The Study
This study documents the experience of four high school teachers who shared teaching assignments during the 1994-95 academic year. Data was collected through in depth interviews with all four in the fall and in the spring, observational visits to the algebra classrooms where the team teaching took place, interviews with a small sample of students enrolled in the classes and from notes taken at weekly teachers meetings. Dr. Daniel Chazan, associate professor of teacher education at Michigan State University, led the research team which examined the impact team teaching had on the participating teachers.

The Findings
The shared teaching assignments examined in this study were focused around a content-based reform initiative, one in which the teachers had invested. They were engaged in the joint work of teaching algebra to a particular group of students. This joint work provided them opportunities for reflection, a context for the sharing of insights, and a task which needed to be accomplished. The study suggests that these shared assignments had a great impact. On the one hand, instruction in these classes was different; students indicated that there were substantive changes in their mathematics classes. At the same time, the teachers' self-report was positive; they reported overcoming isolation and learning from each other. The central analysis in this paper focuses on three sets of reasons given by teachers for finding a shared teaching assignment professionally rewarding. The teachers found it valuable to become observers in their own classroom, have shared experiences of classroom interactions, and make joint decisions.

What It Means to You
If you and your teachers are thinking about making some changes in the content and form of your teaching, you may want to consider team teaching as a way to accomplish several goals. Although it is a slow and expensive method of professional development, team teaching may have a greater impact and long-term pay-off than traditional in-service activity. Having shared experiences of classroom interactions, making joint decisions and being observers in their own classroom are some of the benefits teacher can expect to experience through team teaching. Other benefits for your school could mirror those found in this study: positive changes in teacher relationships, professional development, curriculum development and instructional practice modifications.

More Information
Consult Chazen, D., Ben-haim, D., & Gormas, J. (1998). Shared teaching assignments in the service of mathematics reform: Situated professional development. Journal of Teaching and Teacher Education, 14(7), 687-702.

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