Date

8-2026

ESRP 9000 Professor

Sandy Underhill, Ed.D.

ESRP 9001 Professor

Sandy Underhill, Ed.D.

Executive Summary

Executive Summary

Revisiting the Co-Teaching Model: Enhancing the Process for Future Success, Paola Lopez, 2026: Strategic Research Project, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords:  co-teaching, differentiated instruction, mission statement, SWOT analysis, sustainability, and psychological safety.

Using a mixed-method approach, this strategic research project (SRP) was developed to provide guidance to Greenway Elementary (GWE) School, located in Ocala, Florida, in its efforts to increase academic achievement among exceptional students. This study utilized quantitative tools such the internal factor evaluation (IFE), external factor evaluation (EFE) and the quantitative strategic planning matrix (QSPM) to quantify data that supported subjective decision-making which was also supported by literature evidence. This SRP focused on the problem of relationships between co-teaching teams, comprised of a general education teacher and a special education teacher, as they work together in the general education classroom, which also has students with disabilities. To create a learning environment that meets the needs of all students, co-teachers must effectively design innovative instruction.

Two strategies, co-planning and psychological safety, were considered as possible strategies to remedy the problem of co-teaching relationships at GWE School. Using the QSPM, in which the total attractiveness score was calculated for both potential strategies, it was determined that psychological safety would be the preferred approach to solving the co-teaching relationship problem. Following the selection of which strategy to implement, an action plan was devised. An action plan serves as a blueprint for achieving successful strategy implementation. The action plan I developed included the following steps: a) Identify the participants, b) Design the evidence-to-practice professional development course, c) Prepare pre- and post-professional development questionnaires, d) Match mentors with mentees for mentorship, e) Write a document with scenarios for psychological safety uses in the classroom.

The qualitative literature review in this SRP indicated that co-teachers struggle to feel equal in their relationship when devising classroom instructional strategies. The qualitative literature review also revealed that co-teachers needed leadership support to make changes in their professional practice. The QSPM tool identified psychological safety as the preferred strategy for the co-teaching classroom. The freedom to express yourself without fear of embarrassment allows for innovation. The two final recommendations are: first, to implement psychological safety practices in the inclusion classroom; and second, to follow the strategically developed action plan.

 

Document Type

Strategic Research Project-NSU Access Only

Degree Name

Doctor of Education (EdD)

College

Abraham S. Fischler College of Education and the School of Criminal Justice

Concentration

Reading

Language

English

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