Co-Planning Strategies for Mentor Teachers and Interns
DOI:
https://doi.org/10.3776/tpre.2019.v9n2p79-91Keywords:
co-teaching, teacher preparation, co-planning, clinical experiencesAbstract
Planning for instruction is a complex and important task, requiring teachers to consider content, lesson objectives, and student learning. Teachers’ ability to attend to the complexity of planning differs with experience level and is especially difficult for novices and pre-service teachers. We examine the potential of co-planning during the internship experience to assist interns in making the transition from being a mathematics education student to becoming a mathematics teacher. We describe six strategies to facilitate co-planning between mentor teachers and interns. Implications for these strategies in other teaching contexts and relationships will be shared, as well as current and future research efforts.
References
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Badiali, B., & Titus, N. E. (2010). Co-teaching: Enhancing student learning through mentor-intern partnerships. School-University Partnerships, 4(2), 74–80.
Ball, D. L., Sleep, L., Boerst, T. A., & Bass, H. (2009). Combining the development of practice and the practice of development. Elementary School Journal, 109(5), 458–474. https://doi.org/10.1086/596996
Borko, H., Livingston, C., & Shavelson, R. J. (1990). Teachers’ thinking about instruction. Remedial and Special Education, 11(6), 40–49. https://doi.org/10.1177/074193259001100609
Brosnan, P., Jaede, M., Brownstein, E., & Stroot, S. (2014, April 7). How co-planning and co-teaching influences mentor teachers during student teaching. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
Bryant, M., & Land, S. (1998). Co-planning is the key to successful co-teaching. Middle School Journal, 29(5), 28–34. https://doi.org/10.1080/00940771.1998.11495917
Davis, K. E., Dieker, L., Pearl, C., & Kirkpatrick, R. M. (2012). Planning in the middle: Co-planning between general and special education. Journal of Educational and Psychological Consultation, 22(3), 208–226. https://doi.org/10.1080/10474412.2012.706561
Duchardt, B., Marlow, L., Inman, D., Christensen, P., & Reeves, M. (1999). Collaboration and co-teaching: General and special education faculty. Clearing House, 72(3), 186–190. https://doi.org/10.1080/00098659909599625
Fennema, E., & Franke, M. L. (1992). Teachers’ knowledge and its impact. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 147–164). Reston, VA: National Council of Teachers of Mathematics.
Friend, M., Reising, M., & Cook, L. (1993). Co-teaching: An overview of the past, a glimpse of the present, and considerations for the future. Preventing School Failure, 37(4), 6–10. https://doi.org/10.1080/1045988X.1993.9944611
Howard, L., & Potts, E. A. (2009). Using co-planning time: Strategies for a successful co-teaching marriage. TEACHING Exceptional Children Plus, 5(4), Article 2. Retrieved from http://escholarship.bc.edu/education/tecplus/vol5/iss4/art2
Lave, J. (1991). Situating learning in communities of practice. Perspectives on Socially Shared Cognition, 2, 63–82. https://doi.org/10.1037/10096-003
Leinhardt, G., & Greeno, J. G. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78(2), 75–95. https://doi.org/10.1037//0022-0663.78.2.75
Livingston, C., & Borko, H. (1989). Expert-novice differences in teaching: A cognitive analysis and implications for teacher education. Journal of Teacher Education, 40(4), 36–42. https://doi.org/10.1177/002248718904000407
Ma, S. (2013). Better together? Considering paired-placements for student teaching. School Science and Mathematics, 113(2), 53–55. https://doi.org/10.1111/ssm.12005
Magiera, K., Smith, C., Zigmond, N., & Gebauer, K. (2005). Benefits of co-teaching in secondary mathematics classes. TEACHING Exceptional Children, 37(3), 20–24. https://doi.org/10.1177/004005990503700303
Murawski, W. W. (2012). Ten tips for using co-planning time more efficiently. TEACHING Exceptional Children, 44(4), 8–15. https://doi.org/10.1177/004005991204400401
Murawski, W. W., & Spencer, S. (2011). Collaborate, communicate, and differentiate: How to increase student learning in today’s diverse schools. Thousand Oaks, CA: Corwin.
Ochanji, M., & Diana, T. J. (2011). Advancing professional learning communities during teacher education: Emerging trends with lessons from New York and California. In A. Bwire, Y. Huang, J. Masingila, & H. Ayot (Eds.), Proceedings of the Second International Conference on Education (pp. 849–862). Nairobi, Kenya: Kenyatta University.
Sileo, M., & van Garderen, D. (2010). Creating optimal opportunities to learn mathematics: Blending co-teaching structures with research-based practices. TEACHING Exceptional Children, 42(3), 14–21. https://doi.org/10.1177/004005991004200302
Smith, E. R. (2005). Learning to talk like a teacher: Participation and negotiation in co-planning discourse. Communication Education, 54(1), 52–71. https://doi.org/10.1080/03634520500076778
Smith, M. S., & Stein, M. (2011). Five practices for orchestrating productive mathematics discussions. Reston, VA: National Council of Teachers of Mathematics.
Superfine, A. C. (2008). Planning for mathematics instruction: A model of experience teachers’ planning processes in the context of a reform mathematics curriculum. Mathematics Educator, 18(2), 11–22.
Tschida, C. M., & Fogarty, E. A. (2016, April). Moving beyond “sink or swim”: A framework for 2:1 co-teaching in student teaching. Paper presented at the American Educational Research Association Annual Conference, Washington, DC.
