Fs Foghlaim www pdst ie Forbairt www pdst
Fís Foghlaim www. pdst. ie Forbairt
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What we are not Evaluators www. pdst. ie Policy makers Curriculum developers ©PDST 2017 What we are Teachers and school leaders Teacher Educators Facilitators/Enablers Purveyors of lifelong learning
In-school support www. pdst. ie/schoolsupport School roll number www. pdst. ie schoolsupport 2017 It is essential to fill out the on-line application form in order for your application to be considered ©PDST 2017
In-School Support School Self-Evaluation (SSE) 2016 – 2020 www. pdst. ie 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 ©PDST 2017
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www. pdst. ie Team Teaching @PDST_Ireland ©PDST 2017
www. pdst. ie Why? 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) ©PDST 2017
www. pdst. ie Todays Research Questions? ? ©PDST 2017
www. pdst. ie Questions Did your Teacher Education Programme include any form of Team Teaching? Have you undertaken any Professional Development in relation to Team Teaching since you graduated? ©PDST 2017
www. pdst. ie What is Team Teaching? ©PDST 2017
Visual Verbal Square Put ‘team teaching’ into a sentence Definition www. pdst. ie Team Teaching List related words ©PDST 2017 Draw what it looks like
TERMINOLOGY Co-operative teaching… Co-teaching… Collaborative teaching… Team teaching… www. pdst. ie ‘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. ©PDST 2017
Forbairt Fís Foghlaim www. pdst. ie © PDST 2014 This work is made available under the terms of the Creative Commons Attribution Share Alike 3. 0 Licence http: //creativecommons. org/licenses/by-sa/3. 0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence. Please cite as: PDST, Power. Point Presentation Title, 2014 The PDST is funded by the Teacher Education Section (TES) of the Department of Education and Skills (DES) and is managed by Dublin West Education Centre Click here to see examples of each
www. pdst. ie Discussion on Team Teaching… Who Team Teaches? Which Model would work best for you? ©PDST 2017
www. pdst. ie Activity: Where do YOU stand? ©PDST 2017
www. pdst. ie “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” ©PDST 2017
www. pdst. ie “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)” ©PDST 2017
www. pdst. ie “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. ” ©PDST 2017
www. pdst. ie “Nice idea but somewhat unrealistic. . . not enough resources are made available for it. ” ©PDST 2017
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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) www. pdst. ie 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) ©PDST 2017
www. pdst. ie International Perspective • Low levels of Exchange & Coordination 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) ©PDST 2017
www. pdst. ie 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) ©PDST 2017
www. pdst. ie Team Teaching New Initiative 2015/16 First Irish Class filmed ©PDST 2017
www. pdst. ie Educational Landscape Initial Teacher Education ©PDST 2017 Induction and probation (Droichead) Lifelong learning
www. pdst. ie “. . . the experienced teacher and NQT plan and co-teach a lesson. . . ” (P. 19) ©PDST 2017
Educational Landscape NIPT probation and induction/ Droichead Literacy and Numeracy Strategy Inclusion - SEN Team Teaching www. pdst. ie Junior Cycle - Professional Collaboration SSE Af. L ©PDST 2017 Teaching Council - CPD
www. pdst. ie Activity ©PDST 2017
Forbairt Fís Foghlaim www. pdst. ie © PDST 2014 This work is made available under the terms of the Creative Commons Attribution Share Alike 3. 0 Licence http: //creativecommons. org/licenses/by-sa/3. 0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence. Please cite as: PDST, Power. Point Presentation Title, 2014 The PDST is funded by the Teacher Education Section (TES) of the Department of Education and Skills (DES) and is managed by Dublin West Education Centre
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 Benefit s
Forbairt Fís Foghlaim Teachers www. pdst. ie 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 © PDST 2014 Managing debriefing sessions in a constructive and respectful way This work is made available under the terms of the Creative Commons Attribution Share Alike 3. 0 Licence http: //creativecommons. org/licenses/by-sa/3. 0/ie/. You may use and re-use this material (not including images and logos) free of Issues of control and power: Who is in charge? charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence. Please cite as: PDST, Power. Point Presentation Title, 2014 Challenges The PDST is funded by the Teacher Education Section (TES) of the Department of Education and Skills (DES) and is managed by Dublin West Education Centre
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 Benefit s
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
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 Benefit s
Forbairt Fís Foghlaim Pupils www. pdst. ie Confusion over authority/ who is in charge? Could accentuate perceptions of ability grouping © PDST 2014 Confusion between different methods of teaching This work is made available under the terms of the Creative Commons Attribution Share Alike 3. 0 Licence http: //creativecommons. org/licenses/by-sa/3. 0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence. Please cite as: PDST, Power. Point Presentation Title, 2014 Challenge s The PDST is funded by the Teacher Education Section (TES) of the Department of Education and Skills (DES) and is managed by Dublin West Education Centre
