by: Ryan Gray
I have always been interested in the idea of team-teaching. Since the provincial government decided that the majority of educators in the province will work under a cohort model where they are primarily grouped with one other educator, why not have a look at some impacts that decision is having on educators? Have educators used their fellow cohort partner as a team teacher? Has this set up mandated by the provincial government had any impact on the professional learning of educators?
Teaching is inherently social in nature. Despite this, it has been referred to as a socially isolating profession (Hindin, Morocco, Mott & Aguilar, 2007). We spend hours with our students but we do not spend enough time reflecting, discussing and evaluating our practices with each other. Research has shown that teachers who work individually without a partner or critical friend will likely not undertake any significant change to their teaching practice (Dufour, et al, 2004). Traditionally, professional development has been dependent on input from outside experts in the form of presentations or one day seminars. Short term professional development programs are often not enough to change practice as teaching learning and development are a long-term practice (Rytivaara & Kershner, 2012).
The purpose of my research is to determine the impact of a strong relationship with their cohort or team-teaching partner on individual teaching practice. I will be collecting quantitative data to determine if teachers have a strong relationship with their cohort partner, that the relationship fosters professional development, and increases attachment to their schools.
The goal of my research is to determine if a cohort teaching model impacts individual teaching practice and connection to their school. The specific questions guiding my research are as follows:
- What are the attitudes of teachers who teach in a cohort model regarding professional learning and development?
- What are the factors that determine a strong professional relationship between teaching partners?
- What impact does cohort teaching have on teachers feeling connected to their school in a positive way?
I am still in the pre-research portion of my thesis, therefore questions about collecting data, writing a survey and interpreting data might be out of my expertise. I would invite questions about other aspects of writing a thesis: coming up with an idea, prioritizing time, difficulties and successes along the way!
Great thesis! Building more equitable schools and transforming them to learning organizations, away from the traditional model, requires educators who are open to new and ongoing learning. Learning about the mindsets of educators that are team-teaching will be very interesting and helpful.
This is a very interesting topic. Where I am currently working, we had teaching partners prior to the cohort change over due to Covid. I was new to the district and I found it invaluable to be paired with someone that had been there for a long time. I would build a good professional friendship with my teaching partner and am currently working with them for the second year. I have found that the second year together has been even better as we already know each other’s strengths.
Hi Ryan. Your topic is very interesting and timely. Your research aligns with some of what I cover in my project of an online course for educators about disability awareness and inclusion because effective co-teaching between IST’s and classroom teachers helps to create greater inclusion. In case you aren’t aware of it, SET-BC has compiled a good list of resources related to your topic – see https://www.setbc.org/download/learningcentre/curriculum/Selected_Resources_Related_to_CoTeaching.pdf. My question for you is do you expect that any downsides to co-teaching will be revealed in your research? Best wishes with your work!
Hi Melissa,
Thank you for the feedback. I will check out the link!
From my research I have found that the primary drawbacks of co-teaching are finding someone to work with, time for planning and administration support. Research would suggest to try out a new partner for a year and if it doesn’t work just move on!
Ryan
Very interesting topic. The need for more reflection is a key issue with regards to teacher professional development.
I have had both positive and negative experiences team teaching. I feel that the connection between the teachers is important. Collaboration is one of the big buzz words you hear a lot lately, but trying to force collaboration on people can sometimes backfire. Without a good connection with a partner teacher, team teaching can be painful and awkward. I love the idea in general, but it’s not a one size fits all proposition.
I agree – 100%. The right fit needs to be found and for every individual that is different.
Research also shows that without working closely with colleagues educators rarely continue to develop their practice and can feel isolated and uninspired with their practice.
‘Ryan
I am a teacher currently in a cohort model. Personally, I have a gem of a partner teacher but what about teachers who do not want to participate and insist on being singleton teachers to the possible detriment of another teacher who needs or wants a partner to help share the teaching load? What does your research say is the best way to get those teachers involved etc.?
Great questions Jake,
What makes your teaching partner such a “gem”? Perhaps if their characteristics are so marvelous we can share with everyone what makes them a great partner?
I would suggest strongly that you encourage those teachers who are stuck in singleton mode to begin incorporating cell phones into the classroom. You can see research on cell phone usage right here by Jake Brzovic in this conference: https://wordpress.viu.ca/conference2021/2021/02/26/smart-phones-in-the-classroom-the-teacher-perspective/#comments
PS: Jake Brzovic is my teaching partner…
In all seriousness, research does demonstrate that effective teaching partnerships increase student enjoyment and teacher attachment to their job.
