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What is Co-Teaching? 6 Collaboration Models [+ Examples]

• 6 Co-Teaching Models
• Pros & Cons
• Tips & Strategies

With increasing awareness of the importance of inclusive classrooms, schools are making concerted efforts to implement strategies that support the greatest number of students with the resources on hand. One effective strategy is co-teaching, or pairing teachers together to complement each other’s strengths and better support students (and one another) in the classroom. 

In this article, we explore six co-teaching models and offer up tips for successfully managing a co-teaching partnership. 

What Is Co-Teaching?

Co-teaching is the practice of pairing teachers in the classroom to share the responsibilities of instructing, planning lessons, observing and helping students. The most common type of co-teaching arrangement is that between a general education teacher and a special education teacher who assists students with Individualized Education Plans (IEPs) or other special needs. Co-teachers may also serve as a bilingual education team, with one teacher assisting students who speak a language other than the primary language of instruction.

This model serves multiple purposes. First, it creates and supports a more inclusive classroom environment , where students of different abilities can participate in lessons and achieve success together. Second, a co-teaching arrangement helps teachers make better use of their resources: With two adults in the classroom, they can assist more students, keep materials more organized, share lesson planning duties and achieve better classroom management.

In most cases, both are licensed teachers, though each may have their own area of specialization (such as teaching an academic subject or using special education methods). Both teachers share equal responsibility for ensuring students are engaged and receive the best classroom experience possible.

6 Co-Teaching Models Explained

There are many types of co-teaching arrangements, and teaching teams may even use several different models in a single class period. The nature of co-teaching is fluid, so teachers will adapt their collaboration as it suits the occasion. Roles are generally interchangeable.

Here are a few common examples of co-teaching models, as explained by the Cult of Pedagogy :

• Team Teaching In the most straightforwardly equitable model, co-teachers will “tag team” a lesson, with each taking a section of the lesson to deliver to the entire class at once. For example, in a classroom of students both with and without IEPs, both teachers will co-lead the lesson, each watching for and identifying ways to ensure the content is as clear as it can be for all students. This kind of partnership requires very strong trust and collaboration between teachers.
• One Teach, One Observe Here, one teacher will lead the lesson while the other observes the students to gauge comprehension, note any confusion or address any potential disruptions. Contrary to popular belief, teachers do not really have eyes in the backs of their heads, but this arrangement comes closest to giving teachers that super-ability. The teacher observing can also identify ways the instructor can improve or alter their delivery of course material, so both can improve in tandem.
• One Teach, One Drift This model adds an element to One Teach, One Observe, with the “drifting” teacher providing extra assistance or explanation to students who need it. The “drifter” can assist students with learning difficulties, English language learners or any student who is struggling to follow the lesson.
• Station Teaching In station co-teaching, the lesson is divided into sections and the students into two groups. Each teacher will designate a part of the classroom for a different part of the lesson, and rotate students between each “station.” This model splits the students into smaller groups so that each teacher can ensure comprehension and give students more individualized attention. It’s also an opportunity for teachers to lead parts of a lesson in which they may have more expertise than their partner.
• Parallel Teaching This method is similar to station teaching, except the lessons are quite literally parallel. The class is divided into two groups and the two teachers deliver the same content simultaneously, making appropriate instructional adjustments for each group. This model is very effective in a class of students with blended learning styles , ensuring that each group can successfully engage with the lesson.
• Alternate Teaching This model is mostly used when students with learning accommodations are in the minority in a general education classroom. One teacher may take a small group to another room to deliver the lesson the rest of the class is receiving, with appropriate adjustments. This is especially helpful for ELL students, students with Autism Spectrum Disorder or students who otherwise find it difficult to follow instruction in class. In certain circumstances, the smaller group may receive slightly differentiated instruction from the larger group, though the lesson topic remains the same. For example, one group of students may read a chapter of a textbook on the rainforest while the other group watches a short film on the same subject.

Pros & Cons of Co-Teaching Models

Every classroom is different, so one co-teaching model can be more effective than another for a certain group of students or pair of teachers. In general, each of the models outlined in this article carry pros and cons, according to Edutopia .

Benefits of Co-Teaching for Special Education Classrooms

Co-teaching arrangements are helpful for any kind of classroom environment, but they are especially effective in special education classrooms, or even classes with blended learning styles.

• Co-teaching creates a less restrictive or divided classroom environment, since students with special accommodations do not necessarily need to be separated from the rest of their community.
• Two teachers working in tandem can ensure they deliver on the requirements of students’ IEPs .
• All students have the chance to build stronger social connections with their peers in a blended classroom environment.
• Students and teachers gain more opportunities for one-on-one interaction and individualized instruction .
• Teachers build stronger relationships with their students as well as each other.
• Students with special needs gain the required access to a general education curriculum.
• All students can benefit from the additional support, resources and diversity in the classroom.
• Students with disabilities can exercise independence .
• Co-teachers can create stronger, more creative lessons by sharing the planning process.
• Each teacher brings their unique strengths and expertise to the classroom.
• Teachers are able to support one another by complementing each other’s strengths and weaknesses, building camaraderie and dividing the workload.