www. pdst. ie www. cocorkvec. ie/index. cfm/page/teamteaching ©PDST 2017
www. pdst. ie 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) ©PDST 2017
www. pdst. ie 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) ©PDST 2017
www. pdst. ie 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 ©PDST 2017
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www. pdst. ie Team Teaching Scenarios 1. Form groups of four 2. Each group a different scenario 3. Nominate a chair and rapporteur for your group ▪ The chair will allocate roles and organise the timing ▪ The rapporteur will feedback key points/ learning from the group 4. 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 ©PDST 2017
www. pdst. ie Team work… naturally First role play the scenario Then discuss as a group how you’d deal with such a scenario in your school ©PDST 2017
Scenario 1 Person 1 www. pdst. ie 1 st meeting of NQT & a ‘veteran’ teacher. 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 ©PDST 2017
Scenario 1 Person 2 www. pdst. ie 1 st 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 i. Pads 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. ©PDST 2017
Scenario 2 Person 1 www. pdst. ie TY mini-company module: different perceptions about respective roles ©PDST 2017 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…
Scenario 2 Person 2 www. pdst. ie TY mini-company module: different perceptions about respective roles ©PDST 2017 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…
Scenario 3 Person 1 www. pdst. ie 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… ©PDST 2017
Scenario 3 Person 2 www. pdst. ie Experienced teacher covers a tricky topic in Maths for a younger colleague… You’re a newly qualified Maths teacher and you’re new to this school. You got an A in teaching on the PME and you’re happy to be teaching a senior class. Recently the principal has said you’ll have another teacher in for your fifth year Higher Level class. You feel undermined and wonder if they think you can’t teach the Higher syllabus! You put a brave face on thinking ‘beggars can’t be choosers’ but you are very annoyed about being sidelined as an observer of your own class! You meet the other teacher in the staff room after the lesson. She begins the conversation… ©PDST 2017
Scenario 4 Person 1 Two teachers with divergent views on classroom management and discipline. www. pdst. ie You have been team teaching with a colleague. Despite planning well in advance he/she insists on doing things ‘his/her way!’ Today he/she actually contradicted you in front of the students! ©PDST 2017 You don’t want to do it anymore and you need to tell him/her you are calling it a day. You begin the conversation.
Scenario 4 Person 2 www. pdst. ie Two teachers with divergent views on classroom management and discipline. You are team teaching with a colleague. You are enjoying the back and forth and the different approaches that you take you think enriches the pupils’ experience of the subject. You are meeting your partner teacher for a ‘debrief’ after the lesson. He/She begins the conversation. ©PDST 2017
Scenario 5 Person 1 School boy/girl chats with mum/dad about his/her experience in English class www. pdst. ie You are a pupil in Mr. Walsh’s class: he has recently brought in another teacher and you don’t get why! Is Mr Walsh on ‘report’ or something? They don’t seem to get on anyway and are always contradicting each other! You liked Mr. Walsh’s class before the new teacher came, and no one is correcting homework any more! Your mother/father asks how you are getting on. Usually you say ‘fine’ but today you decide to tell her/him what’s been happening. Your ‘mother/father’ starts the conversation. ©PDST 2017
Scenario 5 Person 2 www. pdst. ie School boy/girl chats with mum/dad about his/her experience in English class You are a parent. You’ve heard that the school has introduced team teaching in English. It sounded like a good idea but you are worried that it is confusing your child. He doesn’t usually say much about school but you decide to ask anyway how it’s going… You begin the discussion: Begin by asking how English class went today… ©PDST 2017
Scenario 6 Person 1 www. pdst. ie A PME student and her/his cooperating teacher: different perceptions of lesson. You are a PME student and you have been called to a meeting with your colleague after your first team teaching lesson. He/She’s a really brilliant teacher! You know because you had him/her for Maths when you were a pupil in the school! You were in awe of him/her, now you are teaching with him/her. The whole situation has made you so nervous your mind went blank in the lesson today and you feel you have taught the pupils all wrong! Now he/she wants to meet you … “for a chat”. You fear the worst! The teacher begins the conversation. ©PDST 2017
Scenario 6 Person 2 www. pdst. ie A PME student and her/his cooperating teacher: different perceptions of lesson. You are an experienced teacher. You have been team teaching with a former pupil now a PME student. He/she is an outstanding person and will be a great teacher. Team teaching has been going very well, you are learning loads about technology from this PME student. You know he/she has a great command of the subject, but the questions the pupils asked caught you both off guard today. He/She left the classroom before you got a chance to reassure him/her. You’ve asked him/her to meet you for a chat. You begin the conversation. ©PDST 2017