The difficulty is finding a pair that functions properly.
Ryan
Interesting thesis topic, Ryan! I’d like to learn more about the benefits and drawbacks of the cohort teaching model. In your opinion, what is the optimal configuration of a school with a team teaching model?
Very interesting and timely topic! I’d be really curious to read your thesis once its finished. I think if you were matched with someone you work well with, team teaching would be a dream! Having students see teachers who work well together helps model positive working relationships for sure. On the other hand, if you were paired with someone who does not share your teaching philosophy, who was stuck in their own ways and uninterested in exploring other options, I imagine this could be quite difficult and possibly tense. I wonder how a less positive teaching partnership would impact student enjoyment?
Everything you say is true!
One article even likened a new team teaching pair to a marriage – give it a year and if it doesn’t work just move on!
Most research shows that students enjoy having team teachers. I expect if the partnership is not functioning well the students would know it.
Great start Ryan! I was able to team teach for a semester years ago. It was great to be able to have conversations about how students reacted to our lessons. We noticed how students responded differently and we were able to encourage each other in our teaching methods. I look forward to reading your final paper. I wonder how you managing your time while writing your thesis and working?
Managing time is the most difficult part of this process.
I have 2 small children. Every time I choose to work on my thesis instead of doing something with them, I feel at least some guilt! I haven’t found a great strategy for blocking out thesis time other then squeezing it in whenever I have a few hours free.
Hi Ryan, thanks for sharing your MEd research plans. You have seized an opportunity to examine the impacts of processes that were implemented across the province, who are your target participants and how will you recruit them?
I am limiting my participants to teaching working in my school district (#72) who are working in an elementary or middle school and are in a teaching cohort. I am planning to recruit with a recruitment email (or 2!).
What a wonderful thesis Ryan, and one that will help our profession a great deal. I’m curious to hear what number 2 reveals, ‘What are the factors that determine a strong professional relationship between teaching partner?’ How do we gracefully equally decide to move on or forward if this partner relationship is working for one, but not the other?
Hi Ryan,
This is a very interesting thesis title and topic. I would be interested in hearing about your findings once your research is complete. I think the collaboration piece is so important and love that you quoted Aguilar. Her book, “The Art of Coaching” has been so valuable to me. I am a mentor teacher in my district and am always reflecting on the value of co-teaching and collaboration among colleagues, as well as reflecting on pedagogical choices to improve our teaching practice. I am taking a collaborative action research approach towards my topic and found articles by Burnaford (1999) and Riley & Roach (2006) to be helpful in describing how educators can work together to inquire, reflect, problem solve and take action to grow their practice and feel the excitement of new possibilities. Thank you for sharing!
I currently work at a school where coteaching is the model. If you do decide to go the interview route, the school is called Kenneth Gordon Maplewood school and is located in North Vancouver.
I’m really struck by this: “Teaching is inherently social in nature. Despite this, it has been referred to as a socially isolating profession (Hindin, Morocco, Mott & Aguilar, 2007).” Many of the replies above speak to all the complex reasons as to why a teacher can become (and all too often) stay isolated. I felt it in my practice as a new classroom teacher; I experienced it as a LIST teacher trying to (gently) bust down barriers with teachers; and I continue to experience all facets of isolation as a math support teacher – for myself when students are sent out for math support without a clue as to what they need, to trying to have an opportunity to share some aspect of math instruction with teachers. I’ve come to find that, for myself at least, meeting each day with a bucket full of mental generosity helps me not dwell too long on the small things that I have no control to change and instead focus on the bigger picture – that it’s making a difference for the students, however big or small. I think your project really hits a deep challenge within this profession. Good luck!
Hi Ryan,
Thank you for this summary and for your presentation today. I was really struck by how much your plans were impacted by circumstances beyond your control, and how you have used those circumstances to shape your research. This is such an interesting moment in time, and most teachers are working in ways that they may not have chosen previously! I’m glad that your work will capture some information about what we are learning about our practices, and what we might want to carry forward with us. I like that connectedness is one of your questions – I think it’s so important for teachers to have that sense of belonging, so that we can invite our students in. I wish you all the best with your research and the rest of your school year!
Robin