School of Education

Assessment Submission Form

Student Name
Ciarán Kelly
Student Number
23212372
Assignment Title /
Teachers’ Perceptions of Team Teaching in an Irish Secondary
Thesis Title
School and its Impact on School Leadership.
Module Code
EDUC41620/EDCU41640
Module Title
Contemporary Issues/Leadership for Quality Learning
Supervisor /
Module Co-
Assistant Professor John O’Sullivan & Enda Hickey
ordinator

Date Submitted
7th April 2024
Word Count
3644

A SIGNED COPY OF THIS FORM MUST ACCOMPANY ALL SUBMISSIONS FOR

ASSESSMENT.

STUDENTS SHOULD KEEP A COPY OF ALL WORK SUBMITTED.

Declaration of Authorship I declare that all material in this assessment is my own

work except where there is clear acknowledgement and appropriate reference to
the work of others.

Signed………… ………………. Date ………10/12/23………………………

Teachers’ Perceptions of Team Teaching in an Irish Secondary School and
its Impact on School Leadership.

Contents
1. Introduction
2. Literature Review
2.1 What is team teaching?
2.2 Professional Development & Teacher Support
2.3 Inclusion
3. Methodology

4. Findings and Analysis

4.1 General Opinions on Team Teaching

4.2 Professional Development & Teacher Support

4.3 Inclusion

4.4 School Leadership

5. Conclusion
1. Introduction
Team teaching is widely accepted as an essential part of a teacher’s toolkit. Indeed,
over the past fifteen years, it has become a requirement for all schools in Ireland to engage in
cooperative teaching as part of classroom practice (DES 2014, 2013, 2012, 2007 and 2003).
Discussion in the staffroom around team teaching is generally positive, however it was of
interest to investigate whether teachers are satisfied with the model of teach teaching at
school HK (pseudonym). As a Head of Department who does not teach academic classes, I
am in a unique position in the school to analyse this data, in conjunction with available
literature, and look into implications for school leadership.
The research was designed as part of a separate project, and it became clear that there
were two common themes of inclusion and professional development running through
participant responses. Therefore it was imperative to find these themes within literature and
find any similarities and differences between opinions expressed at school HK and elsewhere.
The literature review explores a combination of Irish case studies and research,
international writing and national-focussed policy. As will be discussed, there are common
themes throughout, and while it was at times difficult to ‘narrow down’ the wealth of reading,
I have focussed text that mentions specifically the themes of inclusion, professional
development and policy with reference to leadership implications. Section 3 will discuss the
research undertaken at school HK, which took the form of a questionnaire. Fortunately
colleagues responded enthusiastically, providing a suitable range of data. Section 4 concludes
the research with an overview of the data collected (from literature and the local
questionnaire), with tentative recommendations for school leadership on how to progress
team teaching at the school in question.

2. Literature Review
Inclusion and professional development in the context of team teaching is the main focus of
this research. Literature on this topic was primarily explored by searches on EBSCO Host
Academic Search. Keywords and phrases such as team teaching, co-teaching, leadership,
Ireland inclusion and professional development were used to refine the search in numerous
ways. For the purpose of this research, focus was placed on writing from Ireland, however
international case studies and other publications were taken into consideration. Although the
concept of team teaching reaches further back (Carpenter, Crawford & Walden, 2007), in the
interest of synthesising contemporary literature, the search was primarily restricted to
literature from 2009-present day. The findings are presented in three sections – an exploration
of the varying definitions of team teaching, a review of literature on professional
development and inclusivity within team teaching in both Irish and international contexts.