Scenario 7 Person 1 www. pdst. ie Teachers with divergent views about classroom management. You have been asked to team teach with a colleague in a class she has had since September. You don’t know the class well but you have always got on well with this colleague and you were happy to do it. After just one lesson you feel it isn’t working out! You feel she is too lax with the pupils: they talk all the time, and talk back when corrected! To add insult to injury, when you try to do something about it she contradicts you and undermines your authority in front of the pupils. You send her an email to say you don’t want to continue. The other person begins the conversation. ©PDST 2017
Scenario 7 Person 2 www. pdst. ie Teachers with divergent views about classroom management. You are team teaching with a colleague you get on with quite well. It is your tutor group class and you have established a relaxed and quite democratic approach with them since September. You think this works well, especially for the pupils with challenging behaviour. In the first lesson that you’ve team taught together your colleague reprimands a pupil for talking in class. Thee pupil answers her (quite assertively), but you explain that they have permission to chat once they get the work done. You are happy with how the incident is resolved. So you are puzzled when you get an email to say she isn’t interested in continuing with team teaching. You begin the conversation. ©PDST 2017
Scenario 8 Person 1 www. pdst. ie Two teachers discuss methodology: traditional versus collaborative . You are a teacher with considerable experience teaching, you have tried all the new approaches in your time but you still come back to getting the pupils into rows, and taking down notes. It’s the only thing that has worked to get them through the exams. You welcome the opportunity to team teach because with another teacher assisting you it will give the weaker pupils a chance to catch up. It is your first meeting with your team teacher to plan the first lesson ©PDST 2017
Scenario 8 Person 2 www. pdst. ie Two teachers discuss methodology: traditional versus collaborative You are an experienced teacher and you have recently completed a Masters degree focused on the impact of classroom collaboration and active learning methods to promote a positive learning environment. You are eager to try team teaching as a way to support this methodology. Another teacher can facilitate the groups with you. It is your first meeting with your team teacher to plan the first lesson. ©PDST 2017
www. pdst. ie Team Teaching Protocols ©PDST 2017
www. pdst. ie Protocol for Team Teaching Team teaching is best undertaken in a context of shared understandings. Each school should develop a draft protocol to act as a framework for team teaching. From what we looked at today consider the following; • General principles for team teaching • Pre-teaching considerations • Considerations during team teaching • Post-teaching considerations ©PDST 2017
www. pdst. ie Protocol for Team Teaching In groups: • Review the considerations that you have received • Prioritise existing or create new considerations if necessary • Try to develop approx. 5 coherent considerations under your heading ©PDST 2017
www. pdst. ie Protocol for Team Teaching • We will collate again and circulate to all participants as a draft document that can be contextualised to the needs of individual schools • **Think of your experiences and scenarios and think about what considerations might need to be included ©PDST 2017
www. pdst. ie Resources for Team Teaching ©PDST 2017
www. pdst. ie ©PDST 2017 http: //www. pdst. ie/teamteaching
www. pdst. ie Further Resources for Team Teaching Professional Development for Teacher http: //pdst. ie/teamteaching Special Education Support Service (SESS) – In-school seminars on team teaching Online application form – Online team teaching course (currently being reviewed and updated) http: //www. sess. ie/welcome-sess-elearning ©PDST 2017
www. pdst. ie Final considerations • Start on a small scale and slowly to avoid overload • Setting up can take hard work, collaboration, open mindedness and dedication • Be prepared for resistance among colleagues and, possibly, parents • Leadership is crucial ©PDST 2017
www. pdst. ie Final considerations • No single model of team teaching will automatically result in success for a given teaching situation • Any team teaching programme must be customised to suit the curriculum, teachers and students • Establish and communicate team expectations ©PDST 2017
www. pdst. ie Final considerations • Certain key elements appear to be necessary for a successful team teaching programme: 1. Compatibility of team members 2. Shared responsibilities, commitment to team teaching and ongoing communication 3. A keen interest in connecting the content or curriculum to real life ©PDST 2017
www. pdst. ie Final considerations • Certain key elements appear to be necessary for a successful team teaching programme: 4. A strong desire to ignite students’ thirst for knowledge 5. Well defined programme goals and philosophies 6. Well defined roles of teachers and administration ©PDST 2017
PDST Publications & Resources www. pdst. ie/publications - Free PDFs www. laoiseducationcentre. org/pdstpublications To order print copies at cost price + P & P ©PDST 2017
www. pdst. ie Group Resources ©PDST 2017
PDST Active Learning Toolkit www. pdst. ie/publications - Free PDFs www. laoiseducationcentre. org/pdstpublications To order print copies at cost price + P & P ©PDST 2017
www. pdst. ie What are your next steps? ©PDST 2017
Fís Foghlaim www. pdst. ie Forbairt
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