Date of Award
5-2025
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Education
First Advisor
Emilie Johnson
Second Advisor
Robyne Elder
Third Advisor
Roger "Mitch" Nasser
Abstract
The research focused on addressing equity and communication challenges in co-teaching through the implementation of a Professional Learning Community (PLC) and peer mentoring within a suburban middle school. The study took place in a predominantly white, lower-middle-class suburban school that utilized co-teaching across various subjects to provide students with disabilities greater access to the general education curriculum in the least restrictive environment. The primary objective was to establish a PLC composed of co-teachers from different disciplines, leveraging existing co-teacher training strategies to improve equity and communication within co-teaching partnerships. The PLC operated through an online forum, where the researcher, serving as a peer mentor, facilitated discussions and the sharing of strategies to support co-teachers. Data was collected using pre-and post-surveys, alongside reflection surveys completed after co-teachers implemented new strategies in their classrooms. The findings indicated a positive impact on both communication and equity within co-teaching teams. A significant outcome was that many special education co-teachers, who often felt marginalized in co-teaching partnerships, reported feeling empowered and confident in taking on teaching roles and team-teaching alongside their general education counterparts. This shift not only enhanced the equity between co-teachers but also contributed to a more inclusive and supportive teaching environment. The study adopted a human-centric approach emphasizing the development of teacher relationships and collaboration to improve student learning in co-teaching classrooms. The focus on building stronger connections among co-teachers resulted in noticeable organizational change within the school as co-teaching dynamics evolved to be more balanced and effective. The collaborative nature of the PLC fostered an environment of mutual support and growth. Overall, the study highlighted the potential of PLCs to promote equity and communication, empowering co-teachers to engage more fully in their roles and create more inclusive and effective learning environments for students with disabilities.
Recommended Citation
Machens, Rachel Siân, "Creating a Co-teaching PLC to Help Find Practical Solutions for Problems in Co-teaching at a Suburban Middle School" (2025). Dissertations. 792.
https://digitalcommons.lindenwood.edu/dissertations/792