4.3 Co-teaching models
8 min read•august 21, 2024
brings together general and special education teachers to collaboratively instruct diverse learners in a shared classroom. This approach combines expertise to meet all students' needs, aligning with inclusive education practices and supporting IEP implementation in the least restrictive environment.
Various co-teaching models exist, including one teach-one observe, , and . Each model offers unique benefits for differentiation and student support. Successful implementation requires careful planning, clear role definition, and ongoing communication between co-teachers to maximize effectiveness for all learners.
Definition of co-teaching
- Co-teaching involves two or more educators working collaboratively to deliver instruction to a diverse group of students in a shared classroom space
- This approach combines the expertise of general and special education teachers to meet the needs of all learners, including those with disabilities
- Co-teaching aligns with inclusive education practices and supports the implementation of Individualized Education Programs (IEPs) in the least restrictive environment
Key elements of co-teaching
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- for planning, instruction, and assessment
- Equitable partnership between co-teachers
- Flexible grouping strategies to meet diverse student needs
- tailored to individual learning styles
- Ongoing communication and between educators
Benefits of co-teaching
- Increased individualized attention for students
- Enhanced opportunities for peer learning and social interaction
- Reduced stigma associated with special education services
- Improved academic outcomes for students with and without disabilities
- Professional growth and skill development for teachers
- Expanded repertoire of instructional strategies and approaches
Challenges in co-teaching
- Time constraints for collaborative planning and reflection
- Differing teaching philosophies or instructional styles
- Unclear roles and responsibilities between co-teachers
- Limited administrative support or resources
- Potential personality conflicts or power struggles
- Resistance to change from traditional teaching models
Types of co-teaching models
One teach, one observe
- One teacher leads instruction while the other gathers data on student performance
- Allows for systematic observation of student behavior, engagement, and understanding
- Useful for identifying areas of need and informing future instructional decisions
- Roles can be alternated between co-teachers to maintain balance
One teach, one assist
- Primary teacher delivers instruction while the other circulates to provide individual support
- Enables immediate intervention and clarification for struggling students
- Facilitates differentiated instruction and
- Can be used to model specific learning strategies or behaviors
Parallel teaching
- Class is divided into two groups, with each teacher instructing one group simultaneously
- Reduces student-teacher ratio for more intensive instruction
- Allows for differentiation based on student needs or learning styles
- Promotes active engagement and participation from all students
Station teaching
- Classroom is organized into learning centers or stations
- Students rotate through stations, receiving instruction from both teachers
- Enables small group instruction and hands-on learning experiences
- Facilitates differentiation and addresses multiple learning objectives
Alternative teaching
- One teacher works with a small group while the other instructs the larger group
- Useful for pre-teaching, re-teaching, or enrichment activities
- Addresses specific learning needs without disrupting the whole class
- Allows for targeted intervention and support for struggling learners
Team teaching
- Both teachers share instruction equally, often taking turns leading different parts of the lesson
- Demonstrates collaborative problem-solving and shared expertise
- Provides multiple perspectives and teaching styles to engage diverse learners
- Enhances classroom management and student engagement through dynamic instruction
Implementing co-teaching models
Planning and preparation
- Establish regular time to develop lessons and strategies
- Define clear learning objectives and align instruction with curriculum standards
- Determine appropriate co-teaching models for specific lessons or units
- Create contingency plans for potential challenges or disruptions
- Develop systems for sharing resources and materials effectively
Roles and responsibilities
- Clearly define and document each teacher's responsibilities for instruction, assessment, and classroom management
- Rotate roles regularly to maintain equity and utilize each teacher's strengths
- Establish protocols for handling discipline issues and student concerns
- Determine how to introduce and explain co-teaching roles to students and parents
Communication strategies
- Implement daily check-ins to discuss student progress and adjust plans
- Use shared digital platforms for lesson planning and resource sharing
- Develop nonverbal cues for seamless transitions during instruction
- Schedule regular debriefing sessions to reflect on successes and challenges
- Maintain open and honest communication about teaching preferences and concerns
Classroom management techniques
- Establish consistent routines and expectations for all students
- Develop shared behavior management strategies and consequences
- Create a classroom layout that facilitates various co-teaching models
- Implement strategies for smooth transitions between activities and groupings
- Use visual aids and technology to support instruction and manage student behavior
Collaboration in co-teaching
Building professional relationships
- Foster mutual respect and trust through open communication
- Recognize and appreciate each other's strengths and expertise
- Engage in team-building activities to strengthen rapport
- Establish norms for professional interaction and conflict resolution
- Celebrate successes and support each other through challenges
Shared decision-making
- Develop a process for making instructional and classroom management decisions
- Utilize consensus-building strategies when disagreements arise
- Involve both teachers in parent communications and meetings
- Collaborate on grading policies and assessment strategies
- Share responsibility for student progress monitoring and intervention planning
Conflict resolution strategies
- Address issues promptly and directly to prevent escalation
- Use "I" statements to express concerns without blame
- Practice active listening and seek to understand different perspectives
- Develop a problem-solving approach to find mutually beneficial solutions