2.1 What is team teaching?

Expectations and assumptions on how exactly team teaching should work are varied and
numerous, amongst both education practitioners and academic writers. Murphy (2011) points
out that a ‘team’ comprises both teachers (however many are present) and students and that
the term team-teaching ‘avoids the danger of foreclosing prematurely on such possibilities’
(p. 22). This ideology echoes other academic definitions (Baeten & Simons, 2014), national
guidelines for schools (Team Teaching Toolkit | Maynooth University, 2021) and
governmental policy (DES, 2022), all of which highlight the benefits of including students in
class based discussion. Certainly, diversity and inclusivity is widely prioritised in
contemporary education settings, from the point of view of national (DES, 2007) and
international policy (UNESCO, 1996; UNESCO 2016). Finn Ó Murchú (2011) summarises
the importance of team teaching with regards to diversity, noting:

The diversity of teaching styles once feared as a potential negative are now seen to provide
professional learning opportunities. This is an important point in the context of creating an
environment that embrace diversity. Teachers who appreciate each other’s teaching diversity
may also appreciate their student’s learning diversity. (p. 315-316)

Team teaching is more widely referred to as ‘co-teaching’ outside of Ireland (EiTTT, 2020;
Rickard & Walsh, 2019), thus there is a greater range of literature available in the context of
two teachers working cooperatively within a classroom (Carpenter et al., 2007; Murphy,
2011; King, 2007). Murawski and Lochner (2011) highlight three components required for
effective co-teaching: ‘co-planning, co-instructing, and co-assessing’ (p. 2). Friend, Cook,
Hurley Chamberlain & Shamberger (2010) outline six approaches to co-teaching which are
widely referred to in literature (Ó Murchú & Conway, 2017; Villa, Thousand, and Nevin,
2008; Maroney, 1995). All of these, as would be expected, involve two teachers working
together. For the purpose of this research, co-teaching and team teaching are taken to mean
two teachers, with the involvement of the students under certain circumstances. It is beyond
the scope of this research to refine a definition of either term, however Irish-based educators
(and policy makers) use the term ‘team-teaching’ more widely (DES 2014, 2013, 2012, 2007
and 2003). This term, ‘…while not defined, is seen as a catch all for various configurations of
actions undertaken by two teachers and their students in one classroom.’ (Ó Murchú &
Conway, 2017, p. 3)

2.2 Professional Development & Teacher Support

The Department of Education (DES, 2022) states that collaborative practice ‘refers to how
teachers learn from each other’s expertise and how they interact with each other to reflect on
their own practice’ (p. 33). As self-evaluation and professional development for teachers and
school leaders has become a policy-led priority in Irish schools, team teaching has grown in
prominence as a development tool (Vangrieken, Dochy, Raes & Kyndt, 2015; Walsh, 2022).
For newly qualified and student teachers, team teaching is seen as an important tool in
gaining experience and developing key skills (Rickard & Walsh, 2019). Baeten and Simons
(2014) are unequivocally conclude that that, ‘For student teachers, team teaching encourages
emotional and professional support, dialogue about learning and teaching and professional
and personal growth’ (p.8). A recurring theme around team teaching as a tool for professional
development is limited resources (Crawford & Jenkins, 2018), and as will be discussed in this
essay, limited time and resources is a going concern for teacher within schools. However, Ó
Murchú and Conway (2017) highlight the importance of team teaching beyond these
constraints.

The educational debate needs to continue to extend so that it is not just about accessing or
retaining additional resources, but that it is also about the best use of such resources and the
best means of determining their impact.

2.3 Inclusion
Supporting Students with Special Educational Needs in Mainstream Schools (DES, 2017)
recommends collaboration between teachers, school leaders, parents and students in order to
maximise student learning in the classroom. A clear priority of team teaching is inclusive
learning (Ó Murchú & Conway, 2017; Philpott, Furey & Penney, 2010; Murawski &
Lochner, 2011). In 2019 the Department of Education and Skills (DES) updated the SEN
teaching allocation in post-primary schools and, as noted by Thomas Walsh (2020), ‘In
reality, the only sustainable way in which team teaching can be currently resourced to allow
for two teachers to be present in the same classroom at the same time is through the current
resource allocation model for special education needs’ (p. 689). That extra resources have
been provided to assist with inclusive learning is a positive step, however, limitations
continue to stifle inclusivity, as highlighted by Mulholland and O’Connor (2016):

Inclusive practice can be a challenging prospect and research evidence has highlighted a
series of challenges, including limited teacher training, limited specialised support and
variable teacher expectation… (p. 3)

