Co-teaching Survey
Interdisciplinary Co-teaching Teacher Survey
Research Data Collection
This research data was gathered from an anonymous staff survey using Survey Monkey. The survey had 6 essay style questions which I compiled in an excel sheet. I read through the responses, ascertained four to six trends that came out of the written answers and created graphs to help visualize the responses. The school where I teach, Metro High School has had in the past a rich history of co-teaching and interdisciplinary learning. Because of staff reductions, the opportunity to co-teach has lessoned and is almost exclusively reserved for core teachers who are paired with special education teachers.
The reason I chose this type of research for my data collection is that I’m looking for a direction to take in my research and would like to find common threads surrounding co-teaching and interdisciplinary education. Follow up research would most likely be interviewing my STEAM co-teachers or other teacher volunteers who wouldn’t mind being interviewed.
I purposefully made the survey anonymous, to help teachers answer truthfully and without reservation. In some ways there is a culture of distrust among teachers in my building and I thought that making the survey anonymous would help teachers answer truthfully. I also made the questions open ended and attempted to create questions that weren’t leading. The questions are as follows: How many teachers have you co-taught with? In your experience how do teachers benefit from co-teaching? In your experience what challenges can arise from co-teaching? What ways have you seen students benefit from co-teaching? What is your experience with interdisciplinary teaching? How is interdisciplinary education different than teaching subjects in isolation? I only created 6 questions hoping that I would receive more responses to the survey, since in our district we are inundated with surveys.
The data that I received was somewhat predictable considering the open format I chose. I attribute the short answers, sometimes in partial sentences or abbreviated words to the informal nature of an online anonymous survey. I also realize that the answers I received barely scratched the surface of the questions and that not too many people wrote much past their first thought on the question. The interesting thing about gathering information this way is that you see pretty quickly where the trends are, since there is so little information to sort through. The downfall is that, compared to an interview the data you collect is not as in depth. Conversational data collection does lend itself to more information.
Since the questions were so open ended, the trends that came out of the data collection itself were interesting. Here are the graphs that came out of the data analysis.
As new teachers are hired and teachers retire I suspect that the higher numbers will reduce. Though I teach with someone who has co-taught with 30 people, that is not the norm. Many teachers now only have experience co-teaching with a special education teacher in the room, or a para-professional/associate.
The categories or trends from this question indicate that there is a strong consensus that there are benefits to teachers when they co-teach. There were two teachers who actually both responded, “2 heads are better than one.” Which is interesting, but without better information I don’t exactly know what they mean by that. This is a downfall of the survey response, especially the anonymous one. Throughout the survey I got answers that were not specific and I would have liked to follow up with a clarifying question. The most frequent benefit reported was that teachers liked learning new teaching strategies from their co-teachers.
The most common challenge perceived by teachers who have co-taught is by far the lack of time to co-plan and co-assess. The other common challenges encompass either a clash of personality or an uneven distribution of work. I’d say these are similar problems to any collaborative work model.
This would be the most impactful direction to go with research, followed I guess by how co-teaching benefits teachers. Interestingly, I perceive these trends communicating that co-teaching benefits students almost equally toward social/emotional well being as instructional.
As I stated before, there is a larger trend toward teachers coming into the building and only getting a chance to co-teach with special education teacher who are acting as assists to their content area teaching.
By far I thought it was very interesting that only a couple of teachers came close to explicitly saying that students learn more when taught in an interdisciplinary manner, though I think it may be implied when the responses indicate that students receive deeper learning when they see interdisciplinary connections.
I don’t know where this survey takes me, but I think it re-affirms what I think, which may or may not be helpful. I will have to think about it a bit more before I determine how this survey will guide me toward my further research.
Here is a copy of the actual responses to the survey.
Teacher co-teaching/interdisciplinary co-teaching survey
How many teachers have you co-taught with?
5
6
2
24 years
2
4
4
18
6
10
5
7
10
In your experience how do teachers benefit from co-teaching?
New ideas, perspectives and special education techniques
Having two teachers in the room can help with some situations, if those teachers have time to plan and are in sync--and if they are actually co-teaching.
It allows you to learn from your co-teacher different strategies for teaching and engaging students
It gives you a chance to learn from others successes/failures. It also gives students more one on one attention
Benefit from a different perspective and watching different teaching styles
co-planning; avoiding "ruts"" different areas of expertise/experience
two minds are better than one. Creativity. Opportunity for cross discipline work. Improved classroom management. Differentiation and individualization.
Two brains are better than one in planning. Two teachers allows more individual instruction and help time for the students. Students may bond with one teacher over the other. Possible multiple disciplines represented and opportunity to earn different kinds of credit.