- Seek mediation from administrators or colleagues when necessary
Assessment in co-teaching
Formative vs summative assessment
- monitors student learning during instruction
- Includes quick checks for understanding, exit tickets, and observations
- Informs instructional decisions and helps identify areas for re-teaching
- evaluates student learning at the end of a unit or term
- Includes tests, projects, and performance tasks
- Measures overall achievement and progress towards learning goals
Differentiated assessment strategies
- Offer multiple modes of assessment (written, oral, visual, kinesthetic)
- Provide choice in assessment formats to accommodate diverse learning styles
- Implement tiered assessments with varying levels of complexity
- Use technology to support assessment accessibility (text-to-speech, speech-to-text)
- Incorporate authentic assessments that connect to real-world applications
Grading considerations
- Develop a shared grading rubric that aligns with learning objectives
- Determine how to weight different components of assessment
- Establish protocols for resolving grading discrepancies between co-teachers
- Consider alternative grading methods (standards-based, portfolio assessment)
- Ensure consistency in grading practices across different co-teaching pairs
Co-teaching for diverse learners
Accommodations and modifications
- Implement accommodations that change how students access content
- (extended time, preferential seating, assistive technology)
- Develop modifications that alter the content or expectations for specific students
- (simplified texts, reduced number of problems, alternative assignments)
- Collaborate to ensure accommodations and modifications are consistently applied
- Document and review the effectiveness of implemented supports regularly
Universal Design for Learning
- Design lessons with multiple means of engagement to motivate diverse learners
- Provide multiple means of representation to accommodate different learning styles
- Offer multiple means of action and expression for students to demonstrate knowledge
- Incorporate flexible materials and technologies to support varied learning needs
- Implement UDL principles in both physical and digital learning environments
Culturally responsive teaching
- Integrate diverse perspectives and cultural references into curriculum
- Use culturally relevant examples and materials to enhance student engagement
- Implement teaching strategies that align with diverse cultural learning styles
- Address bias and promote equity in classroom interactions and expectations
- Collaborate with families and community members to support cultural connections
Professional development
Training for co-teachers
- Participate in workshops on co-teaching models and strategies
- Engage in role-playing exercises to practice different co-teaching approaches
- Attend conferences focused on inclusive education and collaborative teaching
- Complete online modules or courses on special education laws and practices
- Participate in book studies or professional learning communities focused on co-teaching
Ongoing support and resources
- Establish mentoring relationships with experienced co-teaching pairs
- Create a resource library of co-teaching materials and research
- Develop a network of co-teachers for idea sharing and problem-solving
- Utilize instructional coaches to provide feedback and support
- Access online forums and communities dedicated to co-teaching practices
Reflective practice
- Maintain a co-teaching journal to document experiences and insights
- Conduct regular self-assessments of co-teaching effectiveness
- Videotape lessons for review and analysis with co-teaching partner
- Solicit feedback from students and colleagues to inform practice
- Set personal and professional goals for growth in co-teaching skills
Evaluating co-teaching effectiveness
Student outcomes
- Analyze academic performance data for students in co-taught classrooms
- Compare growth rates of students with and without disabilities
- Assess social-emotional development and classroom engagement
- Evaluate progress towards IEP goals for students with disabilities
- Gather qualitative data on student attitudes towards co-teaching
Teacher satisfaction
- Conduct surveys to assess co-teachers' perceptions of effectiveness
- Measure changes in teacher self-efficacy and job satisfaction
- Evaluate the impact of co-teaching on teacher workload and stress levels
- Assess the quality of professional relationships between co-teaching partners
- Gather feedback on perceived benefits and challenges of co-teaching
Administrative support
- Evaluate the allocation of resources for co-teaching implementation
- Assess the effectiveness of professional development opportunities
- Measure the level of administrative involvement in co-teaching programs
- Evaluate policies and procedures that support or hinder co-teaching
- Gather feedback from administrators on the perceived value of co-teaching
Legal and ethical considerations
IDEA and co-teaching
- Understand how co-teaching supports the least restrictive environment mandate
- Ensure co-teaching practices align with IEP goals and objectives
- Maintain accurate documentation of services provided in co-taught settings
- Address concerns related to the provision of specially designed instruction
- Collaborate with IEP teams to determine appropriate co-teaching arrangements
Confidentiality and privacy
- Establish protocols for sharing student information between co-teachers
- Maintain confidentiality when discussing student needs during planning
- Ensure privacy during individual student interactions within the co-taught classroom
- Develop strategies for addressing sensitive topics with students and families
- Adhere to FERPA regulations in all aspects of co-teaching practice
Equity in co-taught classrooms
- Ensure equal access to instruction and support for all students
- Address potential biases in grouping and assessment practices
- Promote inclusive language and attitudes among students and staff
- Evaluate the representation of diverse learners in curriculum and materials
- Advocate for equitable resource allocation to support co-teaching programs
Key Terms to Review (25)
Academic achievement: Academic achievement refers to the extent to which a student has attained their educational goals, often measured through grades, test scores, and overall performance in school. It encompasses not just the acquisition of knowledge but also the ability to apply that knowledge effectively in various learning environments. Understanding academic achievement is vital for assessing student progress and identifying effective instructional strategies that support learning.