Tips for Implementing Successful Co-Teaching Strategies

Co-teaching can be an excellent way to maximize resources and leverage teachers’ unique strengths, and can be very successful when it works. That said, there are a handful of factors that can stand in the way of successful co-teaching.

Teachers placed in co-teaching arrangements by an administrator or department head may not have a choice in who their partner is. When two teachers with incompatible styles or personalities are paired together, both students and teachers can have a challenging time navigating lessons. Many teachers also have no experience or training in co-teaching when paired together and, depending on the school’s resources, may not have enough time to effectively delegate their work or identify each other’s strengths. This “trial by fire” approach tends to pose a challenge during class as well, with students potentially picking up on teachers’ incompatibility.

Whether two teachers have been paired strategically or out of necessity, here are six tips compiled from the National Education Association and Cult of Pedagogy for developing a successful co-teaching partnership:

• Respect is the golden rule. One of the most common pain points of incompatible co-teachers is that they don’t feel respected by one another. Two teachers with vastly different styles can absolutely have a successful partnership, as long as each respects what the other brings to the table and does not dismiss their input or ideas on principle. Remember that teachers are role models for their students, so modeling respect for a teaching partner sets a very tangible example.
• Define clear roles and responsibilities. Classroom demands can change day-to-day, but co-teachers should establish who does what and when as early as possible. By clarifying responsibilities and expectations, teachers can avoid overstepping boundaries or disagreeing in front of students. Establish standards, then divide and conquer on things like scheduling, classroom management, grading, home communications, etc.
• Plan together. Speaking of which, all planning should be a team effort. While the time commitment will vary among teaching teams, co-teachers may need more planning time together than a single teacher typically needs on their own. Granted, each teacher may have their own section of the curriculum or class time to plan — one may prep a general education lesson while the other may differentiate the lesson for students with special needs — but all planning should be done in tandem and/or with real-time communication.
• Stay flexible. Even when two teachers work together for many years, the relationship evolves to adapt to new parameters. Co-teachers should strive to remain flexible, not only in their processes but also in the way they listen to each other and experiment with new ideas. Part of being flexible is staying open and receptive to feedback from a teaching partner, whether their suggestions pertain to classroom management, testing, scheduling or even communication with parents. Many times, flexibility means maintaining a willingness to let go of your idea in favor of your partner’s if it means improving the students’ experience.
• Ask for administrative support. Administrators make decisions based on the needs of students, available resources, budget constraints and input from the community and school board. It’s not always clear whether a decision will actually work until after it’s been implemented, including co-teaching assignments. If a teaching team finds that they need more time, more resources or any other kind of support to make their partnership more successful, administrators need to know so they can make the necessary adjustments. This also pertains to helping teachers understand why they were paired together, if neither party is quite sure or the partnership isn’t working. Always ask administrators for their input and support sooner rather than later.
• Communication is key. None of the previous tips are possible without excellent communication between co-teachers. Google is not only great for classroom tools but for organization too. Shared spreadsheets, documents and even email addresses can help teachers stay organized and on the same page, as well as allow both parties to work on the same resource from separate locations. Outside of lesson planning, teachers should set aside time to check in with each other — how each is feeling, what they think is going well, what could be better and any frustrations or challenges. Not only is great communication critical to ensuring students’ success but also for presenting a united front to parents and administrators.

Co-teaching can be a fundamental ingredient for building an inclusive classroom, one in which all students have what they need to feel supported and empowered to learn. The best way for current and aspiring K–12 teachers to build their knowledge and skills in fostering an inclusive learning environment is to learn from experienced educators.

Designed by teachers for teachers, the online Master of Education program at University of San Diego offers a specialization in Inclusive Learning and Universal Design intended to help all teachers meet the needs of a diverse student population, no matter their abilities.

For more information about this innovative and timely graduate program, explore the research-based curriculum or connect with a USD enrollment advisor today.

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What is Co-Teaching? An Introduction to Co-Teaching and Inclusion

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Co-teaching is not a teaching assignment – co-teaching is a teaching experience.

Elizabeth Stein in Elevating Co-Teaching Through UDL

Check out our handbook   Elevating Co-Teaching Through UDL  by veteran educator and co-teacher Elizabeth Stein to learn more about implementing Co-Teaching practices and Universal Design for Learning into your classroom.

What is Co-Teaching?

Co-teaching is the practice of pairing teachers together in a classroom to share the responsibilities of planning, instructing, and assessing students. In a co-teaching setting, the teachers are considered equally responsible and accountable for the classroom. Co-teaching is often implemented with general and special education teachers paired together as part of an initiative to create a more inclusive classroom.