However, the potential for team teaching to impact positively on the development of students
of all abilities is widely acknowledged (Murphy, 2011), and thus the responsibility of
facilitating collaboration between teachers through CPD, time and resource provision rests on
the shoulders of school leaders and policy makers (Philpott, Furey & Penney, 2010).
One particularly noteworthy publication is Case Studies in Context: Impact of our
Project Learning (EiTTT, 2020), and EU funded projects which promotes inclusivity in
secondary schools in Ireland, Cyprus, Finland, Latvia and Belgium. The subsequent
publication gives some international context to the position of team teaching (referred to as
co-teaching) and its impact on inclusivity in Ireland. It is noted that while ‘withdrawal of
pupils with special needs from class for periods of additional support during the day has been
a common approach, the DES…recommend in-class support for all pupils over withdrawal,
where possible’ (p. 9). It is to be acknowledged that team teaching presents challenges such
as differing teaching styles, contradictory instructions to students, and lack of training (Friend
et al., 2010), as will be illustrated in the findings of this particular research, teachers are keen
to explore ways to make it work.

3. Methodology
As the focus of this research was on professional development and inclusion in the context of
team teaching at one school (referred to occasionally as HK), a questionnaire was distributed
to all members of staff at the school. The questionnaire consisted of nine questions and was
designed to extrapolate a combination of qualitative and quantitative responses from
participants. The responses were anonymous, encouraging and honest appraisal from staff at
the school.
As this research was undertaken in parallel with a separate project, question number
one was more relevant to that particular study, and less relevant to this essay as it compares
with other schools rather than focussing on HK. A number of questions (listed below)
garnered responses which are relevant to both problems posed here – namely inclusivity (I)
and CPD (C) – while some focussed solely on one particular issue.
 Question I C
1. If you have worked at another school, how does team teaching compare with your
current school?

2. What do you think is the most important thing in the professional relationship between
you and the person you are teamed with in a team-teaching setting?

3. Do you feel you have exposure to adequate CPD or training opportunities to fully
equip you working in a team-teaching setting?

4. Have you in your experience benefitted professionally by team teaching?

5. If you answered 'yes' to question 4, how?

6. How you do you feel about the sharing or joint responsibility of planning, instruction,
assessment and feedback in a team-teaching setting?

7. Do you feel that the structure that is in place in supports highly effective practice
through team-teaching?

8. Can you think of any student in your classes whose attainment or retention
has improved as a result of the support offered through team-teaching?

9. Do you have any further feedback on the topic?

Fig 1. List of questions

There were a total of fifteen responses to the questionnaire. Due to the anonymous nature of
the responses, it is impossible to distinguish whether participants were senior, student SEN or
other teaching roles. The majority of teachers were willing to provide expansive responses in
to the open-ended questions, while for the final question, prompts were given to encourage
responses. As will be discussed later in the essay, this did not seem to influence the responses
in any way. It is to be acknowledged that the data pool is relatively small – it would have
been preferable to have allowed more time to collect responses and to define the roles of each
respondent within the school. Additionally, follow up questions or face to face interviews
would have allowed further clarity on certain aspects of the data. Due to time-constraints and
GDPR, this was not possible.

The responses were categorised under the two major themes of this question –
inclusion and CPD, with ‘other’ data of note categorised separately. Question one was largely
excluded, as the results showed that the majority of teachers did not work elsewhere and
therefore were not in a position to provide a response. Additionally, repeated key words such
as team, feedback, respect and communication were noted and categorised.

The results from the questionnaire will be discussed in the following section under the
two main themes of discussion – inclusion and professional development - in addition to a
third section for miscellaneous topics which were raised during the course of the research. All
of the analysis considers the implications for school leadership where possible.