Alternative teaching: Alternative teaching is a co-teaching model where one teacher provides instruction to the whole class while the other teacher works with a smaller group of students, often focusing on students who need extra support or different instructional strategies. This approach allows for differentiated instruction tailored to meet diverse student needs, enabling educators to address individual learning styles and challenges more effectively.
Autism Spectrum Disorder: Autism Spectrum Disorder (ASD) is a complex developmental condition characterized by difficulties with social communication, repetitive behaviors, and restricted interests. It varies widely in severity and symptoms, affecting each individual differently, which is why it's referred to as a 'spectrum.' Understanding ASD is crucial for creating inclusive educational environments, implementing appropriate interventions, and supporting individuals with this diagnosis effectively.
Co-planning: Co-planning is a collaborative process where educators, particularly those in co-teaching partnerships, jointly design instructional strategies, lesson plans, and assessments to meet the diverse needs of students. This process emphasizes shared responsibility and communication between teachers to enhance the learning experience and ensure all students receive appropriate support.
Co-teaching: Co-teaching is an educational approach where two or more teachers collaborate to plan, instruct, and assess a diverse group of students in a shared classroom setting. This method promotes inclusive practices, allowing students with varying abilities to benefit from the combined expertise of teachers, which enhances the overall learning experience and fosters an environment of support.
Collaboration: Collaboration is a cooperative approach where individuals or groups work together towards a common goal, leveraging their diverse skills and perspectives. In the context of education, especially for students with disabilities, collaboration is essential for creating effective IEPs, fostering teamwork among educators, and ensuring that each student receives the support they need in an inclusive environment.
Constructivist Theory: Constructivist theory is an educational philosophy that posits that learners actively construct their own understanding and knowledge of the world through experiences and reflecting on those experiences. This theory emphasizes the importance of social interaction and collaboration in the learning process, suggesting that knowledge is not merely transmitted from teacher to student but built through engagement and dialogue. It plays a crucial role in shaping approaches for individuals with different learning needs, facilitating inclusive education, and promoting deeper cognitive skills.
Culturally responsive teaching: Culturally responsive teaching is an educational approach that recognizes and incorporates students' cultural backgrounds into the learning process. This method not only aims to engage students but also values their diverse experiences, fostering an inclusive environment that promotes academic success for all. It connects directly to the importance of collaboration, co-teaching, and addressing disparities in special education through an understanding of cultural contexts.
Differentiated Instruction: Differentiated instruction is an educational approach that tailors teaching strategies, resources, and assessments to meet the diverse needs of individual students. This method recognizes that learners have varying backgrounds, readiness levels, interests, and learning profiles, and adjusts instruction accordingly to promote engagement and understanding.
Formative Assessment: Formative assessment refers to a range of evaluation processes used by educators to monitor student learning and provide ongoing feedback that can be used to improve teaching and learning. It is crucial for understanding students' needs, shaping instruction, and ensuring that all learners, including those with diverse needs, are progressing towards their educational goals.
In-service training: In-service training refers to professional development programs designed to enhance the skills and knowledge of educators while they are actively working in their roles. This type of training is crucial for keeping educators updated on best practices, teaching strategies, and innovations in the field, ensuring that they can effectively meet the diverse needs of their students, particularly in special education settings. It also fosters collaboration among professionals to create a unified approach in educational practices.