A pair of co-teachers in their classroom

Inclusion is “a belief system that embraces the reality that diverse individuals are included within a positive learning environment.” (Stein, 2016, p. 8) The movement towards inclusion has its roots in the Individuals with Disabilities Education Act (IDEA), a federal law providing rights and protections for students with disabilities and ensures that students with disabilities have access to a free and public education (FAPE) in the “least restrictive environment” (LRE) to “the maximum extent that is appropriate” (Lee, n.d.; Morin, n.d.) An inclusion classroom is often chosen as the least restrictive environment since it allows students with special education needs to receive the support they require as part of their Individualized Education Program (IEP), build a stronger social connection with their peers, and benefit from the curriculum of the general education class.

As you may have guessed, having two teachers leading a classroom opens up many opportunities for students as well as the teachers. Some of the benefits of co-teaching in an inclusion classroom include (Ferguson, Desjarlais, & Meyer, 2000):

• More opportunities for one on one interaction between students and teachers, leading to stronger relationships.
• Students with disabilities have access to the general education curriculum as required by law, which includes the classroom community and activities they otherwise wouldn’t take part in.
• Students still have opportunities for specialized instruction when needed.
• All students can benefit from the additional supports, resources, and diversity in the classroom.
• Increased independence for students with disabilities.
• Stronger, more creative, lessons due to teachers sharing the planning process with each other.
• Teachers are able to support one another by complimenting each other’s strengths and weaknesses, building camaraderie and dividing the work load in the classroom.

How do co-teachers work together?

A co-teaching partnership can be put into practice using a variety of methods. Co-teaching is typically implemented using one of the following six models (Cook & Cook, 2004):

One Teach, One Observe

In this model, one teacher instructs while the other observes students to identify issues and assess their performance. This method allows the observing teacher to provide feedback on which content and activities are most effective for students, allowing the co-teaching pair to continually improve their practice and best meet the needs of all students in their classroom.

One Teach, One Drift

This approach is similar to the ‘One Teaches, One Observes’ model, but while one teacher is instructing the classroom, the second teacher provides additional assistance and support to students as needed.

Station Teaching

With station teaching, the lesson is divided into segments as the teachers each instruct part of the lesson at independent stations or rotate between groups of students. This allows teachers to provide specialized support when delivering content in areas they may have more expertise in, or if their style better fits a certain part of a lesson.

Parallel Teaching

In the parallel teaching model, the teachers divide the class into two groups and they instruct each group with the same content simultaneously. In this arrangement, the smaller groups allow closer supervision and more opportunities for interaction between the students and teacher.

Alternate Teaching

In this method, one teacher handles a larger group, while the other teaches a small group who need specialized attention and additional supports.

Team Teaching

Team teaching requires the strongest partnership, but can be one of the most fulfilling methods of co-teaching. With team teaching, the co-teachers share responsibility and deliver instruction at the same time as a “tag team”.

Implementing Co-Teaching Models

A co-teaching pair doesn’t necessarily use the same teaching model every day. The method chosen by the teachers is determined by their individual teaching styles, the unique needs of the classroom, and the lesson being taught. When the co-teachers are prepared to use various models and are comfortable sharing their classroom as equals, the experience for students can be seamless and effective.

Of course, there is an adjustment period for new co-teachers, and the teachers must be dedicated to making their partnership work. Co-teachers must manage varying levels of preparation for each model, differences in their knowledge and teaching styles, and the individual needs of students. In a future blog post, we’ll review methods for co-teachers to improve their partnership and resolve conflicts that preventing them from providing the most effective instruction in their classroom.

To learn how to successfully build and sustain a co-teaching partnership using Universal Design for Learning, read  Elevating Co-Teaching Through UDL  by Elizabeth Stein, or  join CAST’s mailing list  for updates on future blog posts, webinars, and book releases!

Additional Co-Teaching resources:

You can find some additional resources with advice and background on co-teaching concepts at the following websites:

• Two Teachers In The Room  blog by Elizabeth Stein
• Collaborative Team Teaching: What You Need to Know , by Amanda Morin
• 6 Steps to Successful Co-Teaching , by Natalie Marston
• Collaborative Team Teaching: Challenges and Rewards , by Marisa Kaplan

References:

Cook, L., & Friend, M. (2004, April 29). Co-Teaching: Principles, Practices, and Pragmatics.  Participants Guide.  Paper presented at New Mexico Public Education Department Quarterly Special Education Meeting, Albuquerque. Santa Fe, NM: New Mexico Public Education Department. 

Ferguson, D., Desjarlais, A., & Meyer, G. (2000).  Improving Education: The Promise of Inclusive Schooling  [Brochure].  Newton, MA: National Institute for Urban School Improvement.

Lee, A. (n.d.). How IDEA Protects You and Your Child [Web log post]. Retrieved from  Understood.org  (accessed March 8, 2017).

Morin, A. (n.d.). Least Restrictive Environment (LRE): What You Need to Know [Web log post]. Retrieved from  Understood.org  (accessed March 8, 2017).

