Spring 4-23-2024

ESRP 9000 Professor

Daniel Turner

ESRP 9001 Professor

Daniel Turner

Executive Summary

This strategic research project was designed to provide school districts, school leaders, and teachers with a plan of action to address underdevelopment and non-established co-teaching relationships that negatively affect teacher interaction. The organization was established in 1956 as an institution for learning. Operating for over 65 years, the organization has seen its share of educational advancements. In recent years, the organization has experienced an overwhelming need to increase the number of inclusion classrooms (co-taught classrooms). However, there has been a consistent decline in teacher motivation and willingness to participate as co-teachers. The relationship between co-teachers is vital to the organization’s success. After investigating the internal and external factors through a process known as a strengths-weaknesses-opportunities-threats (SWOT) analysis, it was confirmed that co-teaching relationships at the organization were underdeveloped and non-established, causing significant issues. The ultimate solution to address the problem was strategic planning of co-teaching teams. Training and professional development and modeling co-teaching approaches were the two strategies selected to implement the solutions. A Quantitative Strategic Planning Matrix (QSPM) tool was used to specify a strategy with the highest total attractiveness score (TAS). Training and professional development TAS of 5.82 was notably higher than modeling co-teaching approaches. An action plan pertained to the detailed steps required to implement this strategy successfully was developed. The five action steps included (a) identifying co-teaching teams, (b) scheduling meet and greets, (c) establishing expectations for co-teaching teams, (d) organizing and implementing training and professional development, and (e) conducting check-in sessions. The literature reviewed provides sufficient support for the strategic planning of co-teaching teams. The following recommendations were discussed: (a) affirmation of co-teaching teams, individually and as a unit, and (b) extending teachers an invitation to co-teach. These two recommendations will receive substantial consideration. Potential results that may occur upon implementing this strategic research project are promising. The literature reviewed throughout this strategic research project provides evidence-based approaches to support a strategy to provide training and professional development opportunities to co-teaching teams. As the action plan goes through its’ implementation process, the organization anticipates an exceeding amount of growth and success in the future.

Document Type

Strategic Research Project-NSU Access Only

Degree Name

Doctor of Education (EdD)


Abraham S. Fischler College of Education


Special Education