SCHOOL OF EDUCATION

ASSIGNMENT COVER SHEET

STUDENT DETAILS
Imran Ali Tamer 18019647
Student name: Student ID number:

UNIT AND TUTORIAL DETAILS

Unit name: RTL2 Unit number: 102097
Group 3: Improving
Engagement In The
Secondary School
Tutorial group: Classroom Tutorial day and time: Monday 2.30pm
Lecturer or Tutor name: Paul Rooney

ASSIGNMENT DETAILS
Report: Co-teaching enables greater support for student engagement
Title:
Length: 2,000 words Due date: 15th April, 2018 Date submitted: 15 th April 2018
Home campus (where you are enrolled): Kingswood

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from the Lecturer / Tutor / Unit Coordinator for this unit.
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I am aware that this work will be reproduced and submitted to plagiarism detection software programs for
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Student’s signature: ITamer

Introduction
Co-teaching is the collaboration of teachers within and beyond a classroom, providing
students with additional support to meet their learning needs. It involves the implementation
of shared methods of planning, instruction, discipline, supervision of classroom aides and in
some cases modifications to the curriculum (Rytivaara & Kershner, 2012). This report will
discuss the ability of co-teaching to enable greater support for student engagement and
analyse a diverse range of literature on the topic as a basis for the development of data
collection protocol.