Stein, E. (2016).  Elevating Co-Teaching Through UDL . Wakefield, MA: CAST Professional Publishing.

Cover photo by  Chicago 2016  /  CC BY 2.0

Order your copy today!

Elevating Co-Teaching Through UDL  by Elizabeth Stein is available as paperback ($34.99, 242 pages, ISBN: 9781930583580) and EPUB ($34.99, ISBN: 9781930583597) format.

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Co-Teaching: How to Make it Work

February 5, 2017

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Impossible. That was my first thought when I saw the class roster. In one of my ninth grade English classes, 13 of my 27 students had IEPs. Additionally, about one-third of the students had failed the class the previous year. I dreaded the first day of school. But then something wonderful happened: The principal assigned me a co-teacher, a special education expert to serve as another set of hands (and eyes and ears!) during this class every day. I was thrilled.

My co-teacher Sandie was a joy to collaborate with, but our relationship was by no means perfect, especially at the beginning. We often struggled to find planning time. Sometimes we disagreed about how to best help a particular student. However, we nurtured the co-teaching relationship and, in time, found a rhythm that worked for us—and for the students we served.

In the years since I co-taught with Sandie and other teachers, I’ve coached and consulted with dozens of successful and not-so-successful teams. Co-teaching, when done well, offers benefits for both students and teachers. When not done well, it can be confusing or downright frustrating for all involved. If you are or will be part of a co-teaching partnership, this post will show you some ways to make your partnership work beautifully.

What is Co-Teaching?

In a co-teaching relationship, also known as a “push-in” arrangement, a general education teacher partners with a specialist who may be certified in teaching English Language Learners (ELLs), students with learning disabilities, or some other special population. A co-teaching team works in the general ed classroom; for the majority of the time, students with special needs are not pulled out to receive services in another location.

For instance, a middle school social studies teacher may have an ELL teacher co-teaching with him during one class period because five students in that class are newcomers to the United States and speak only Arabic fluently. A high school teacher may have one or two sections of biology to which many students with IEPs for reading are channeled; a co-teacher who specializes in reading disabilities co-teaches in these classes. A 4th grade teacher may have two students with 504 plans and another three who have specific learning disabilities in her class; she works alongside a special education teacher daily during lessons in the four core academic subject areas.

For more background, download this Brief History of Co-Teaching .

Co-Teaching Structures

General education teachers working with specialists in a “push-in” model often work in one of the following structures described by Friend and Cook (1996):

One teach, one observe: One teacher delivers instruction while the other observes student learning. Usually the observer collects data on student understanding so that the co-teaching team can better plan future instruction. Sometimes, specific students are watched closely so that the teachers can determine new strategies to use with them.

One teach, one assist: One teacher takes the lead in providing instruction while the other moves around the classroom, assisting struggling students. This help is not limited to students with special needs; the assisting professional is there to serve whomever needs support.

Parallel teaching: The class is divided in two groups and the same material is presented simultaneously by both teachers. The teachers plan the two groups deliberately to maximize the success of all students; this is not simply a “pull-out” or intervention group sitting in the same room.

Station teaching: Both teachers are actively involved in instruction as students are divided into groups and rotate from one station to the next. There may be stations where students work independently or with a paraprofessional in addition to the two stations the co-teachers facilitate.

Alternative teaching: One teacher takes a small group of students and provides them more intensive or specialized instruction that is different than what the large group receives from the other teacher.

Team teaching: Both teachers teach the content at the same time in tandem or “tag team” fashion.

It is important to note that both teachers have equal status and equal responsibility in all six of these arrangements. In the co-teaching relationships that work best, at no time is one teacher seen as subordinate to the other. Both professionals are credentialed professionals, although each may have his or her specific areas of expertise.

How to Make the Most of a Co-Teaching Partnership

Researchers and practitioners have tons of advice about how to co-teach effectively, and as a person who has been “in the trenches” with several different co-teachers, so do I. The advice below sums up the most common recommendations.

1. Respect each other.

Not surprisingly, mutual respect is critical to the co-teaching relationship. You’ll have to share ideas openly and do much of your work facing students together, so respecting each other is paramount. Sometimes you’ll disagree, and that’s to be expected. As co-teacher and ELL specialist Melissa Eddington says, it’s fine to disagree with someone’s ideas, but don’t make the disagreement about the person.

Teachers in co-teaching situations that don’t work well often report feeling disrespected. Amy* is an ELL specialist paired with a middle school social studies teacher. When they collaborate, Amy feels her suggestions for tweaking whole-class lessons are not taken seriously by her partner. “She respects me as a professional,” Amy says of her co-teacher, “but I think because I’m not experienced in her content, she doesn’t see my input as valuable.”

Susan*, who is licensed in both secondary science and learning disabilities, works with two physical science teachers and one biology teacher. The physical science teachers welcome her ideas and eagerly adjust their lessons based on her suggestions. They are seeing a steady increase of students mastering the required standards in the classes Susan supports. The biology teacher, however, dismisses many of Susan’s ideas and accuses her of “dumbing down” his content. Susan feels disrespected and finds it hard to even be in the room with the biology teacher because he constantly positions himself as “the expert” and places her in a subordinate role.

