□ Middle school (grades 6-8) general education teacher □ High school (grades 9-12) general education teacher □ Middle school (grades 6-8) special education teacher □ High school (grades 9-12) special education teacher □ Other (Please describe):______________________
2. Please indicate the content area(s) that you currently co-teach. Mark all that apply. □ English / Language Arts / Reading
□ Mathematics □ Science
□ Social Science / Social Studies
j Extended Core (fine arts, technology, health, physical education)
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□ Other (Please describe):
3. Please indicate the percent o f students who performed at or above 70% proficiency on the 2nd benchmark assessment* in your highest performing co-taught class.
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□ 9 0 - 1 0 0 □ 80-89 □ 70-79 □ 60-69 □ 40-59 □ 0-39
^Benchmark assessment - Quarterly division assessment in core content areas: mathematics, English / language arts, science, and social science.
4. Please indicate your total years o f teaching experience.
□ 0-5 Years □ 16-20
□
6-10□
21+
□ 11-15
5. Please indicate your highest level o f education.
□ Bachelors □ Masters+
□ Masters □ Doctorate
6. Please indicate how you were identified to co-teach. □ Volunteer
□ Non-volunteer
7. Please indicate how co-planning occurs in your school. Mark all that apply. □ Scheduled during the school day
□ Release time provided by school division □ “Catch your co-teacher as you can”
□ Other (Please describe): __________________
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SECONDARY CO-TEACHER PERCEPTIONS
8. Please indicate your certification area(s). Mark all that apply. □ Special Education □ Elementary Education □ Middle Education □ Science □ History □ English □ Mathematics
□ Career and Technical Education
□ Other (Please describe):______________________
BOYD
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9. Please indicate your use o f each co-teaching model listed below. Place an “X” in the appropriate column for each co-teaching model listed.
Co-teaching Model None o f the Time (1) Some of the Time (2) Most of the Time (3) All o f the Time (4) One Teach, One Assist / One
Teach, One Observe Station Teaching Parallel Teaching Alternative Teaching Team Teaching
One teach, one assist is an approach in which one professional is primarily responsible for the instructional delivery and the other professional moves throughout the group of students to provide individual assistance as needed (Cook, 2004; Cook & Friend, 1995). One teach, one observe is an approach in which one professional is primarily responsible for
instructional delivery and the other professional is gathering data relative to academics, behavior, social skills, or other target area (Cook, 2004).
Station teaching occurs when students are divided into multiple groups and circulate through various stations or activities (Cook, 2004; Cook & Friend, 1995). Typically, two stations are led by the teachers while the remaining stations are independent student stations (Cook, 2004).
Parallel teaching is a co-teaching approach where the class is divided into two
heterogeneous groups where each professional leads the instructional sequence (Cook, 2004; Cook & Friend, 1995).
Alternative teaching involves separating the students into two groups but one group is smaller than the other. The teacher responsible for instructing the smaller group does remediation, enrichment, assessment or other function while the teacher for the large group proceeds with the core lesson (Cook, 2004; Cook & Friend, 1995).
Team teaching is an approach in which both professionals take on the lead instructional role and deliver instruction at the same time (Cook, 2004).
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Running Head: SECO NDA RY CO-TEA CH ER PERCEPTION S
P a r t II - T e a c h e r P e rcep tio n s
In s tru c tio n s: R esp o n d th e follow ing sta te m e n ts based on y o u r beliefs a b o u t co -teach in g using a scale o f 0-4 w ith 1 being stro n g ly d isa g re e a n d 4 stro n g ly agree.
0 S tro n g ly D isagree D isagree A gree S tro n g ly A gree
N/A 1 2 3 4
1 0 . 1 b eliev e th at stu d e n ts w ith a ran g e o f d isa b ilitie s (e.g., a u tism , intellectu al d isab ilities, learn in g d isab ilities, e m o tio n al d isa b ilitie s, h e arin g im p airm en ts) can be su c c essfu lly in clu d ed in c o -ta u g h t class(es).
0 1 2 3 4
1 1 . 1 h av e resp ect for m y c o -te a c h e r’s ex p ertise. 0 1 2 3 4
12. B oth c o -te ac h e rs a re eq u ally resp o n sib le for stu d en t p e rfo rm a n ce in m y c o -ta u g h t class(es).
0 1 2 3 4
13. M y c o -te ac h e r an d I v iew each o th e r as equals. 0 1 2 3 4
14. 1 am very co n fid e n t in m y a b ility to teach th e acad em ic c o n te n t in m y co -ta u g h t class(es).
0 1 2 3 4
15. W hen the special e d u catio n tea ch e r in m y c o -ta u g h t c la ss(es) has lim ited co n ten t k n o w led g e, he/sh e
fu n ctio n s as an in stru ctio n al assista n t (1A) in co -tau g h t classes.
0 1 2 3 4
1 6 . 1 in co rp o ra te IE P g o als w ith sta te sta n d ard s d u rin g c lassro o m in stru ctio n .
j
0 1 2 3 4
1 7 . 1 d iffere n tia te in stru ctio n to m ee t th e n eed s o f all stu d e n ts in m y co -ta u g h t class(es).
18. T h e g en eral e d u ca tio n c o -te ac h e r is resp o n sib le for d e liv e rin g m o st o f th e in stru ctio n in m y c o -tau g h t c lass(es).
0 1 2 3 4
0 1 2 3 4
1 9 . 1 h av e a c learly d e fin e d role in m y co -ta u g h t class(es). 0 1 2 3 4
20. T h e g en eral an d special e d u ca tio n tea ch e rs h av e equal a u th o rity in e s tab lish in g classro o m ro u tin e s in m y co- tau g h t class(es).
0 1 2 3 4
21. T h e g en eral e d u ca tio n tea ch e r h as th e final d ecisio n re g ard in g g ra d in g for all stu d e n ts in m y c o -tau g h t c lass(es).
N/A S tro n g ly D isagree D isagree A gree S tro n g ly A gree
0 1 2 3 4
22. T e a c h e rs ’ ro les for each lesson seg m en t (e.g ., sn ap sh o t, instru ctio n al focus, g u id ed p ractice) in m y co -tau g h t c la ss(es) are id en tified d u rin g c o -p lan n in g .
0 1 2 3 4
23. C o -p lan n in g tim e w ith m y co -te ac h e r(s) is in co rp o rated into the m aster schedule.
0 1 2 3 4
24. W hen co m m o n p lan n in g tim e is not built in m y sch ed u le, I still m ak e tim e to p lan w ith m y co -teach er.
0 1 2 3 4
25. M y c o -te ac h e r and 1 sp en d ap p ro x im ately o n e h o u r per w eek co -p la n n in g (tim e m ay b e b efo re, d u rin g , o r after the school day).
26. W hen larg e p ercen tag es o f stu d en ts in m y co -tau g h t class(es) fail to m eet aca d em ic targ ets, both c o -te ac h e rs are h eld eq u ally a cc o u n ta b le by th e ad m in istrato r.
0 1 2 3 4
0 1 2 3 4
27. T he n u m b er o f stu d e n ts w ith d isa b ilitie s in m y co- tau g h t class(es) is p ro p o rtio n al to the n u m b er o f stu d e n ts w ith d isab ilities in m y school.
0 1 2 3 4
28. T h e p ro fessio n al d e v elo p m en t m y c o -te ac h e r an d I receiv ed is a d eq u ate to su p p o rt o u r co lle ctiv e w ork.
0 1 2 3 4
29. M y ad m in istrato r is so m eo n e I c an tu rn to in o rd e r to reso lv e co -te ac h in g co n flicts.
0 1 2 3 4
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