These workshops are an important part of a successful co-teaching experience for teacher candidates (TCs) and their cooperating teachers (CTs). It is during these workshops that TCs and new CTs learn about co-teaching and how it differs from a traditional student-teaching model.
The co-teaching online workshops are available to our school partner districts' teachers, administrators, staff, and community members. UMN-TC students, teacher candidates, and faculty are also welcome to complete the online training.
The online version of these workshops was adapted for use at the University of Minnesota-Twin Cities after the Teacher Education Redesign Initiative (TERI) partner network members completed co-teaching specialist training with Drs. Nancy Bacharach and Teresa Washut Heck of St. Cloud State University. The workshop elements were selected by school and university co-teaching specialists in the TERI partner network for use in face-to-face, co-facilitated Co-Teaching Foundations and Co-Teaching Pairs workshops that are offered at most school sites each fall and spring.
You can access the workshops using the links on the left side menu. We estimate it will take you about 2 hours to complete each workshop. Upon completion of each workshop materials and activities, you will receive your CEU certificate.
The workshop materials were developed, with permission from Drs. Bacharach and Washut Heck, as an alternative format for University of Minnesota - Twin Cities’ school partners seeking co-teaching professional development online. This website’s content is neither to be replicated nor used by other institutions or schools outside of the TERI Partner Network.
Workshop 1 | Co-Teaching Foundations should be completed first. This workshop was designed to be completed individually.
Workshop 2 | Co-Teaching Pairs should be completed after both members of the co-teaching pair study the foundations of co-teaching. The Co-Teaching Pairs online workshop was designed to be completed as a co-teaching pair sharing one computer.
All of the articles, worksheets, and PDFs referenced in the workshops are available for you to make copies of and/or return to for future reference. In addition to having access to these resources during the module, they are available in a public Google Drive.
For this activity, first discuss whether both of you have already completed (and can remember the results from) any of the same personality assessments (e.g., Meyers-Briggs, StrengthFinders). If you find that you have completed similar self-assessments on personality indicators, share what you learned about yourself from that activity with your co-teaching partner. If you did not take any personality indicators in common, consider the following activity and resource:
The Keirsey Temperament Sorter®-II (KTS®-II) is a widely used personality instrument. It is a 70-question personality assessment that helps individuals discover their personality types. The KTS-II is based on Keirsey Temperament Theory™, published in the bestselling books, Please Understand Me and Please Understand Me II, by Dr. David Keirsey.
The Keirsey test is an online quiz that quickly calculated responses and puts the test-taker into one of four personality types: Guardian, Rational, Idealist, and Artisan.
For your convenience, a summary of these personality types (called temperaments) is included below:
As Concrete Cooperators, Guardians speak mostly of their duties and responsibilities, of what they can keep an eye on and take good care of, and they're careful to obey the laws, follow the rules, and respect the rights of others. As Abstract Cooperators, Idealists speak mostly of what they hope for and imagine might be possible for people, and they want to act in good conscience, always trying to reach their goals without compromising their personal code of ethics. As Concrete Utilitarians, Artisans speak mostly about what they see right in front of them, about what they can get their hands on, and they will do whatever works, whatever gives them a quick, effective payoff, even if they have to bend the rules. As Abstract Utilitarians, Rationals speak mostly of what new problems intrigue them and what new solutions they envision, and always pragmatic, they act as efficiently as possible to achieve their objectives, ignoring arbitrary rules and conventions if need be.
This information and activity is from Keirsey.com.
We recommend that each participant take the quiz online either during the online workshop time and report back your results to your co-teaching partner.
You do not need to pay to have the report sent to you. It is free to register and take the basic assessment.
Much more information is available at Keirsey.com.
Heck, T., Bacharach, N. (2010). Mentoring Teacher Candidates Through Co-Teaching: Collaboration That Makes A Difference. St. Cloud, MN: St. Cloud State University.
Bacharach, N., Heck, T, & Dahlberg, K. (2010). Changing the Face of Student Teaching Through Co-Teaching. Action in Teacher Education, vol. 31, No. 4.
Bacharach, N., Heck, T., & Dahlberg, K. (2010). Researching the use of co-teaching in the student teaching experience. In Colette Murphy & Kathryn Scantlebury (Eds). Moving Forward and Broadening Perspectives: Coteaching in International contexts. New York, New York: Springer Publishing.
Bacharach, N., Heck, T., & Dahlberg, K. (2008). Changing the face of student teaching through co-teaching. Paper presented at the annual meeting of the American Educational Research Association, New York, New York.
Bacharach, N, Heck, T., & Dahlberg, K. (2008). What Makes Co-Teaching Work? Identifying the Essential Elements. The College Teaching Methods and Styles and Journal, 4, 43-48.
Bacharach, N., Heck, T. & Dahlberg, K. (2007). collaboratively researching the impact of a co-teaching model of student teaching. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Cook. L., & Friend, M. (1995). Co-teaching: Guidelines for Creating Effective Practices. Focus on Exceptional Children (26), 3.
Guyton, E., & McIntyre, D. (1990). Student Teaching and school experiences. In Houston, W. (Ed), Handbook of Research on Teacher Education, (pp. 514-534). New York: Macmillan Publishing.
Heck, T., Bacharach, N., Ofstedal, K., Dahlberg, K., Mann, B., & Wellik, J. (2007). Extreme Makeover: Student teaching edition. Paper presented at the annual meeting of the Association of Teacher Educators, San Diego, CA.
Heck, T., Bacharach, N., Ofstedal, K., Mann, B, & Wellik, J, Dahlberg, K. (2006). Rethinking student teaching. Paper presented at the annual meeting of the Association of Teacher Educators, Atlanta, GA.
Murawski, W., & Swanson, H. (2001). A meta-Analysis of co-teaching research: Where is the data? Remedial and Special Education, 22, 258-267.
Perl, M., Maughmer, B. & McQueen, C. (1999). Co-Teaching: A different approach for cooperating teachers and students teachers. Paper presented at the annual meeting of the Association of Teacher Educators, Chicago.
Platt, J., Walker-Knight, D., Lee, T. & Hewitt, R. (2001). Shaping future teacher education practices through collaboration and co-teaching. Paper presented at the annual meeting of the American Association for Colleges of Teacher Education.
Roth, W., Tobin, K. (2005). Teaching Together, Learning Together. New York: Peter Lang Publishing.
Vaughn, S., Schumm, J. & Arguelles, M. (1997). The ABCDEs of co-teaching. Teaching Exceptional Children, 30.
Villa, R. Thousand, J., & Nevin, A. (2008). A Guide to Co-Teaching: Practical Tips for Facilitating Student Learning (2nd. Ed.). Thousand Oaks, California: Corwin Press.
Wentz, P., (2001). The Student Teaching Experience: Cases from the Classroom. Upper Saddle River, NJ: Prentice Hall.
Questions and comments about the UMN-TC Partner Network and co-teaching as part of TERI should be directed to:
Kathy Byrn, Coordinator of Elementary Partnerships
Office of Teacher Education
Amy Jo Lundell, Coordinator of Clinical Partnerships
Office of Teacher Education
Kelly Meyer, School Partner Network Coordinator
Office of Teacher Education