The Phenomenon of
True Collaboration:
Classroom Practices For Coaching Teachers and Teacher Candidates
National Association of Professional Development Schools Conference – Orlando, Florida
April 11, 2008
Sara Elburn, M.S., Ron Siers, M.Ed., & Stacie Siers, M.Ed.
Salisbury University
What is your role in
collaboration?
Coaching/Mentor
Teacher
Special Educator
Paraprofessional
Student Intern/
Teacher Candidate
University Supervisor
Other
1.
2.
3.
4.
5.
6.
1
2
3
4
5
So, what is a Phenomenological
Study, anyway?
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I am aware of
phenomenological
studies.
I do know, and have
completed one
myself.
I do not know about
phenomenological
studies.
1.
Phenomenological Study…






A phenomenological study describes the meaning of
the lived experiences for several individuals about a
concept or the phenomenon.
To determine what an experience means for the
persons who have had the experience and are able to
provide a comprehensive description of it.
From the individual descriptions, general or universal
meanings are derived.
Research questions are constructed by the researcher
by asking individuals to describe their lived
experiences.
Data is collected and analyzed.
The reader of the phenomenological study should
understand what it is like for someone to experience
that.
Are you familiar with a
collaborative/co-teaching model?
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Very familiar
Familiar
Somewhat
familiar
Not familiar
1.
The Focus of Our Study:
Collaborative Internships




Two or more people sharing responsibility for
teaching some or all of the students assigned to a
classroom (gym).
Distributing responsibility for planning, instruction, &
evaluation.
Students learn from two or more people who may
have different ways of thinking or teaching.
Marriage – trust, communicate, share,
celebrate, work together, anticipate
conflict.
What we found..
A supportive collaborative internship
experience is about being there for
each other and caring about the
other person’s needs.
What we found…
THERE
+
CARE
=
Intern Insight..

“Being THERE is the most important
thing, and being able to communicate
with one another, which is what made
my mentor extremely supportive.”
Salisbury University Intern
Giving of Oneself…
Intern Insight..

“My mentor lead me to new resources
and different ideas and principles.”
Salisbury University Intern
Are we really co-teachers?
Are we really co-teachers?
Results
1.
2.
3.
4.
0-10 yes
11-20 yes
21-30 yes
31-34 yes
0%
0-
1
2
3
4
5
10
ye
0%
s
11
0
-2
0%
s
ye
21
0
-3
0%
s
ye
31
4
-3
s
ye
Consultation.. listening and
responding…
Intern Insight..

“My mentors were open to everything
and anything.”
Salisbury University Intern
Collaborative/Co-Teaching
Issues for Discussion & Planning
Which issue do you think is
the most challenging?
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Time for planning
Instruction
Student behavior
Communication
Evaluation
Logistics
1.
Model enthusiasm and passion
for teaching…
Intern Insight..

“My mentor teacher taught me what it
meant to truly love your job and the
children you are working with.”
Salisbury University Intern
Collaboratively planning…
Intern Insight..

“We planned each day. I felt as if all
my ideas were of value to her.”
Salisbury University Intern
How do you plan?
1
2
3
4
5
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Months at a time
A month ahead
A week ahead
A day ahead
The night before
The morning of
1.
Collaborative/Co-Teaching
Daily Lesson Plan
Personal space…
Intern Insight..

“She gives me the space I need while
providing me with enough support to
still learn how to teach.”
Salisbury University Intern
How challenging do you find it to
provide verbal and written feedback
to your teaching candidates/interns?
0%
0%
3
4
5
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Very challenging
Somewhat
challenging
Not challenging
1.
RSSE Mentor/Intern
Lesson/Day Reflection
View each other as
teammates for the benefit
of their students…
Intern Insight..

“Two teachers can lean on each other.
They can motivate each other. Team
teaching made the learning curve for
me so much shorter.”
Salisbury University Intern
Again, our findings…
THERE
+
CARE
=
Contact us at any time…




Sara Elburn – sjelburn@salisbury.edu
Ron Siers – rrsiers@salisbury.edu
Stacie Siers – sesiers@salisbury.edu
Or, visit our Wiki:
http://rrsiers.wikispaces.com
References
Conners, K.J., & Adamchak, J. (2003). Re-thinking the mentoring role in pds
classrooms. Paper presented at the National PDS Conference, Towson,
Maryland. ED 475 572
Cramer, E., Nevin, A., Thousand, J. & Liston, A. (2006). Co-teaching in urban
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for teacher education reform. Paper presented at the American Association for
Colleges of Teacher Education,
Creswell, J.W. (1998). Qualitative inquiry and research design: Choosing among
five traditions. Thousand Oaks, CA: Sage Publications.
Deich, R. (2001). Collaborative yearlong teaching experience (cyte). Denver,
CO: Annual Meeting of the National Staff Development Council. ED
468 258.
Elburn, S., & Siers, R. (2007). Phenomenological study on the collaborative
internship experience: The power of two: Maximizing the collaborative
experience. Paper presented at Salisbury University’s Profession
Development Schools Workshop, Salisbury, Maryland.
Mule, L. (2006). Preservice teachers’ inquiry in a professional development school
context: Implications for the practicum. Teaching and Teacher Education, 22,
205-218.
Polkinghorne, D.E. (1989). Documents of life: An introduction to the problems and
literature of a humanistic method. London, England: George Allen and Urwin.
Thousand, J.S., Villa, R.A., & Nevin, A.I. (2006). The many faces of collaborative
Planning and teaching. Theory Into Practice, 45 (3), 239-248.
Villa, R.A., Thousand, J.S., & Nevin, A.I. (2004). A guide to co-teaching: Practical tips
for facilitating student learning. Thousand Oaks, CA: Corwin Press.