Ability to collaborate, shared behavior mgmt, accountability, shared successes, enjoyable, willingness to try things you wouldn't necessarily do if you were teaching solo.
I loved having feedback and help in designing my lessons. Also one teacher I co-taught with was amazing at handling behavior issues, I learned a lot from her.
You see how students react better when you are watching another teacher teach. Also, good co-teachers provide prompts when they see students are not understanding what is being taught.
See different approaches to curriculum and working with studetns. Get new ideas. Students see learning as cooperative and fun. Different learning styles.
In your experience what challenges can arise from co-teaching?
Finding time to share lesson planning, personality conflicts, one person relying to heavily or being too commanding in instruction
"Fit" with the co-teacher, delegation of both curriculum and behavioral aspects
Getting enough time and commitement to plan together is a biggie. It is important for two different teaching and classroom management philosophies to merge in useful ways, and getting that to happen takes lots of time and intellectual energy
Challenges can arise when you co-teach with someone who is not compatible with you. A big challenge is finding time to co-plan in your busy days of teaching.
Finding the time to plan together
It is challenging when a co-teacher does not participate in the planning of lessons or the assessment of student work
Lack of coordinated co-planning; differing beliefs about classroom managemeng; different "pacing"
With any relationship differing opinions and time management can become obstacles. There is also a chance for one teacher to dominate the class more than the other.
Balance of responsibility. One may carry a greater part of the load.
If you are co-teaching with someone you don't get along with personally, it's difficult to hide this from students. Also, if the person isn't prepared, you may feel resentful because you end up doing all the prep work. In addition, you may end up being the 'bad guy' in the pair when it comes to behavior mgmt, which is a drag.
It is really difficulut if you don't get along or see eye to eye with a co-teacher.
When one teacher just teachers all the time and does not share teaching time.
Must have time to plan, discuss teaching and grading philophies, discuss who does what.
What ways have you seen students benefit from co-teaching?
It always helps to have higher adult to student ratio. Also co-teachers can help bridge the gaps in understanding and offer reteaching/clarification/differentiation more naturally
The students could learn better from the strengths that our co-teaching team brought to the class
Having two teachers to choose from is helpful to some students; one teacher nearly offers a different approach or personality to choose from
Students have more opportunity to get help, and get the help they need more quickly. I often co-teach with a special education teacher and then my awareness to differentiate instruction is increased.
Some students who would normally not do much in class are motivated with the smaller friendlier atmosphere.
Students always have a second person to go to if they have questions They may prefer one teacher over another.
Two teacher to meet needs- in planning, delivery, management etc.
Students getting their individual needs met. Students enjoying a subject with a familiar teacher in class.
When teachers are pulled away, usually at least one regular teacher is there. More teacher/pupil time.
Students get more support in a co-taught class. They also have (ideally) a balance of teaching styles offered to them.
Having more one on one time. Small groups working in different directions I was able to reach more of a diverse population
Student comprehension based on formative and summative assessments.
Some students see teachers in a different way. Students recognize that they can get help from two adults. Discuss with students each teachers strengths and areas to improve.
What is your experience with interdisciplinary teaching?
None
None, other than the regular education/special education relationship
I have done it on occasion, but not extensively
I have done it in the past with block classes or extended periods and it can work well.
I do not have any experience with this, but I know others who have.
None
as an LA teacher, I've co-taught with a science teacher
Great way to tie content together, allowing kids to see how the world works.
Postive. Fun. Good for all.
History- Language Arts class…great!! Those classes are a perfect marriage I think.
I've only taught in my discipline with special ed.
Several years teaching with an LA teacher
Wonderful. Lots of work.
How is interdisciplinary education different than teaching subjects in isolation?
I think one of the benefits is that it offers the chance to connect more than one approach to a subject and or more than one subject to a class. The challenge is making sure that both sides are getting represented equally so that it truly is interdisciplinary.
It opens up many new possibilities for growth and engagement.
If the teachers are prepared (subject matter experts), in an interdisciplinary approach, each subject informs, supports and enriches the other. I can't see it working otherwise.
It allows students to see how subject are connected.
It allows for elaboration on importance of a subject. Going more into depth is easier because you can discuss all aspects of the topic
NA
working to negotiate the interaction of two content areas
Improved understanding and retention for the students. Often brings in relevance and application.
More well rounded. Greater variety. Spice.
Interdisciplinary education is creative and engaging and can be made very relevant. No one wants to be an island.
I would love to try.
They help by letting you know that students are not understanding what is going on (students have that "blank look" on their face). You also learn how content can be delivered from alternative perspectives.
Need lots of time to plan what standards, learning targets, core will be taught. What activiteis best teach those standards. Balance each subject.