Words and gestures speak volumes. Take care to show respect for your partner in all you do.

2. Clearly define roles and responsibilities.

Co-teaching works better when the partners agree on who does what, when. Clearly defined roles and responsibilities prevent either partner from feeling the other has overstepped a boundary or shirked responsibilities.

Natalie Marston (2002-2015), an elementary special ed teacher, recommends co-teachers reach agreement on scheduling, classroom procedures and behaviors, classwork and homework policies, grading, and school/home communication together so they present a united front at all times.

Obviously this type of planning requires a great deal of time, ideally before school starts. If extended time is not available prior to the beginning of the school year, then the co-teaching team should expect to put in extra hours before and after school in the first few weeks so things get off to a good start.

My co-teacher Sandie and I did not have advance warning of our assignment. We found out about it on the first teacher workday, leaving us only a few days before the students arrived. For weeks, we both felt like we were playing “catch up and keep up,”  but found that having lunch together (and some happy hours together) helped us stay in sync.

3. Be flexible.

Innovation is difficult. That’s why so many teachers find themselves falling back on comfortable (and even tired) activities and strategies. Co-teaching allows you to gain another person’s perspective on how instruction might be improved, how students might be best assessed, what resources to use, and so much more. Sometimes this means one person has to put aside his or her favorite tried-and-true strategy and try something different.

When Susan suggested a tactile, quiz-like method for reviewing the periodic table to her physical science co-teaching partners, they were skeptical about the time and materials it might require. They initially felt it would be more efficient to simply give additional notes to their students and then pair students to quiz each other. However, they agreed to try the review Susan’s way. The students loved the activity, and almost every student with special needs passed the chapter test two days later. All three teachers were thrilled and committed to using the activity in future years.

4. Plan together.

The co-teaching relationship brings together two people with wonderfully rich expertise and experiences. Special educators are typically skilled in individualizing curriculum and instruction based on children’s needs (Dettmer et al., 2005; Volonino & Zigmond, 2007). General educators, on the other hand, tend to have broad knowledge of the curriculum, standards, and desired outcomes for the larger group. Therefore, when general educators plan lessons, they tend to aim for the masses (Dettmer et al., 2005). Both perspectives are important, and co-teaching teams need ample planning time to work through how to best utilize each one.

Lack of planning time can lead to territorialism. Without time to plan for a good balance of content and individualization, a general ed teacher may become protective of his subject matter, or a specialist may become protective of his students. Emma*, a high school special ed teacher partnered with two geometry teachers, has experienced this. One teacher often asks Emma to pull aside the five or six students with specific disabilities within his class and work only with them. He sometimes says to her, “You worry about your kids. I’ll worry about geometry.” The principal is now providing an additional hour of planning time for Emma and this teacher. An assistant principal who oversees the math department facilitates the meetings so Emma feels supported and the geometry teacher has another content-area expert to hash things out with.

Keep in mind that planning must include both instruction and assessment. Considering many students with special needs have legal accommodations for assessment (like being provided translation, extended time, or oral reading), it’s best to include both partners fully in designing quizzes, tests, papers, and other high-stakes assessment tasks.

How much time is ideal? One study found that co-teachers desired, on average, 15 minutes to an hour each day for planning (Dieker & Murawski, 2003). This figure corresponds to what worked for my co-teacher and me, and it also confirms what I hear from many co-teachers in the field. Strive to find that time any way you can.

5. Don’t take yourself too seriously.

Innovation requires failure. Many times, teachers feel they’ve failed somehow during instruction, and in reality, the students haven’t even noticed. We are often our own worst critics. Revisiting or correcting something later in the day (or the next day) doesn’t mean you failed earlier. It means you’ve learned something since. This is the kind of ongoing learning we want to model for our students.

And, as in most situations in life, a little bit of humor goes a long way. Laugh with your co-teacher. Allow students to see both of you laughing with each other and with them when something is surprising, silly, or just doesn’t go the way you planned. In the words of Jennifer Wolf who co-teaches with Melissa Eddington, “Take the work seriously, but don’t take yourself too seriously.”

Eddington adds, “You gotta laugh at each other! Our job is hard, and if you’re not laughing and making light of some things, then it’s just not going to be a good place to be.”

6. Communicate, communicate, communicate.

Planning time is one thing; constant communication is another. Not only should co-teachers frequently plan for what standards will be covered, how material will be taught, and how students will be assessed, they should also regularly communicate in less formal ways.

