Middle School Team Teaching Program

TEACHING PROGRAM AT MARSHALL MIDDLE SCHOOL

Team teaching is a collaborative method of curricular delivery in which two or more teachers are given joint responsibility for student instruction and learning (Hassler, 1994). Typically, the approach is associated with several features including an interdisciplinary curriculum development; staff development programs; expanded provision of services; parent training; the linkage of program objectives directly to performance goals; student academic and attitudinal objectives; faculty hiring goals; teacher mentoring; joint planning; strategies for resolving conflicts between teachers; strong support from principals and supervisors; and the use of supporting activities and programs (Hassler, 1994).

Research on the team teaching approach has shown that it can lead to student gains in reading (Alspaugh & Harting, 1997; Hassler, 1994; Sigurdson, 1982); problem-solving ability (Hough & St. Clair, 1995) degree of engagement in academic work, self-concept and school attendance (Spies, 1995). There is also some evidence that the team teaching approach can decrease disruptive behavior (Spies, 1995).

Moreover, the team teaching approach has been found to be associated with several positive effects of teachings. These effects include gains in teachers feelings of personal and collective competency (Parker, 1994) their sense of p

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or smaller teacher teams. There is also some older research suggesting that responses to team teaching may be related to students' grade levels. This possibility was observed in a study of the North Carolina Advancement School's research and program for the Fall, 1968, and Spring, 1969 (North Carolina Advancement School, 1969). The School was designed to implement research on the problem of underachievement. Subjects in the study were sixth- and seventh-grade boys, most of whom resided at the School. The instructional program included humanities, reading, mathematics, and art. Individual instruction, team teaching, and other experimental instructional methods were employed. The results showed that the students evidenced significant growth on measures of achievement; however, sixth-graders did better than older students in association with instructional type. This was said to suggest that age is related to ability to respond to the program. Changes in personality variables were also more pronounced for sixth-graders. However, all students tended to change on psychological characteristics in a positive direction. Student Attitudes and Personality/Motivation According to Spies (1995), in general, the middle school ap
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