Date of Award

Spring 2018

Document Type

Dissertation Restricted

Degree Name

Doctor of Education (EdD)


Education Policy, Planning, and Administration

Committee Chairperson

Heather Schugar, Ph.D.

Committee Member

Karen Johnson, Ph.D.

Committee Member

Sara Missett, Ed.D.


This qualitative collective case study examined how Professional Development School (PDS) mentors and interns implemented a co-teaching model in their classrooms. Specifically, this study focused on the specific behaviors and actions between the mentors and interns during the co-planning and co-teaching experience, as well as their perceived challenges and benefits of the co-teaching model. Although the participants most frequently used the one teach-one assist strategy, they also implemented team teaching and station teaching. Mentors spoke more often than interns, most often teaching or telling information to the intern during this communication. Interns provided more verbal and nonverbal affirmations to the mentors. Both mentors and interns reported student, managerial, and personal benefits to implementing the co-teaching model, while citing time and personality differences as potential challenges.