Graduation Term

Spring 2026

Degree Name

Doctor of Education (EdD)

Department

Department of Educational Administration and Foundations: Educational Administration

Committee Chair

Elizabeth Lugg

Committee Member

Gavin Weiser

Committee Member

Lisa Dieker

Abstract

This is a qualitative, phenomenological study that documents the lived experiences of co-teaching pairs while they engage with a curated co-teaching “toolkit.” The toolkit, which comprises high-leverage practices and related resources, helps to elicit emotions and descriptions of the pairs’ experiences. A mosaic of data was gathered and analyzed for evidence of collaboration and innovation sparked by the toolkit and to assess participants’ perception of feeling valued and satisfied in the co-teaching role. The findings outline that the participants reported that access to the tools and time for their implementation could be helpful, but that more consistency in work pairings and limits on the number of classes assigned are necessary to co-plan effectively, provide instruction, and assess student learning as demanded by co-teaching. Though content and grade-specific practices are needed, some tools provide the structure necessary to build professional trust, communication, collaboration, and instructional practices necessary to feel and be effective with two teachers in the room.

Access Type

Dissertation-Open Access

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