Literature Review
Co-teaching is a process of collaborative teaching, enabling teachers to provide greater
support to their students. Graziano & Navarrete (2012) have found that co-teaching is an
effective method improving student engagement, academic performance and addressing the
needs of diverse learners. They also highlighted differentiated instruction as a key tool
implemented which provided students with a range of procedures to complete tasks, ensuring
all learners comprehended the tasks at hand. This empowers students to actively engage with
classroom activities and feel comfortable in applying their knowledge and skills. Graziano &
Navarrete (2012) also discovered the expertise of each teacher being highly beneficial,
enabling teachers to alternate duties, providing students with a more engaging lesson.
Additionally, co-teaching provides teachers with a learning experience in partnership with
their co-educator. It fosters growth through planning and the sharing of ideas, enabling
teachers to further develop their teaching methods and practices (Devlin-Scherer & Sardone,
2013). The cooperation and collaboration of teachers developing lesson plans and teaching
methods which encapsulates their strengths, results in an interactive and engaging lesson for
the students (Devlin-Scherer & Sardone, 2013). The professional development of teachers in
partnership, creates a positive learning environment which caters for the needs of diverse
students. This is achieved through the coordination of strategically designed lessons by
teachers of varying expertise, enabling greater support for student engagement and creativity.
The concept of co-teaching envisions student enrichment as interdisciplinary teachers impart
knowledge of content which students may not have had prior access to (Devlin-Scherer &
Sardone, 2013). This portrays the benefit of co-teaching and its ability to increase student
engagement through access to appropriate education supporting their learning needs and
improving their academic achievements.
Student perceptions upon co-teaching also convey the benefits and challenges associated with
co-teaching. When implemented effectively, co-teaching can provide greater student support
as both teachers simultaneously teach the lesson. This establishes a network where students
can be engaged in class discussions whilst teachers present information and knowledge to
their students (Embury & Kroeger, 2012). The successful implementation of co-teaching is
when both teachers, teach all students in the classroom, enabling the transfer of knowledge,
greater student participation and satisfying the learning needs of all students (Embury &
Kroeger, 2012). However, it is important to note that when one teacher ‘takes control’ as the
‘main teacher’ and the other performs the role of ‘assistant’, it can attract negative attention
to those students who require additional support to cater for their learning needs.
In addition, co-teaching provides students with an opportunity to acquire more knowledge
from the lessons and learn different methods of approaching activities. It also enables
teachers to sufficiently connect with all students in the classroom, where the teachers have
emphasised a high importance on student educational outcomes (Cramer et al.2010). Having
multiple teachers in the classroom has been reported to minimise the monotony of
presentation, as students are able to benefit from the different presentation styles of the
teachers and engage in lessons for longer periods of time (Cramer et al.2010). Additional
staff also permits students to work in groups, where they are engaged in helping each other
learn, sharing their talents and knowledge. It facilitates development of important social skills
and removes the risk of negative attention to those who require support for their learning
(Cramer et al.2010). This autonomy promotes students of all learning abilities, increasing
their self-esteem and confidence in their abilities.
Moreover, co-teaching has increased benefits for students with disabilities, providing greater
access to inclusive education. It has ben reported that co-teaching has improved the self-
esteem of students with disabilities, the increased support empowers them to focus upon their
strengths, increasing their motivation and engagement (Nichols, Dowdy & Nichols, 2010). It
provides students with disabilities access to equal education where their learning needs are
catered for. Co-teaching can improve students’ academic performance with increased support
and attention, monitoring of their progress and guiding them through classroom activates
ensuring their engagement (Nichols, Dowdy & Nichols, 2010). An additional benefit of co-
teaching is the inclusivity and acceptance of all learners, developing a community within the
classroom. It enables all students to enhance their social and emotional skills, engage with
classroom activities and succeed academically (Nichols, Dowdy & Nichols, 2010).
Similarly, students with disabilities are offered opportunities for social participation in co-
taught classrooms. They have the ability to actively engage in the classroom, socialising and
learning from their peers and teachers. This results in students with disabilities improving
their behaviour, becoming socially accepted within the classroom (Strogilos & Stefanidis,
2015). It enables them to showcase their abilities and strengths in front of their peers,
changing their perceptions of students with disabilities. It also fosters positive perceptions
within teachers of students with disabilities, causing them to strive to build a classroom
environment which is engaging and meets the needs of all learners (Strogilos & Stefanidis,
2015). Hence, teachers are more likely to actively include students with disabilities in
classroom activities enhancing their learning and providing greater support for their
engagement.
Students with disabilities have also shed light on their views of co-teaching in the classroom.
It has been found that students with disabilities have an increased sense of belonging in co-
taught classrooms. This is a result of the additional emotional and educational support
provided by co-teachers (Rivera, McMahon & Keys, 2014). It has also been noted that the
increased support has provided students with disabilities valuable opportunities to interact
with their classmates and feel valued within the classroom environment. This enables them to
feel more comfortable with an increased self-confidence and actively engage in classroom
activities (Rivera, McMahon & Keys, 2014). Co-teaching also increases the diversity and
effectiveness of support offered to students, contributing to a positive learning environment
catering for the needs of all students, promoting student engagement.
Furthermore, teachers have developed positive thoughts on co-teaching and collaboration.
They have found that they have more energy and a greater sense of enjoyment when assisted
by a co-teacher. Teachers have also expressed the ease created by shared ownership of
student learning which enables them to engage the students with creative and varying
teaching practices (York-Barr, Ghere & Sommerness, 2007). It has also been identified that
co-teachers have more time to better understand their students’ needs and strengths, enabling
them to provide students with opportunities to learn in varying contexts (York-Barr, Ghere &
Sommerness, 2007). Teachers also reported that their students were able to learn from their
different teaching styles, feel more included, engage in more social situations, learn from and
support each other and actively participate in classroom activities (York-Barr, Ghere &
Sommerness, 2007). This demonstrates the value of co-teaching in providing a positive
learning environment for students with greater support for creativity and engagement.

Data Collection Protocol

Survey Topic: The Benefits and challenges of co-teaching
Rationale: The purpose of this study is to gain an insight into the thoughts of teachers and
educators on co-teaching in the classroom. Literature has outlined numerous benefits for
children in the classroom. This survey has been designed in light of literature findings to
understand your opinions on the benefits and challenges of co-teaching.

What is your Gender?

 Male
 Female

What experience do you have as a teacher?

 1-2 years
 3-5 years
 5-7 years
 8-10 years
 10+ years

What school year do you currently teach?

 Year 7
 Year 8
 Year 9
 Year 10
 Years 11 & 12
What school setting do you teach in?
 Mainstream classroom
 Inclusive Classroom

What experience do you have with co-teaching?

 None
 Minimal
 Some
 Great

What co-teaching structure do you generally use?