Co-teaching teams have different methods to create and sustain that communication:

• Eddington and Wolf use the Voxer app throughout the school day and on their drives home to send messages back and forth. Voxer works like a walkie-talkie and allows back-and-forth conversation in real time when two people are not physically close to each other. Melissa says, “We’re constantly communicating. We’re talking about specific students. We’re looking at assessments to see what areas are lacking…different things we want to bring to the classroom, things we don’t want to do…”
• Some other teams I’ve worked with use texting and emails throughout each day to share updates. Voxer, texts, and emails can all work well, especially if one teacher has urgent information or an urgent question about a particular student.
• Teams can use Google Docs or other shared documents to keep track of lesson planning and to share feedback with each other on how lessons went. Collaborative documents can also be used to provide each other with information about targeted students.

In addition to ongoing communication, Ariel Sacks (2014) reminds us to periodically check in with our co-teacher about how we are doing in general. She recommends asking your partner the following:

• Are there management items we should clarify, such as when are students allowed to go to the bathroom?
• Are we sharing airtime well?
• Are we dividing grading in an equitable way?
• Would different teaching formats better utilize the two of us in the classroom?

Finally, co-teachers need to present a united front when dealing with parents. Some partners go as far as to create a shared email address from which all communication flows. This may or may not be practical in your situation. At the very least, important parent communication about a student’s progress should be drafted by both parties.

For more in-depth information about communicating and collaborating with your co-teacher, see Communicating and Collaborating in Co-Taught Classrooms (Conderman et al., 2009).

7. Seek administrative support.

Sometimes, teachers have been scheduled to co-teach by administrators but didn’t have much advance notice. This is what happened with Sandie and me. We were able to find snippets of time during the school day to use for planning and checking in with each other, but we had no common planning period. If you and your partner don’t have a common planning time when you can frequently collaborate, ask for it. Go to your principal with a couple of proposals about how this can work without too much disruption to the rest of the schedule.

Sometimes co-teachers may not understand fully why they are being asked to team. If this is the case, ask for a meeting with the principal and any others responsible for the assignment. Ask them why they thought the two of you would be a good fit and what they hope you will accomplish with students.

If you’re already in a co-teaching partnership that’s not working well, and you’ve tried to address this with your partner, turn to a trusted administrator next for advice. If you and your co-teacher have not recently been observed, ask the administrator to come sit in on part of a lesson. Tell him or her what you’d like feedback on or what feels like it’s not working well. Debrief with the administrator, ideally with your co-teaching partner. When an observer offers data and feedback to both of you, it may feel different for your partner than when you share things from your perspective. (This co-teaching observation form can help.)

It’s important not to go to other teachers with your concerns. Respect the collegial relationship you have with your co-teacher and don’t do anything that might undermine it. And it should go without saying that you don’t want students to perceive any problems within the co-teaching relationship. Be cognizant of your demeanor, tone, and body language. Students are quite perceptive and can easily spot trouble. They are also experts at “good cop/bad cop.” Don’t let students play you and your partner against each other. If your colleagues or students give you any evidence that they know the co-teaching arrangement is ineffective, head straight for that trusted administrator to support you. ♦

*These names have been changed.

References:

Conderman, G., Johnston-Rodriguez, S., & Hartman, P. (2009). Communicating and collaborating in co-taught classrooms. Teaching Exceptional Children Plus,5(5). Retrieved January 26, 2017, from http://files.eric.ed.gov/fulltext/EJ967751.pdf

Dettmer, P., Thurston, L., Knackendoffel, A., & Dyck, N. (2009). Collaboration, consultation, and teamwork (6th ed.). Columbus, OH: Pearson.

Dieker, Lisa A., Murawski, W. M. (2003). “Co-teaching at the Secondary Level: Unique Issues, Current Trends, and Suggestions for Success.” The High School Journal, 86(4). Retrieved January 26, 2017, from http://search.proquest.com/docview/220220652/13494E2D48D1DB506F0/8

Friend, M. & Cook, L. (1996). Interactions: Collaboration skills for school professionals. White Plains, NY: Longman.

Marston, N. (2002-2015). Six steps to successful co-teaching: Helping special and regular education teachers work together. National Education Association. Retrieved January 26, 2017 from http://www.nea.org/tools/6-steps-to-successful-co-teaching.html

Sacks, A. (2014, October 15). Blog post. Eight tips for making the most of co-teaching. Retrieved January 26, 2017, from http://www.edweek.org/tm/articles/2014/10/15/ctq_sacks_coteaching.html

Volonino, V. & Zigmond, N. (2007). Promoting research-based practices through inclusion. Theory into Practice, 46(4), 291-300.

Angela Peery is the author of The Co-Teacher’s Playbook , which will be available in September 2019.

Links to this book are Amazon Affiliate links. Cult of Pedagogy gets a small commission for all purchases made through these links.

What to Read Next

Categories: Instruction , Working Together

Tags: English learners , special education , teaching strategies

23 Comments

Thank you for this article. It’s very timely for me as my school is experimenting this year with more co-teaching situations. Of course, time is always the culprit since planning is so critical for a co-teaching partnership to work well. I am grateful to have a specialist to collaborate with and can see how this relationship has matured since the beginning of the school year.