Lead Teacher: A lead teacher is an educator who takes on a primary role in guiding and supporting a team of teachers in a co-teaching environment, often responsible for curriculum planning, instructional strategies, and student assessments. This role is crucial in co-teaching models, as it ensures that both teachers work collaboratively to meet the diverse needs of students, including those with special needs, enhancing overall classroom effectiveness.
Learning Disabilities: Learning disabilities are a group of disorders that affect the brain's ability to receive, process, and respond to information, impacting a person's capacity to learn in specific areas such as reading, writing, and math. These disabilities can vary widely in severity and may coexist with other conditions, influencing how educators tailor their teaching approaches to support students effectively. Understanding learning disabilities is crucial for developing appropriate interventions and strategies to promote success in both general and special education settings.
One teach, one assist: One teach, one assist is a co-teaching model where one educator takes the lead in delivering instruction while the other provides support to individual students or small groups. This approach allows for differentiated instruction, ensuring that all students receive the help they need during lessons. It fosters a collaborative environment where educators can leverage their strengths to enhance learning experiences.
One teach, one observe: One teach, one observe is a co-teaching model where one teacher leads the instruction while the other teacher observes and gathers data on student engagement and learning. This approach allows for targeted assessment of student needs and helps in modifying instruction to better meet diverse learner requirements. It emphasizes collaboration between teachers to improve instructional practices and student outcomes.
Parallel teaching: Parallel teaching is a co-teaching model where two educators share the responsibility of instructing the same group of students by splitting them into two smaller groups. This approach allows for more personalized attention and tailored instruction, enhancing student engagement and learning outcomes. It fosters collaboration between teachers and promotes a more effective learning environment by ensuring that each student receives support that meets their individual needs.
Scaffolding: Scaffolding is an instructional strategy that involves providing temporary support to learners to help them achieve a higher level of understanding and skill acquisition. This support is gradually removed as students become more competent, promoting independence and confidence in their learning process. The concept connects to various educational strategies by enhancing accessibility, collaboration, and individualized learning experiences.
Shared responsibility: Shared responsibility refers to the collaborative approach where multiple stakeholders, such as educators, professionals, and families, jointly take ownership of the educational process and the outcomes for students, particularly those with diverse needs. This concept emphasizes the importance of teamwork, communication, and collective decision-making to create a supportive learning environment that meets the needs of all students. When individuals work together in this way, they can leverage each other's strengths and expertise to enhance student learning and well-being.
Social interdependence theory: Social interdependence theory posits that individuals' outcomes are affected by their relationships with others, emphasizing the importance of cooperation and collaboration for achieving shared goals. This theory highlights how positive interdependence can enhance motivation, promote peer support, and improve learning outcomes, which is particularly relevant in settings that involve collaboration among educators and students.
Social skills development: Social skills development refers to the process of acquiring the abilities needed to interact effectively with others in various social contexts. This includes communication, empathy, cooperation, and problem-solving, which are essential for building relationships and functioning well in society. Enhancing social skills can significantly impact individuals' overall development, particularly for those facing challenges in social interactions due to conditions like intellectual disabilities, as well as through collaborative learning environments and inclusive teaching strategies.
Station teaching: Station teaching is a co-teaching model where two or more educators work together to divide instructional content into different stations or areas. Each educator is responsible for teaching a specific station, allowing students to rotate through the stations and receive varied forms of instruction and engagement. This approach encourages collaboration between teachers and promotes differentiated learning for students with diverse needs.
Summative Assessment: Summative assessment is a method of evaluating student learning at the end of an instructional unit by comparing it against some standard or benchmark. This type of assessment typically focuses on the outcomes of learning and is used to measure student achievement against predetermined goals and objectives. It is essential for understanding the effectiveness of educational strategies and guides future instructional decisions.
Support Teacher: A support teacher is an educator who provides additional assistance and resources to enhance the learning experience of students, particularly those with diverse learning needs. This role is crucial in co-teaching models, as it emphasizes collaboration between general education teachers and special education teachers to create an inclusive classroom environment where all students can thrive. The support teacher’s focus is on addressing individual learning challenges and implementing effective strategies that benefit both students with disabilities and their peers.
Team teaching: Team teaching is an educational approach where two or more educators work collaboratively to plan, deliver, and assess instruction for a group of students. This method fosters a shared responsibility for teaching and learning, allowing teachers to leverage their diverse expertise and styles to enhance student engagement and support various learning needs.
Universal Design for Learning: Universal Design for Learning (UDL) is an educational framework that aims to optimize teaching and learning by providing multiple means of engagement, representation, and action and expression to accommodate diverse learners. This approach is rooted in the belief that all students can benefit from flexible learning environments that adapt to their individual needs, thus promoting inclusivity and accessibility across all educational settings.