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A unique co-teaching partnership with professional development was created with two local high schools and a university teacher education program. The model was implemented to strengthen teacher candidate practicum experience and inservice teacher development. Three themes emerged from the design-based research: classroom climate, lesson planning/implementation/assessment, and differentiation. As a result of the co-teaching model with professional development, teacher candidates perceived increased support and guidance on all aspects of classroom practice. Cooperating teachers deepened their own understanding of teaching and learning in the classroom. High school students in co-taught classrooms reported positive classroom climate, increased engagement, individualized instruction, and feedback. Overall, teaching collaboratively was found to enhance student learning and promote teacher candidate and cooperating teacher growth.


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Previously published in Issues in Teacher Education, Fall 2015.