Appreciated reading this article. I, too, had a good experience with a push in model. The difference for me was my class was a 25 student 5th grade reading class that had been divided by ability: combination of the struggling readers + ELL students + special education students. This combo inspired the ELL and SPED teacher to join me in my classroom. We planned together and worked well in tag team, station teaching and one-teach-two assist. The end results? As a group we read the text aloud together in less than 3 class periods (The Secret Solider, Deborah Sampson). This alone blew some of the kids away. Words like, “I have never finished a real book that fast,” were shared. Students felt empowered and supported (with recorded audio tapes of the book read by the 3 teachers) to reread the text we had finished as a group , students were engaged, 1st year English language learners engaged with native speakers and struggling writers empowered to write.

I have not had the opportunity to replicate this work again. The trio of teachers planned together during school hours and after school hours. The idea was new. The process was a lot of work up front, but the benefits were great. I would jump in and do this again.

Loved your advice, thank you.

I love the practical advice. Co-teaching is such a beautiful thing when done well, but so painful when done badly. It’s like a tap dance and here you’ve laid out the steps so nicely. Thanks!

Laugh! And laugh! And laugh! At yourselves, at the wonderful things kids say, at the mistakes we all make. It’s OK to be wrong…..the job is to not let it break you, but instead to laugh about it, brush it off, and try once again.

Bobbi Delong, I love your advice!

Great article. I have been an intervention specialist for many years and have used resource room, self-contained, and co-teaching models. I’ve exclusively co-taught since 2009, and I will never go back. It’s a best practice model! Here’s the article I wrote about this powerful work. http://angelsandsuperheroes.com/2016/04/18/co-teaching-a-story-of-arranged-marriage/

Hey Krista, this is Debbie, one of the Customer Experience Managers at CoP. Thanks so much for sharing!

Hi. I’m a SpEd Department Head in need of a co-teaching consultant. Do you do any consultant work? (I live and work in Hawaii)

Hi Laurel, I’m a Customer Experience Manager with Cult of Pedagogy. Unfortunately, Jenn doesn’t do this kind of consulting, but I’m happy to leave your question here in case somebody else comes along, finds it, and can offer their services.

Loved this post. I also really appreciated the links to additional tools that help to provide some initial questions to help identify teaching and working styles!

Some fantastic advice here that I totally agree with. I wrote a similar blog post a while ago and there’s lots of overlap. You have some additional points that I missed, but are equally important. Thanks a lot for sharing! Check mine out. I think our posts complement one another. https://mrhillmusings.com/2017/07/09/co-teach-like-a-pirate/

I am completely overwhelmed with push in intervention every 45 minutes of my day. I work with small groups in 8 different classrooms in two different grades during station time. There is absolutely no time to plan with anyone. Most of the classrooms are completely unruly, and the environments are in no way a learning environment. This is the first year we have tried push in, and the students are making much slower progress than last year’s data shows. Co-teaching is exhausting if you have zero authority, zero planning time and zero support from administrators. I’m sure it works, but even after reading this article, I’m not sure how. I would much rather just pull my group out, so they could work in a calm environment. Thank you for your articles. They are usually just what I need, but it seems my district has taken a good thing and made it bad.

Robyn, It sounds like you have a tough situation on your hands. Teaching is hard enough and it becomes even more difficult when you don’t feel supported. Here’s a post that you may be interested in taking a look at: What Teachers Want You To Know: A Note to School Administrators . You may also find this article about co-teaching helpful as you reflect on your current co-teaching situation: Successful Co-Teaching .

I am in a similar situation. I am a Special Educatin Teacher who is told to push into 6th, 7th, 8th, 9th, grade ELA where I see and expected to support 50 Sped Kids, then I have my own 11/12th grade Learning stratgies Class, and a 6/7 Advisory group for social skills. I have common planning with only 2 teachers yet still trying to keep up with 7 different novels, keep high schoolers on track with all subjects, and plan for my advisory. Not to mention do all of my Sped IEP work, hold all of my meetings, and expected to attend numerous other meetings. I just dont have an effective amount of time or support by my admin. Never do they ask how it is going, how can I help, it has been you are not doing enough. This is just not realisitic and admin who are pushing for this model need to take a whole lot more into consideration then they are. We have had not training, just told to go into classes and figure it out. The gen ed teahcers we are pushed into have had no training either. We are all exremely uncomfortable trying to do what we can.

Renee, this sounds like an extremely difficult situation to manage. Every teacher deserves to feel supported in their role. If you haven’t already, I’d encourage you to take a look at the resources that Katrice Quitter linked in her response to Robyn. In addition, there are a couple of other more recent posts that may be helpful as you articulate your need for support from your administrators. This article provides practical solutions for school administrators who are willing to work toward solving the lack of time, trust, and safety in schools. This post provides insight into some of the things successful administrators have done to make conditions better for their teachers and staff. I hope this helps you at least start or continue the conversation!