Bacharach, N., Heck, T. W., & Dahlberg, K. (2010). Changing the face of student teaching through coteaching. Action in Teacher Education, 32(1), 3–14. https://doi.org/10.1080/01626620.2010.10463538
Badiali, B., & Titus, N. E. (2010). Co-teaching: Enhancing student learning through mentor-intern partnerships. School-University Partnerships, 4(2), 74–80.
Ball, D. L., Sleep, L., Boerst, T. A., & Bass, H. (2009). Combining the development of practice and the practice of development. Elementary School Journal, 109(5), 458–474. https://doi.org/10.1086/596996
Borko, H., Livingston, C., & Shavelson, R. J. (1990). Teachers’ thinking about instruction. Remedial and Special Education, 11(6), 40–49. https://doi.org/10.1177/074193259001100609
Brosnan, P., Jaede, M., Brownstein, E., & Stroot, S. (2014, April 7). How co-planning and co-teaching influences mentor teachers during student teaching. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
Bryant, M., & Land, S. (1998). Co-planning is the key to successful co-teaching. Middle School Journal, 29(5), 28–34. https://doi.org/10.1080/00940771.1998.11495917
Davis, K. E., Dieker, L., Pearl, C., & Kirkpatrick, R. M. (2012). Planning in the middle: Co-planning between general and special education. Journal of Educational and Psychological Consultation, 22(3), 208–226. https://doi.org/10.1080/10474412.2012.706561
Duchardt, B., Marlow, L., Inman, D., Christensen, P., & Reeves, M. (1999). Collaboration and co-teaching: General and special education faculty. Clearing House, 72(3), 186–190. https://doi.org/10.1080/00098659909599625
Fennema, E., & Franke, M. L. (1992). Teachers’ knowledge and its impact. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 147–164). Reston, VA: National Council of Teachers of Mathematics.
Friend, M., Reising, M., & Cook, L. (1993). Co-teaching: An overview of the past, a glimpse of the present, and considerations for the future. Preventing School Failure, 37(4), 6–10. https://doi.org/10.1080/1045988X.1993.9944611
Howard, L., & Potts, E. A. (2009). Using co-planning time: Strategies for a successful co-teaching marriage. TEACHING Exceptional Children Plus, 5(4), Article 2. Retrieved from http://escholarship.bc.edu/education/tecplus/vol5/iss4/art2
Lave, J. (1991). Situating learning in communities of practice. Perspectives on Socially Shared Cognition, 2, 63–82. https://doi.org/10.1037/10096-003
Leinhardt, G., & Greeno, J. G. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78(2), 75–95. https://doi.org/10.1037//0022-0663.78.2.75
Livingston, C., & Borko, H. (1989). Expert-novice differences in teaching: A cognitive analysis and implications for teacher education. Journal of Teacher Education, 40(4), 36–42. https://doi.org/10.1177/002248718904000407
Ma, S. (2013). Better together? Considering paired-placements for student teaching. School Science and Mathematics, 113(2), 53–55. https://doi.org/10.1111/ssm.12005
Magiera, K., Smith, C., Zigmond, N., & Gebauer, K. (2005). Benefits of co-teaching in secondary mathematics classes. TEACHING Exceptional Children, 37(3), 20–24. https://doi.org/10.1177/004005990503700303
Murawski, W. W. (2012). Ten tips for using co-planning time more efficiently. TEACHING Exceptional Children, 44(4), 8–15. https://doi.org/10.1177/004005991204400401
Murawski, W. W., & Spencer, S. (2011). Collaborate, communicate, and differentiate: How to increase student learning in today’s diverse schools. Thousand Oaks, CA: Corwin.
Ochanji, M., & Diana, T. J. (2011). Advancing professional learning communities during teacher education: Emerging trends with lessons from New York and California. In A. Bwire, Y. Huang, J. Masingila, & H. Ayot (Eds.), Proceedings of the Second International Conference on Education (pp. 849–862). Nairobi, Kenya: Kenyatta University.
Sileo, M., & van Garderen, D. (2010). Creating optimal opportunities to learn mathematics: Blending co-teaching structures with research-based practices. TEACHING Exceptional Children, 42(3), 14–21. https://doi.org/10.1177/004005991004200302
Smith, E. R. (2005). Learning to talk like a teacher: Participation and negotiation in co-planning discourse. Communication Education, 54(1), 52–71. https://doi.org/10.1080/03634520500076778
Smith, M. S., & Stein, M. (2011). Five practices for orchestrating productive mathematics discussions. Reston, VA: National Council of Teachers of Mathematics.
Superfine, A. C. (2008). Planning for mathematics instruction: A model of experience teachers’ planning processes in the context of a reform mathematics curriculum. Mathematics Educator, 18(2), 11–22.
Tschida, C. M., & Fogarty, E. A. (2016, April). Moving beyond “sink or swim”: A framework for 2:1 co-teaching in student teaching. Paper presented at the American Educational Research Association Annual Conference, Washington, DC.
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Published
2019-10-11
How to Cite
Grady, M., Cayton, C., Preston, R. V., & Sinicrope, R. (2019). Co-Planning Strategies for Mentor Teachers and Interns. Theory & Practice in Rural Education, 9(2), 79–91. https://doi.org/10.3776/tpre.2019.v9n2p79-91
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