Introduction

October 2011 Co-teacher Surveys

November 2011 Co-teacher Surveys

December 2011 Co-teacher Surveys

Introduction

It is important in a co-teaching situation to continually communicate with co-teachers and monitor and adjust performance according to the feedback provided. In addition to the lesson/unit surveys, each month I surveyed my co-teachers.

October 2011 Co-teacher Surveys

Figure 134 provides an example of a completed October 2011 survey. My co-teachers strongly agreed or agreed with all questions posed on the October 2011 surveys and no qualitative data was provided. Teachers 1 and 2 agreed that we had used all co-teaching models during October and both indicated that they wanted to use one teach, one assist and alternative teaching more often. While Teacher 3 indicated that we used various co-teaching models, at that point I had only observed her teaching.

Figure 134. Example of a completed co-teacher survey for October 2011.

November 2011 Co-teacher Surveys

Figure 135 provides an example of a completed November 2011 survey. My co-teachers strongly agreed or agreed with all questions posed on the November 2011 surveys; all strongly agreed that we had started to use the workbooks more effectively. While all teachers strongly agreed that we had engaged in long term planning, including planning for multiple weeks of instruction, long term plans had only been completed with Teacher 1 and Teacher 2. Qualitative data from the November 2011 surveys included: “I liked chant lessons, play performances, and philosophical chairs class discussion most of all! Thank you for this!”

Figure 135. Example of a completed co-teacher survey for November 2011.

December 2011 Co-teacher Surveys

Figure 136 is an example of a completed co-teacher survey for December 2011. Qualitative data included: “I’m very pleased and thankful with Dr. Lee’s attention and would like to see Dr. Lee again at our school.” Changes noted in students included: “They try to do their homework systematically” and “I’ve seen progress in students’ listening and speaking as they got used to listening to real English pronunciation”

It is interesting to note that the majority of my Georgian co-teachers declined to respond to the self-evaluation/reflection and teaching transformation questions contained in the Final Survey (see Figure 136 for an example of a completed survey); it is hoped that reflective practice becomes a more commonplace activity.

Figure 136. Example of a completed co-teacher survey for December 2011.

_Go to Reflections on the Co-teaching Experience