4. Findings and Analysis

4.1 General Opinions on Team Teaching

Of the fifteen participants, the vast majority (67%) felt that they have benefitted
professionally from team teaching. 13% selected ‘do not know’ while 20% - three
respondents – have not benefitted professionally from team teaching. With regards to student
benefit, 80% could identify a student whose attainment or retention has improved as a result
of the support offered through team-teaching. This primarily positive response is reflected in
the literature as discussed in section 2. Thomas Walsh (2020) presents similar opinions,
particularly with regards to class management and the possibility of ‘articulating and
discussing their practice with colleagues and the improved self-efficacy they experienced in
their professional practice’ (p. 701). The topic of class management is a prominent theme
amongst respondents, and appears to have positive consequences for both teachers and
students. One response summarises these benefits, while clarifying their own interpretation of
the definition of team teaching:
The other person helps with individual/paired work in the classroom which means the
students have a chance to work with two teachers instead of one and we get through more
students for individual/paired interviews than if I were on my own.

While academic development is a clear priority, management of social and behavioural issues
are also prominent concerns (Murawski & Lochner, 2011). One respondent stated that it is
‘easier to manage smaller groups.’ Another participant wrote that they appreciate the ‘extra
pair of eyes for student who's [sic] behaviour is distracting to others and disruptive to the
learning environment.’ It is perhaps reflective of the nature of this particular school (private;
international boarding school) that behavioural issues are not widely referred to, however this
could be seen as a positive development in that both teachers in a team setting are ‘engaging
in appropriate behaviour management strategies and are consistent in their approach to
behaviour management’ (Carty & Farrell, 2018, p. 113).
4.2 Professional Development & Teacher Support

For student teachers and less experienced teachers, team teaching is seen as a very beneficial
tool and referred to by one respondent as ‘more like a full apprenticeship in the craft of
teaching,’ and another pointing out that, ‘it was great for being able to continue the lesson,
while the other teacher could individually check students work…’ during their Hdip teaching
experience. One respondent observed a ‘positive pressure to perform well/ prepare well due
to colleague being present.’ Baeten and Simons (2014) illustrate that team teaching offers
support to student teachers, giving them the autonomy to take risks in the classroom.
Through the presence of a peer in the classroom, student teachers feel more comfortable and
confident, and, as a consequence, they are more likely to take pedagogical risks, for instance,
experimenting with unfamiliar or innovative teaching approaches, knowing that their peer is
close at hand to provide support and intervene when needed…(p. 96)

The majority of respondents did not feel that adequate provisions for CPD in team teaching is
made by school management. Only one (from fifteen) responded positively to this question,
while four selected ‘somewhat’ and ten (67%) selected ‘no’. Similarly, 80%, or twelve
respondents did not feel that ‘the structure that is in place in supports highly effective practice
through team-teaching’. These results present a sense of dissatisfaction with school
leadership and their perceived lack of support for team teaching. Further comments on the
issue of CPD state that ‘no training was given,’ and that the respondent would ‘welcome
some guidelines, some form of feedback from successful Team Teaching pairings and some
idea of what is considered best practice in this area.’ These comments suggest that the school
is not fulfilling aspects of recommendations made by the Department of Education in
Looking at Our Schools (DES, 2022), namely that leadership and management should:

 Promote a culture of reflection, improvement, collaboration, innovation and creativity

in learning, teaching and assessment
 Foster teacher professional learning that enriches teachers’ and students’ learning

(p. 34-35)

Teachers feel that ‘management just wanted us to do it so they could say to the government
Inspectorate that they were implementing new ideas’ and that ‘…to improve the team
teaching structure senior management must actually respect it and acknowledge the
importance it plays.’ This echoes the words of Benjamin (2000), Friend (2008) and Carty and
Farrell (2018), who write, ‘Lack of support from management has been identified as
hindering effective implementation of co-teaching programmes…’
It is important to note however that although one respondent wrote, ‘I don't think it's a means
of collaborative professional development,’ the general consensus is that team teaching
requires the ‘buy-in’ of staff in order to work successfully, and that school leadership does not
bear full responsibility for its successful implementation. One respondent has ‘experienced…
high buy-in with co-planning, reflection, trying various styles,’ while another teacher says
that they ‘I have a good working relationship with this Teacher and we work well together.’
Rickard and Walsh (2019) have gathered similar tension between willingness to work
together and time constraints and illustrated here:
References to time for reflection or evaluation are much less frequent than concerns expressed
about time for planning…Given the time constraints and workloads of those involved it is not
clear whether teachers would have taken the time to engage in co-reflection… Again, this is
an important consideration in the future development of the process if even those committed
to team teaching cannot prioritise time for review as well as planning.