 One Teacher, One Observer
 One Teacher, One Assistant (Assistant to help students who need additional support)
 Parallel Teaching (Teachers teaching the same content but have divided the class)
 Station Teaching (Teachers divide content and students)
 Alternative Teaching (One teacher takes responsibility for a large group, whilst the
other a smaller group)
 Team Teaching (Both teachers deliver the same instruction/content at the same time)

How do the students benefit most? (Select 2 which best apply)

 Increased support
 More engaged
 Improved behaviour
 Increased confidence
 Improved social and emotional skills
 Improved academic performance

What do you think makes co-teaching successful? (Select 2 which best apply)
 Collaboration
 Team work
 Sharing of ideas
 Experience and expertise of both teachers
 Planning
 Different teaching styles
 Shared responsibility
What are some of the challenges of co-teaching? (Select 2 which best apply)
 Planning
 Conducting a smooth lesson
 Meeting the needs of the students
 Understanding your co-teacher
 Agreeing upon teaching strategies and lesson plans
 Training required

Can co-teaching be disruptive? / If so how? (Select 2 which best apply)

 Lack of authority with the students
 Unable to build rapport with the students
 Repetitive instruction
 Lack of engagement
 Confusion
 Lack of organisation

Do you think co-teaching is successful?

 Strongly Agree
 Agree
 Unsure
 Disagree
 Strongly Disagree
Data Collection Protocol Rationale
Having completed a thorough analysis of literature on the topic of co-teaching and the
benefits it may have, the thoughts of teachers on co-teaching was identified as a gap for
future research. Whilst current research explains the benefits of co-teaching for both teachers
and students alike, there is little data available detailing teacher’s perceptions regarding the
benefits and challenges of co-teaching. Hence, this study aims to gain an insight into the
opinions of teachers on co-teaching, specifically aiming to investigate their views on its
benefits and challenges. This will be achieved through the strategic design of a survey which
will provide valuable data guiding future research. The participants of the survey will ideally
be teachers who have had some experience with co-teaching in order to receive valid data for
the purpose of this study.
The survey will gather important information developing an anonymous profile of the
teachers, enabling effective categorisation and analysis of the data. Questions will also cover
certain topics central to the success of co-teaching in classrooms. These include teacher
experience, classroom settings, co-teaching structure, benefits to students, successful
attributes of co-teaching, challenges of co-teaching and whether co-teaching is a successful
pedagogical practice. This will enable teacher’s attitudes to be recorded systematically,
adding to current research through highlighting the teacher’s role in the co-teaching process.
Ultimately, is the teacher’s attitude towards co-teaching which results in the successful
development of a positive classroom environment supporting student engagement.
Online surveys have numerous benefits for data collection purposes. The cost of
administering a survey is low, it is convenient for participants, respondents may be more
willing to participate without an interviewer present (no pressure), real-time access to results,
and quicker compilation of data (Jones, Baxter & Khanduja, 2013). This enables researchers
to effectively and efficiently gather data for analysis during research projects. Thus, it was
decided that online surveys was the most appropriate method of collecting data for this
current study.

Conclusion
Co-teaching is a complex process involving the collaboration of two or more educators,
providing students with additional support to cater for their learning needs. It encompasses
collaborative planning, sharing of ideas and expertise as well as the implementation of
varying teaching styles to connect with and engage students in the classroom. As discussed
throughout this paper, co-teaching has numerous benefits for students in mainstream classes
as well as those in inclusive education settings. It provides them with access to the necessary
support for engagement, personal growth and academic achievement. However, it has been
portrayed there is a gap in the current literature which requires further research on the
attitudes of teachers towards co-teaching. Hence, a survey instrument has been designed to
accurately report on these findings, to benefit students and teachers in co-taught classrooms.
Appendix 1: Sample Survey Consent Form

Dear Potential Participant:

I am working on a project titled: Improving Engagement In The Secondary School Classroom
for the class, ‘Researching Teaching and Learning 2,’ at Western Sydney University. As part
of the project, I am collecting information to help inform the design of a teacher research
proposal.
The purpose of this study is to gain an insight into the thoughts of teachers and educators on
co-teaching in the classroom. Literature has outlined numerous benefits for children in the
classroom. This survey has been designed in light of literature findings to understand your
opinions on the benefits and challenges of co-teaching.
By participating in this survey, I acknowledge that:
 I have read the project information [or where appropriate, ‘have had read to me the
project information’] and have been given the opportunity to discuss the information
and my involvement in the project with the researcher/s.
 The procedures required for the project and the time involved have been explained to
me, and any questions I have about the project have been answered to my satisfaction.
 I consent to the full completion of the electronic survey, providing valid and honest
responses.
 I understand that my involvement is confidential, and that the information gained
during this data collection experience will only be reported within the confines of the
‘Researching Teaching and Learning 2’ unit, and that all personal details will be de-
identified from the data.
 I understand that I can withdraw from the project at any time, without affecting my
relationship with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older:

Signed: __________________________________
Name: __________________________________
Date: __________________________________
Appendix 2: Lecture Activities
Week 1

Attendance requirements: 80% of all lectures and tutorials.

