Outcomes
Terry: "There's something to be said for having an influence at Year 11 on the students you're going to be teaching at Year 12, it's not solely someone else's responsibility. I think in some departments the problem is that you only work with what you get, when you get them, whereas we both have a considerable influence at Year 11. We both teach at Year 11 and so we both benefit in Year 12."
The team-teaching approach was judged successful, for both teachers and students, and was repeated in 2005 and 2006.
Claire and Terry feel team teaching allows them to get to know students better than was previously the case; to understand their strengths and weaknesses; and understand what needs to be worked on. It also makes for improved student teacher continuity.
Both teachers agree that it is helpful when taking over a class mid year, to be able to refer back to what was covered by the first teacher. "Students also make these links", Claire says, "The students feel they've got two teachers that they can go and talk to." Even though at any particular time only Claire or Terry has the class, students feel they can talk to either one. This extended contact is particularly evident during study times or lunch breaks.
If one teacher can't answer a question or provide a particular skill, the student will be referred to the other teacher. The students see this referral and the subsequent sharing of information with the first teacher as an advantage, not a weakness.
Student: "It's good because there are two different styles of teaching and that follows through to Year 12 so it's a two year programme with two teachers." "You get two different perspectives, two lots of skills." "You don't exactly have to get to know two different teachers because they're often both here in the room or in and out."
While this doubling of the opportunity for contact works really well for the students, it is made clear that for anything official students must go to their teacher of the moment.
Claire and Terry believe the improved continuity brought about through team teaching has made for a more seamless transition to Level 2, with students commenting that it's "only a little step" or that they "hadn't noticed much difference." While the workload is higher at Level 2, students are building on the foundation established the previous year and students expect to be working at a higher level.
Year 12 students comment that as a result of their Level 1 work they are more organised and don't leave things to the last minute, that they have a good work ethic and understand how to plan things. They use email more, so that if they don't get some of the information from class they can still get help from the teacher.
Some students note that the skills gained in Technology carry over to other subjects.
Student: "These skills have helped me in other subjects such as graphics; it's a lot easier because we've done all this stuff." "It gives some variety and different ways to look at things." "If you're not sure about one of the opinions you can go to the other one."
Both Year 11 and 12 students work well together as a group, and seek help from each other before calling for a teacher. But while the classrooms have a relaxed atmosphere, everyone is motivated. Part of the students' motivation comes from knowing that they have to do things for themselves and get things finished to a high standard. And part of it comes from knowing they can show off their work, not just in their portfolios, but also on the technology display board and by placing their garments on the models outside the technology room.
Student: "It's a lot of work but very self satisfying.. I feel proud seeing my work displayed 'that's my skirt!' especially if you've put a lot of effort into it. You've got to be committed, quite a few lunch times you'll see some of us in here doing stuff we should have done a week ago, but it's worth it."
Internal assessments are team marked so that both teachers are aware of progress and can discuss any problems or opportunities, while the current teacher writes the report. "Students can often explain very clearly their design thinking and their rationale for making decisions verbally", Claire says, "but often this clarity doesn't extend to their written work." Claire now keeps notes on conversations she has with her students in a class journal. She plans to include these notes when submitting student portfolios for formative feedback and moderation. But Claire notes that even if it is initially a challenge, students come to appreciate the benefits of documenting technology processes and practice. The Year 12 group is now eager to get access to their Year 11 work to refer back to.
