November 13, 2014
A New Model for Student Teaching
Traditionally, student teaching has involved the pairing of one teacher candidate (intern) with one experienced classroom teacher (clinical teacher). Gradually, the intern takes on more and more responsibility in the classroom until he/she is functioning as the sole instructor. Lead faculty in the College of Education are examining new models of student teaching in the hopes of finding more effective ways to prepare new teachers. One of these new models is known as Co-Teaching.
In the Co-Teaching model, the clinical teacher and the intern engage in collaborative planning, instruction and assessment throughout the internship. This model enables the clinical teacher to provide consistent mentoring while giving interns the time and support necessary to gain the skills and confidence required to teach effectively. Co-Teachers are always both teaching. In order for the model to be successful, both the intern and the clinical teacher must be trained in specific co-teaching strategies.
The Co-Teaching model was piloted during the 2012-2013 school year. Twenty-five interns were placed in 15 classrooms in Pitt and Green Counties. Initial research shows that the Co-Teaching model provides benefits to the student teacher, classroom teacher and P-12 students. Co-teaching interns significantly outperformed non Co-Teaching interns in their ability to provide subject-specific pedagogy and to use assessment to inform instruction. Co-Teaching interns also indicated a higher degree of self–efficacy in their ability to differentiate instruction than that indicated by traditionally prepared interns. The pilot has expanded to 242 participants engaged in co-teaching including interns, classroom teachers, university supervisors and program faculty.
The Co-Teaching initiative is led by Drs. Judy Smith, Liz Fogarty, Christina Tschida and Vivian Covington. The practice of and research on Co-Teaching addresses the focus of NCATE Standard 3: Clinical and Field Experiences.
#ECU_CAEPisComing