[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-586732-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-586732-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","coteacher-huddles-policy-brief","Coteacher Huddles - Policy Brief","","Coteacher huddles are short, focused meetings held by two or more teachers before, during, or after a lesson to discuss shifts or adaptations to coplanned instruction. The brief summarizes research on how teacher candidates’ participation in huddles changes over time, including initiation patterns, meaning made, and reported learning outcomes. 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It is used to discuss shifts or adaptations to coplanned instruction.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How did the research study teacher candidates’ participation in huddles?",{"text":67,"@type":63},"The study tracked how often teacher candidates initiated huddles, what meaning they made of the huddle, and what they reported learning as a result. It also described professional development on coplanning, construction, and coevaluation.",{"name":69,"@type":60,"acceptedAnswer":70},"What benefits does the brief identify for coteacher huddles?",{"text":71,"@type":63},"Coteacher huddles enable feedback exchange, support immediate in-the-moment instructional adjustments, and facilitate help-seeking during instruction. 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This model provides opportunities for teacher candidates to observe, practice, seek help, and engage in debriefs on student learning and instructional shifts during their student teaching experience. It also results in teacher candidates engaging in learning opportunities that are qualitatively different from the traditional gradual release model of student teaching (Soslau, GalloFox, & Scantlebury, 2018) .  \nA coteacher huddle occurs when two or more teachers use short, focused meetings either before, during, or after a lesson, to discuss shifts or adaptations to coplanned instruction (Tobin, Zurbano, Ford, & Carambo, 2003) . The huddle often occurs during instruction, taking the form of a brief conversation between the clinical educator and the teacher candidate, may discuss the enactment of teaching decisions and collaboratively determining if adjustments are necessary. One goal of the huddle is to develop coteachers’ adaptive teaching expertise and adaptive help-seeking skills (Soslau, Kotch-Jester, Scantlebury, & Gleason, 2018) .  \n[udel.edu/ppe](udel.edu/ppe | ppe-info@udel.edu |)[ |](udel.edu/ppe | ppe-info@udel.edu |)[ ppe-info@udel.edu](udel.edu/ppe | ppe-info@udel.edu |)[ |](udel.edu/ppe | ppe-info@udel.edu |)  @UDPPE  \nOverview of the Research  \nIn a recent study Soslau, Kotch-Jester, Scantlebury, and Gleason (2018) determined how teacher candidates’ participation in huddles changed over time. Tracking how often teacher candidates initiated a huddle, what meaning the candidate made of the huddle, and what the candidate reported learning as a result of the huddle. The study showed how huddling, which is a key feature of coteaching, provides a unique learning opportunity for teacher candidates to develop adaptive teaching expertise (Soslau [et. al](et. al), 2018) . All participants in the study (clinical educators and teacher candidates) received formalized coteaching professional development on: (1) coplanning,(2) construction, and (3) coevaluation. During the professional development sessions, huddling was introduced as a strategy aimed at developing candidates’ ability to notice and respond to pupil cues, along with contextual differences that necessitate an adaptation to their enactment of coplanned lessons (Soslau [et. al](et. al), 2018) .  \nHuddle Logs  \nTeacher candidates’ huddle logs were examined weekly. Candidates documented whether the huddle took place before, during, or after a lesson, along with who initiated the huddles and a summary of what was discussed in the huddles. The log allowed the candidates to articulate what they learned as a result of huddling. Table 1 shows these results for eight elementary special education, 17 elementary and four secondary science student teachers. Teacher candidates initiated approximately the same number of huddles as clinical educators, Secondary science students initiated more huddles than their elementary peers. This may be attributable to the longer history of science education using coteaching as a model for student teaching (over 15 years (compared to 5 years for elementary teacher education) . Several secondary science clinical educators had first experienced coteaching during their student teaching.  \n\n| Table 1 |\n| --- |\n| Number, percentage and initiator of huddles for elementary special education, elementary/middle school English and secondary science programs. |\n\n\n| ETESP (n=8) ETE/","cbCaierg7EqKM8Yr","https://ap.wps.com/l/cbCaierg7EqKM8Yr","pdf",4995899,"English","# What is a Coteacher Huddle?\n# Overview of the Research\n# Huddle Logs\n# The Value and Importance of Coteacher Huddles","[{\"question\":\"What is a coteacher huddle and when does it happen?\",\"answer\":\"A coteacher huddle is a short, focused meeting between two or more teachers before, during, or after a lesson. It is used to discuss shifts or adaptations to coplanned instruction.\"},{\"question\":\"How did the research study teacher candidates’ participation in huddles?\",\"answer\":\"The study tracked how often teacher candidates initiated huddles, what meaning they made of the huddle, and what they reported learning as a result. It also described professional development on coplanning, construction, and coevaluation.\"},{\"question\":\"What benefits does the brief identify for coteacher huddles?\",\"answer\":\"Coteacher huddles enable feedback exchange, support immediate in-the-moment instructional adjustments, and facilitate help-seeking during instruction. They also foster coteachers’ noticing skills for pupil cues.\"}]","Coteacher Huddles - Policy Brief | PDF",1792059115]