Assessment Tasks: Assessment 1 (Quizzes), Assessment 2 (Literature review), Assessment 3

(Research presentation)

 Research is important for teachers to reflect upon their own teaching practices. What
issues are present, why situations arise, how to deal with adversity.
 Previously (Pre-1970s) teachers adopted a reactive management approach whereby
strategies were implemented as a reaction to student behaviour and performance.
Strong presence of teacher authority (strict procedures, position of power).
 In the 1970s it was discovered that students who had a lack of respect for their
teachers were more inclined to be disengaged and combative towards their teachers.
This highlights the importance of developing engaging and interactive lessons and the
clear communication of rules and procedures (Kounin, 1970).

Positive teaching/learning characteristics:

 Clear behavioural and academic expectations
 Supportive teacher who takes an interest in their students to build rapport and a
positive relationship
 Welcoming towards the students
 Seek student input during decision-making (creates a sense of belonging and allows
the student’s voice to be heard)
 Establish rules and codes of conduct to prevent bullying and address issues and
instances of bullying as they arise. (shows the students you care about their well-being
and supports a healthy learning environment)

Action Research:
 What is action research: research conducted by educators enabling them to improve
their teaching practices and procedures.
 Steps: 1. Identify a problem (Use prior experience to identify a topic regarding
classroom instruction), 2. Gather background information (Gather background
information in the form of a literature review, preliminary data collection, and
preliminary intervention), 3. Design the study (Use background information to design
a study you could carry out in your future classroom), 4. Collect data, 5. Analyse and
interpret data, 6. Implement and share the findings
Week 2
Scenario A: The study should still be pursued as the number of participants who complete the
study does not impact ethical requirements. To pursue the study, it would be a reasonable
idea t have a look at previous research on the issue of racism to guide your research
methodology and how you approach the study.

Scenario B: The main issue in this scenario is privacy and confidentiality. There is also
potential harm to the teacher as their reputation is on the line. To minimise harm to the
affected teacher, the results should be categorised and displayed as the cohort of history
students and their results rather than highlight each classroom’s results. It is also important to
note that students have different abilities and needs which has an impact on their
improvement and results (e.g. gifted and talented students will have less room for
improvement than special needs students).

Scenario C: This presents an ethical concern as parents were obviously not provided with
detailed information on what activities will be taking place. Parents need to be provided with
this information as well safety procedures put in place to prevent potential harm to their
children. However, the fact that less students will take part is not an ethical issue in itself, the
issue is the lack of information provided to parents which breaches informed consent.

Classroom Management Literature:

Allen, K. P. (2010). Classroom management, bullying, and teacher practices. The

Professional Educator, 34(1), 1-15. Retrieved from
https://files.eric.ed.gov/fulltext/EJ988197.pdf
Milner IV, H. R., & Tenore, F. B. (2010). Classroom management in diverse classrooms.
Urban Education, 45(5), 560-603. doi: 10.1177/0042085910377290
Oliver, R. M., & Reschly, D. J. (2010). Special education teacher preparation in classroom
management: Implications for students with emotional and behavioural disorders.
Behavioural Disorders, 35(3), 188-199. Retrieved from
https://www.researchgate.net/profile/Regina_Oliver2/publication/282030893_Teacher_Prepa
ration_in_Classroom_Organization_and_Behavior_Management/links/594c6aa50f7e9ba1ec4
6c555/Teacher-Preparation-in-Classroom-Organization-and-Behavior-Management.pdf
Week 3

