyzing, Monitoring
  • Defines the ongoing, job-embedded professional development that is based on research of best practices of successful professional development.
factors influencing data
Factors influencing data…
  • High Quality of PD – as indicated by survey
  • Articulation time alotted during the PD naturally created a Professional Learning Community
  • School Community Buy-in was integral part of the success
other findings recommendations and conclusions
Other Findings, Recommendations and Conclusions
  • Change in physical arrangement of classroom space to better accommodate implementation of co-teaching models
  • Shift in whole-group instruction model to small-group instruction
  • Request for additional classroom tools, such as whiteboard, additional teachers guides for co-teacher, tables for small-group instruction
  • Overall general improvement in motivation and acceptance of inclusive practices, as evident in teacher affect and communication, both professional and personal.
  • Shared accountability for all students; reduction in “my students” vs. “your students”. This demonstrated in planning of alternative groups and grading practices

(as evidenced in observations, surveys and administrative walk thrus)

implications on future study
Implications on Future Study
  • Impact of co-teaching at a middle school level, including the best implementation and pairing of teachers, and subject areas
  • Effects of the T.E.A.M model of professional development in other instructional and curricular areas
  • Student achievement data comparing self-contained, resource room and inclusive classroom settings
post data
Post-Data
  • 2011-2012 Wayne Township Continued the implementation of the co-teaching model in 6 new classrooms, and additional Preschools
  • Wayne Township has continued with the T.E.A.M model of PD for the co-teaching teams for 2011-2012
  • Wayne Township Middle School is also researching PD for co-teaching
finally
Finally……

Co-Teaching: building a successful partnership

http://www.njea.org/news-and-publications/~/media/Review/Review_March%202012.ashx

Co-Authored

Nicole Intoccia-Pepe

Darlene Farrace-Prott

March 2012