classroom observation & coaching training participant
The Kansas Co-Teaching project is a partnership between the Kansas State Department of Education (KSDE), TASN Co-Teaching, Infinitec at United Cerebral Palsy Seguin of Greater Chicago, and Keystone Learning Services. In 2012, in response to requests from teachers, administrators, and other school personnel, Kansas Co-Teaching became part of KSDE’s five-year State Personnel Development Grant (SPDG). The project is founded on a research-based model created by three national experts on evidence-based instructional practices – Drs. Richard Villa, Jacqueline Thousand, and Ann Nevin.
TRAINING PARTICIPANT PERCEPTIONS
CLASSROOM OBSERVATION & COACHING A trained network of coaches is an integral part of the Co-Teaching project. These coaches help ensure that teachers trained through the project use effective, evidence-based instructional approaches. In the first four years of Co-Teaching’s SPDG funding, 70 trained coaches have made 650 co-taught classroom observations of approximately 543 teachers in 92 buildings within 29 Kansas districts. Although coaching observations typically only last 20 minutes, at least one of the four co-teaching approaches (Supportive, Parallel, Complementary, and Team) was seen during 99% of the 650 observations. At least one of the three most effective approaches (Parallel, Complementary, or Team) was seen during 83% of these observations.
CO-TEACHING APPROACHES
Participants are highly satisfied with trainings provided by the Co-Teaching project. A total of 211 participants across 14 trainings responded to questions on a post-training satisfaction survey (see chart).
0%
20%
PERCENTAGE OF 650 CLASSROOM OBSERVATIONS 40% 60% 80%
Supportive Parallel
CO-TEACHING TRAINING SATISFACTION RESULTS
Complementary
Average Ratings (1 = Strongly Disagree, 5 = Strongly Agree) 2
3
5
4.53 4.38 4.47 4.46
I left the training with tools or functional methods to transfer my learning to practice. I will use the content or implement the practice(s) from this training. Overall, the training was of high quality.
CO-TEACHER PERCEPTIONS Co-teachers have positive perceptions of co-teaching. On average, co-teachers rated the quality of the coaching they received through the Kansas Co-Teaching project at 7.7 out of 10, with 10 being Very Beneficial. In a Spring 2016 survey with 253 respondents, co-teachers also provided high ratings concerning their perceptions of co-teaching, their relationships with co-teachers, and the effect co-teaching has had on their students.
CO-TEACHER’S PERCEPTIONS
Percentage of Respondents Answering Agree or Strongly Agree I believe that co-teaching has both educational benefits for students and professional benefits for teachers. I believe co-teaching to be an effective method of delivering services to students with disabilities. My co-teacher and I have a strong working relationship. I have a generally positive perception of co-teaching.
0%
20%
CO-TEACHERS’ RATINGS 40% 60%
25.4%
Team 4
80%
94.2% 92.4% 87.8% 86.0%
100%
1.2%
None
82.8%
Most Effective Approaches
Students are highly engaged in co-taught classes. While research presented at the 2005 National Conference on Standards and Assessment found that less than 50% of students were engaged in 85% of 1,500 classroom observations, results in Kansas show that less than 50% of students were engaged in only 2% of the 650 co-taught classes observed from 2012-2015. Furthermore, research-based instructional and classroom management practices were observed in a majority of classrooms.
STUDENT ENGAGEMENT 0% HIGHEST LEVEL OF ENGAGEMENT OBSERVED
1
90 - 100%of students 70 - 89%of students 50 - 69%of students Less than 50% of students
20%
PERCENTAGE OF 650 CLASSROOM OBSERVATIONS 40% 60% 80%
16.8%
70.2%
100%
5.5% 1.6%
EVIDENCE-BASED INSTRUCTIONAL PRACTICES 0%
BEHAVIOR OBSERVED
I understand how the content/practice is intended to improve outcomes for children and youth.