Part A: The survey participants may provide a biased answer regarding their attention in
class. I think there should be questions aiming to uncover the students need for help (i.e. how
they are coping with to work load, content, teaching style etc.). However, the survey did
provide a description of the student’s beliefs towards the help session and their reasoning for
attending.
Part B: an important aspect of interviewing is ensuring the interviewee is comfortable. He
participant needs to be given informed consent regarding the content of the interview, the
purpose and how the results will be used.
Additionally, the interviewer should engage with the interviewee on a personal level, so the
process isn’t mechanical. It is also important to make sure that you are well prepared as an
interviewer, so things don’t become repetitive. The participant should also be given
appropriate time to reflect and respond to questions so valid and accurate data can be
collected and their thoughts and feelings can be recorded.
The major challenge could be overcoming nerves, taking control of the interview and getting
in depth responses from the participant.
Week 5
Strengths and weaknesses of the example literature review
Strengths:
 The introduction provides a clear overview of the topic as well as what the paper will
be discussing
 Clear headings which organise the different topics, making it easier to read.
 Makes reference to other sources of literature

Suggestions for improvement:

 There are numerous sources used which are over 10 years old. This may impact the
validity of the research as new research projects would have been conducted more
recently
 Does not define the main topic: inquiry-based instruction. Defining the topic is an
important aspect to building the discussion and review of the literature.
 More critique could be provided on the literature, providing own analysis and
comparison with other research
Week 6
References

Cramer, E., Liston, A., Nevin, A., & Thousand, J. (2010). Co-teaching in urban secondary
school districts to meet the needs of all teachers and learners: Implications for teacher
education reform. International Journal of Whole Schooling, 6(2), 59-76. Retrieved
from https://www.researchgate.net/profile/A_Nevin/publication/236671162_CO-
TEACHING_IN_URBAN_SECONDARY_SCHOOL_DISTRICTS_TO_MEET_TH
E_NEEDS_OF_ALL_TEACHERS_AND_LEARNERS_IMPLICATIONS_FOR_TE
ACHER_EDUCATION_REFORM/links/02e7e518d244b2f724000000.pdf
Devlin-Scherer, R., & Sardone, N. B. (2013). Collaboration as a form of professional
development: Improving learning for faculty and students. College Teaching, 61(1),
30-37. doi: 10.1080/87567555.2012.714815
Embury, D. C., & Kroeger, S. D. (2012). Let's Ask the Kids: Consumer Constructions of Co-
Teaching. International Journal of Special Education, 27(2), 102-112. Retrieved from
https://files.eric.ed.gov/fulltext/EJ982865.pdf
Graziano, K. J., & Navarrete, L. A. (2012). Co-teaching in a teacher education classroom:
Collaboration, compromise, and creativity. Issues in Teacher Education, 21(1), 109-
126. Retrieved from https://files.eric.ed.gov/fulltext/EJ986819.pdf
Jones, T. L., Baxter, M. A. J., & Khanduja, V. (2013). A quick guide to survey research. The
Annals of The Royal College of Surgeons of England, 95(1), 5-7.
doi: 10.1308/003588413X13511609956372
Nichols, J., Dowdy, A., & Nichols, C. (2010). Co-teaching: an educational promise for
children with disabilities or a quick fix to meet the mandates of no child left
behind?. Education, 130(4), 647-652. Retrieved from
http://go.galegroup.com.ezproxy.uws.edu.au/ps/i.do?&id=GALE|A227597134&v=2.1
&u=uwsydney&it=r&p=AONE&sw=w&authCount=1
Rivera, E., McMahon, S., & Keys, C. (2014). Collaborative Teaching: School
Implementation and Connections With Outcomes Among Students With
Disabilities. Journal of Prevention & Intervention in the Community, 42(1), 72-85.
doi: 10.1080/10852352.2014.855067
Rytivaara, A., & Kershner, R. (2012). Co-teaching as a context for teachers' professional
learning and joint knowledge construction. Teaching and Teacher Education, 28(7),
999-1008. Retrieved from http://www.eera-ecer.de/ecer-
programmes/pdf/print/conference/6/contribution/16062/
Strogilos, V., & Stefanidis, A. (2015). Contextual antecedents of co-teaching efficacy: Their
influence on students with disabilities' learning progress, social participation and
behaviour improvement. Teaching and Teacher Education, 47, 218-229. doi:
10.1016/j.tate.2015.01.008 0742-051
York-Barr, J., Ghere, G., & Sommerness, J. (2007). Collaborative teaching to increase ELL
student learning: A three-year urban elementary case study. Journal of Education for
Students Placed at Risk, 12(3), 301-335. doi: 10.1080/10824660701601290