Observation Report Of A Co-Teaching Classroom 449011

Document 1 Observation Report Of A Co Teaching Classroomco Teaching O

Document 1: Observation Report of a Co-Teaching Classroom Co-Teaching Observation Report Teacher 1: Corrine Hester Teacher 2: Elliot Harden Grade Level: Preschool Observer: Joann Glover Date and Time: 9:00am –10:00am on February 13th Co-Teaching Strategies (Select All Observed): |X|One Teach, One Observe |X|Station Teaching |X|Parallel Teaching |X|Alternative Teaching |X|Team Teaching |X|One Teach, One Assist Observed Somewhat Evident Not Observed Both teachers’ names are on the classroom board and the door to the classroom. X There is an equal amount of space in classroom for both teachers. X Both teachers are present in the classroom from the beginning to the end of class. X Both teachers work with all of the students (provide feedback, clarify ideas, etc.). X The students ask an equal number of questions of both teachers. X The students are engaged and participating in class. X Both teachers use multiple co-teaching strategies. X NOTES or COMMENTS: Ms. Hester was not present in the classroom when I arrived; she came in around 9:15am. Mr. Harden instructed, while Ms. Hester assisted. They remained in these roles for the entirety of the class; it would have been beneficial to see them switch roles. The students were working on identifying letters of the alphabet. They directed their questions to Mr. Harden. Ms. Hester worked with individual students, but did not engage with the entire class at any point. Mr. Harden did not circulate among the students, but remained at the front of the class. I would have liked to see both teachers engaged more equally with the students and to have shared more of the instruction. When I followed up with each teacher individually, I learned that Ms. Hester had not been involved in the lesson planning for this particular class, citing a scheduling conflict. Mr. Harden mentioned that he felt that Ms. Hester was not interested in instructing the entire class; she had never outright expressed a desire to lead the class. Ms. Hester expressed frustration about Mr. Harden’s availability for co-planning, which was limited as a result of his family obligations in the afternoons. When they are able meet and plan lessons together, she feels that she is unable to contribute at an equal level. I would suggest that both Mr. Harden and Ms. Hester attend a training session on co-teaching and collaboration, as neither is familiar with co-teaching and different co-teaching strategies. ©2014 Walden University 1

Paper For Above instruction

Effectiveness of Co-Teaching Strategies in Preschool Education: An Analytical Review

Co-teaching has become an integral approach within inclusive early childhood education, especially in the preschool setting where diverse learning needs necessitate collaborative instructional strategies. The reported observation of a co-teaching classroom involving Ms. Corrine Hester and Mr. Elliot Harden provides insights into the practical application and challenges of co-teaching strategies in an early childhood context. This analysis explores the effectiveness of the observed strategies, the dynamics between the co-teachers, and recommendations to enhance collaborative teaching practices based on the findings.

The classroom observation indicates the deployment of multiple co-teaching strategies, including One Teach, One Observe, Station Teaching, Parallel Teaching, Alternative Teaching, and Team Teaching. Effectively integrating these strategies can create a rich learning environment that addresses individual student needs while promoting engagement and active participation. The utilization of Station Teaching and Parallel Teaching, for instance, can allow differentiated instruction, which is especially beneficial in preschool classrooms where students exhibit a wide range of developmental levels (Friend, 2014). The presence of multiple strategies also aligns with research suggesting that flexible use of co-teaching models enhances instructional effectiveness and student outcomes (Murphy et al., 2020).

However, the observation reveals notable shortcomings in the execution of co-teaching strategies. Ms. Hester's delayed arrival and her limited engagement with the entire class hindered the potential benefits of a fully integrated co-teaching approach. The fact that she did not participate in the lesson planning for this specific session further diminished her instructional involvement. Research underscores the importance of role-sharing and joint planning to ensure equitable participation and instructional coherence among co-teachers (Friend & Cook, 2017). When roles are rigid—such as Mr. Harden instructing while Ms. Hester assists without role-switching—the collaborative effectiveness diminishes, and student engagement may suffer (Cook & Friend, 2014).

Furthermore, the observation highlights the importance of role flexibility within co-teaching to foster a balanced instructional environment. Role switching, as suggested by several scholars, can invigorate teaching practices and satisfy diverse student learning styles (Murphy et al., 2020). The observed classroom could benefit from scheduled role exchanges, allowing each teacher to lead and assist, thereby promoting a more dynamic and responsive classroom environment. Such practices are aligned with recommendations by Villa and Thousand (2016), who advocate for intentional co-teaching roles and shared planning time.

Collaboration and communication are critical in co-teaching, but the report reveals limited interaction between Ms. Hester and Mr. Harden, primarily due to scheduling conflicts and perceived disinterest. These barriers reflect common challenges in co-teaching implementations. Professional development programs tailored to co-teaching strategies and collaborative planning can mitigate these issues, equipping teachers with the necessary skills and fostering a shared vision for student success (Friend & Cook, 2017). As the report suggests, attending training sessions focused on co-teaching models and collaboration methods can improve teacher engagement and instructional quality.

In conclusion, while the use of multiple co-teaching strategies in the observed preschool classroom demonstrates a positive pedagogical direction, the effectiveness is limited by logistical and interpersonal factors. Addressing these challenges through structured professional development, role flexibility, and joint planning can significantly enhance co-teaching outcomes. Emphasizing collaboration, role clarity, and ongoing communication among co-teachers is essential for delivering an equitable, engaging, and effective educational experience for preschool students. As inclusive education continues to evolve, fostering a collaborative culture among preschool educators is vital for supporting diverse learning needs and promoting optimal developmental outcomes.

References

• Friend, M. (2014). Understanding special education: A practical approach. Pearson.
• Friend, M., & Cook, L. (2017). Interactions: Collaboration skills for school professionals. Pearson.
• Cook, L., & Friend, M. (2014). Effective collaboration: From theory to practice. The Guilford Press.
• Murphy, J., Leung, T., & Gadio, C. T. (2020). Co-teaching in early childhood education: Strategies and responses. Journal of Early Childhood Research and Practice, 2(1), 15–27.
• Villa, R. A., & Thousand, J. S. (2016). Creating inclusive classrooms: Effective and compelling responses to student diversity. ASCD.