52.9% 47.4%
77.5%
100%
PERCENTAGE OF 650 CLASSROOM OBSERVATIONS 20% 40% 60% 80%
Students Demonstrate Progress Toward Mastery of Learning Objective
69.4%
Students Follow Clear and Evident Academic Behavioral Procedures
69.2%
Students Demonstrate Understanding of Directions Multiple Students Respond Correctly
68.3% 61.1%
TO LEARN MORE VISIT: WWW.KSDETASN.ORG/CO-TEACHING
100%
TRAINING PARTICIPANT PERCEPTIONS
CLASSROOM OBSERVATION & COACHING A trained network of coaches is an integral part of the Co-Teaching project. These coaches help ensure that teachers trained through the project use effective, evidence-based instructional approaches. In the first four years of Co-Teaching’s SPDG funding, 70 trained coaches have made 650 co-taught classroom observations of approximately 543 teachers in 92 buildings within 29 Kansas districts. Although coaching observations typically only last 20 minutes, at least one of the four co-teaching approaches (Supportive, Parallel, Complementary, and Team) was seen during 99% of the 650 observations. At least one of the three most effective approaches (Parallel, Complementary, or Team) was seen during 83% of these observations.
CO-TEACHING APPROACHES
Participants are highly satisfied with trainings provided by the Co-Teaching project. A total of 211 participants across 14 trainings responded to questions on a post-training satisfaction survey (see chart).
0%
20%
PERCENTAGE OF 650 CLASSROOM OBSERVATIONS 40% 60% 80%
Supportive Parallel
CO-TEACHING TRAINING SATISFACTION RESULTS
Complementary
Average Ratings (1 = Strongly Disagree, 5 = Strongly Agree) 2
3
5
4.53 4.38 4.47 4.46
I left the training with tools or functional methods to transfer my learning to practice. I will use the content or implement the practice(s) from this training. Overall, the training was of high quality.
CO-TEACHER PERCEPTIONS Co-teachers have positive perceptions of co-teaching. On average, co-teachers rated the quality of the coaching they received through the Kansas Co-Teaching project at 7.7 out of 10, with 10 being Very Beneficial. In a Spring 2016 survey with 253 respondents, co-teachers also provided high ratings concerning their perceptions of co-teaching, their relationships with co-teachers, and the effect co-teaching has had on their students.
CO-TEACHER’S PERCEPTIONS
Percentage of Respondents Answering Agree or Strongly Agree I believe that co-teaching has both educational benefits for students and professional benefits for teachers. I believe co-teaching to be an effective method of delivering services to students with disabilities. My co-teacher and I have a strong working relationship. I have a generally positive perception of co-teaching.
0%
20%
CO-TEACHERS’ RATINGS 40% 60%
25.4%
Team 4
80%
94.2% 92.4% 87.8% 86.0%
100%
1.2%
None
82.8%
Most Effective Approaches
Students are highly engaged in co-taught classes. While research presented at the 2005 National Conference on Standards and Assessment found that less than 50% of students were engaged in 85% of 1,500 classroom observations, results in Kansas show that less than 50% of students were engaged in only 2% of the 650 co-taught classes observed from 2012-2015. Furthermore, research-based instructional and classroom management practices were observed in a majority of classrooms.
STUDENT ENGAGEMENT 0% HIGHEST LEVEL OF ENGAGEMENT OBSERVED
1
90 - 100%of students 70 - 89%of students 50 - 69%of students Less than 50% of students
20%
PERCENTAGE OF 650 CLASSROOM OBSERVATIONS 40% 60% 80%
16.8%
70.2%
100%
5.5% 1.6%
EVIDENCE-BASED INSTRUCTIONAL PRACTICES 0%
BEHAVIOR OBSERVED
I understand how the content/practice is intended to improve outcomes for children and youth.
52.9% 47.4%
77.5%
100%
PERCENTAGE OF 650 CLASSROOM OBSERVATIONS 20% 40% 60% 80%
Students Demonstrate Progress Toward Mastery of Learning Objective
69.4%
Students Follow Clear and Evident Academic Behavioral Procedures
69.2%
Students Demonstrate Understanding of Directions Multiple Students Respond Correctly
68.3% 61.1%
TO LEARN MORE VISIT: WWW.KSDETASN.ORG/CO-TEACHING
100%