4.3 Inclusion

Respondents expressed strong feelings on inclusion in team teaching, with ‘respect’ being the
most commonly used word throughout the questionnaire results. Murawski and Lochner
(2011) point out that without respect between teachers in a co-teaching environment, ‘the
result is often disheartening, discouraging, and ultimately a complete waste of time for them
and the students’ (p. 175-176). Despite the primarily positive reporting within literature on
the topic (Ó Murchú, 2011; Carty & Farrell, 2018; Walsh, 2022) with regards to teaching
classes with mixed ability. Despite the fact that students who are ‘struggling to keep up can
get more one to one teaching in the class,’ there is a common belief that lack of planning and
effective implementation in school HK means that ‘there are students who fall between the
cracks.’ One teacher feels that they ‘don't have enough time to learn and understand about the
ever-increasing complex needs of our students,’ while another wrote that they ‘don’t feel that
the slot I have is of benefit to me, my other students or the students in the classroom…’

4.4 School Leadership

It is clear that the overwhelming feeling amongst respondents at HK is that ‘school

management should take responsibility for allowing planning time for team-teaching, getting
CPD for teachers,’ with lack of preparation of communication being refered to as
‘unprofessional’ by one respondent. Again, this is reflected in literature (Benjamin, 2000;
Friend, 2008; Carty and Farrell, 2018), as well as contemporary policy publications
(Teaching Council, 2013; DES, 2014; NCSE 2015), however as noted by Rickard and Walsh
(2019), ‘such policy is slow to translate into practice in the absence of comprehensive
supports and many reports have noted the tendency to withdraw pupils with SEN rather than
support them in class through practices such as team teaching…’

The general consensus is summed up by one participant, who offered advice on what is
required from school management in order to facilitate successful team teaching:
…they need to follow up routinely, they need to provide training, they need to timetable us
for time to work together and not just assume that we will find time outside the classroom to
sit down with another person to plan one forty minute period.

5. Conclusion
As has been shown in the literature review, the concept of team teaching has wide spread
support from teachers, management and policy makers. There are tried and tested models of
team teaching (Villa, Thousand, and Nevin 2008; Baeten and Simons 2014) all of which have
been applied in school HK. According to Rickard and Walsh (2018), ‘activities such as team
teaching, supporting colleagues to develop their teaching, engaging in collective reflection,
working as a co-operating teacher and engaging in professional conversations with
colleagues, are listed as possible professional development activities for teachers’ (p. 313).
However it is clear that teachers, while generally supportive of the concept of team teaching,
feel a sense of dissatisfaction with lack of provision for preparation: ‘team teaching is
mentioned at staff meetings however no training was giving [sic]’. Additionally, obscurity in
the roles within a co-teaching team adds to confusion and frustration for teachers and
consequentially students. Perhaps a clearer definition of team teaching is required in this
circumstance, and it could be suggested that the term ‘co-teaching’ is a clearer indication of
requirements; Co-planning, co-instructing and co-assessing (Murawski and Lochner, 2011).

Increased provisions for CPD would potentially ‘even the playing field’ and allow ‘teachers
to develop high buy-in’ which would inevitably lead to a more inclusive teaching and
learning experience. It should be noted however that accountability lies not only with
management, but also with the individuals – there appears to be an imbalance in commitment
amongst staff at HK.

From a more positive point of view, with the majority of respondents acknowledging
the individual benefits of team teaching for both staff and students, there is clearly a
willingness to ‘buy-in’ to the method. Teachers enjoy working together, benefit from
observing other methods and appreciate performance reflection with colleagues. In response
to the original question at the heart of this research, with adequate CPD and guidance on team
 teaching, the majority of teachers believe that it can be a very supportive tool, facilitating
further diversity and inclusion in the classroom. The challenge for school leadership with
regards to this is finding the right balance between providing time and resources for teachers
to plan, prepare and reflect, while allowing teachers the autonomy to develop, take risks and
‘buy-in’ to team teaching as a whole.

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