Team Teaching Research Project Workshop 1 1
Team Teaching Research Project What Ten schools will be offered the opportunity to work with a consultant over 2016 to design and trial a model of team teaching, and to inves?gate its impact on students and teachers using a prac??oner-led research approach. Why • Build teacher capacity in team teaching and prac??oner-led research • Enhance DET’s understanding of the impact of team teaching on teachers and students How Ten schools represen2ng a diverse spread of school types have been selected from 80 Expression • of Interest applicants. A team of coaches/researchers from Deakin University will meet with school teams • approximately 15 ?mes across 2016. Par?cipants will use video as a tool to reflect on and improve their own prac?ce, as part of their prac??oner-led research approach. Par?cipants will have access to informa2on and resources via a dedicated website and will have • the opportunity to learn through observing prac?ce in other par?cipa?ng schools. The project will generate video recordings of good prac?ce which may eventually be made available more widely. The project will support the role out of the Framework for Improving Student Outcomes (FISO) , • and in par?cular support schools to develop prac?ce excellence, with a focus on developing/ strengthening teaching approaches, exchanging knowledge and ideas, and crea?ng a culture of collabora?on. The project will address a number of research ques2ons for DET. • The project trials a co-design approach to program design , with key educa?on stakeholders • ac?vely involved in each phase of the project’s design and all schools helping us design the final products. Outputs • Resources (informa?on resources, templates etc) and video demonstra?ons which ‘make visible’ the team teaching process (planning, teaching, assessing etc) and capture teachers’ thinking and reflec?ons 2
The project addresses a number of overarching research questions • What is the impact of the different models of team Deakin University will address these ques2ons using a range of teaching trialled in the project on student outcomes? methods, including analysis of: • What is the impact of the team teaching models on Deakin’s observa2on of • teachers and their prac?ce? teacher prac2ce • What are the condi?ons under which team teaching is teachers’ observa2ons of • most effec?ve? (taking into account the each other’s prac2ce surveys and interviews with characteris?cs of the students, teachers and schools, • par2cipa2ng teachers, as well as the process through which teams are principals and poten2ally formed and maintained) students • What resources do schools most need to support surveys of all 80 Expression of • effec?ve team teaching? Interest applicants • What is the impact of a prac??oner-led research data collected by • par2cipa2ng teachers in approach on teacher prac?ce? measuring the impact of their team teaching prac2ces on student outcomes 3
Introductions Deakin University • Associate Professor Andrea Gallant • Dr Muriel Wells • Dr Jill O’Loughlin • Dr Lihua Xu • Luke CuVance Par2cipa2ng schools Primary schools Canterbury Primary School Koroit and District Primary School Manchester Primary School Moriac Primary School Secondary schools Camberwell High School Crusoe Secondary College Forest Hill College John Monash Science School P-9 Point Cook P-9 College P-12 Specialist Concord School 4
And before we kick off … a definition … What is team teaching? • For the purposes of this project, team teaching refers to the full suite of collabora?ve prac?ces involved in planning, teaching and assessing learning as well as ongoing evalua?on of these prac?ces. • Collabora?ve prac?ces include peer-to-peer observa?on, shared curriculum development and team teaching. It is the sharing of effort, knowledge and resources in the pursuit of shared goals . “Teacher collabora2on is not in and of itself a posi2ve influence on learning outcomes unless it is ac2ve collabora2on, including: teacher mentoring and coaching; team planning, teaching and problem solving; group designed and conducted ac2on research; teacher appraisal and feedback; and classroom observa2on and feedback” (GraVan Ins2tute, 2014). 5
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