Thanks a lot for such a through article on such an increasingly important topic. I used it to help ‘set’ me as I prepared for a conference presentation on the 6 Push-in Models of in-class support.

For anyone looking for additional info about co-teaching, here’s a link to my presentation (Audio and Slides): https://www.youtube.com/watch?v=yx_SlKHv1S0&t=324s

Fascinating post and so much to consider. I have taught at Bath and Exeter Universities and only had the chance to do co-teaching a couple of times so not much experience of it, but a very interesting topic.

I think a lot does depend though on if you get to choose the co-teacher or not.

I have been a co-teacher for many years. I strongly agree with all those features of co-teaching models.

Communication and planning seems to be the key ingredient throughout. While trying to keep a laugh going, teachers should plan together and also plan for assessment. 2 Brain are better than 1. And if you need help seek an administrator. Now you have 3 brains!

Hello! I really loved reading this post. I have found it very difficult to work with another teacher, while discussing the needs of different students or jus the way we teach is very different. These tips are very helpful and seem like a great way to start rebuilding a relationship with a teaching partner. I also think this is a great outlook on all places of work, these tips seem almost universal and made with respect to one another. Thank you!!!

Cheyanne-Thanks for sharing this feedback! We are so glad that you found this post valuable. So glad to read that you see this applicable to all places of work.

Co-teaching is like a second marriage in the classroom. I feel that it is necessary for the special education teacher to have knowledge of the content. They should be certified and able to teach the class without the presence of the regular education teacher. Collaboration and planning are essential to maintain a beautiful learning environment. Both teachers should have respect and confidence in each others knowledge and experience as it pertains to the content.

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How to Choose a Co-Teaching Model

Knowing the pros and cons of the six models of co-teaching can help teachers determine which one is best for a given lesson.

Teachers who are assigned co-teaching roles often have little experience or training in co-teaching. Learning what works and what doesn’t often must come with experience. And teachers don’t always get to choose who they teach with, which adds an extra layer of challenge because it can leave the individuals’ roles in the lesson planning phase and during instruction blurry.

Fortunately, a lot of available research categorizes different models of co-teaching . There are basically six models:

• One Teaching, One Observing: One teacher is directly instructing students while the other observes students for evidence of learning.
• One Teaching, One Assisting: One teacher is directly instructing students while the other assists individual students as needed.
• Parallel Teaching: The class is divided into two groups and each teacher teaches the same information at the same time.
• Station Teaching: Each teacher teaches a specific part of the content to different groups as they rotate between teachers.
• Alternative Teaching: One teacher teaches the bulk of the students, and the other teaches a small group based on need.
• Team Teaching: Both teachers are directly instructing students at the same time—sometimes called “tag team teaching.” 

Teaching partners should consider each model’s purpose and merit before deciding which to use for a particular lesson or part of a lesson. Considering the benefits of each model should help teachers determine which to use for a given lesson.

6 Models of Co-Teaching: Pros and Cons

One Teaching, One Observing: As a supervisor, I’ve seen this model implemented both with purpose and without. It takes time to develop a working relationship with another teacher. When the relationship isn’t working, this model appears more often, and often without purpose.

When one teacher is directly instructing the students, the other should be observing. The observing teacher is collecting data, which can be useful in determining what instruction takes place next, which students need additional help, and what co-teaching model may be used next to address any identified needs.

Pros: less time collaborating, less interruption, more focused and purposeful data collection.

Cons: loss of one instructor, can be used too often due to a lack of planning or a lack of content knowledge or self-efficacy, can be underutilized for its intended purpose without focused data collection.

One Teaching, One Assisting: This model is often implemented in a one-sided fashion, with one teacher left in the role of assistant. This model can be extremely useful if the teachers swap roles so that both gain comfort in teaching the content and in assisting students one-on-one. Being professional and looking for signs that students are either not on task or are struggling with the content and sharing those signs with the other teacher can mean the difference between a student’s success or failure in a lesson.

Pros: less interruption between teachers, more eyes on students to identify those in need.

Cons: loss of one instructor, can be used too often due to a lack of planning or a lack of content knowledge or self-efficacy, can be underutilized for its intended purpose without a focused group of students to assist based on the lesson design.

Parallel Teaching: I’ve seen parallel teaching work extremely well—it can be a great way to reduce the feel of a larger class. By breaking the students into two groups and teaching the lesson simultaneously, more students can get the close, small-group instruction that research indicates helps struggling learners . More students have the opportunity to ask questions throughout the process than they would in a larger group.

This is also a great model when the content is extremely challenging because it allows each teacher to really differentiate instruction for each student in the smaller group.

Pros: smaller instructional groups, more time for students to fill in instructional gaps, classroom management is easier.

Cons: difficult logistics, takes more time to collaboratively plan, requires that both teachers have content expertise.

Station Teaching:  Station teaching is a way for each teacher to own a piece of the content and replicate that piece of the lesson multiple times within the same period with different groups of students. Unlike parallel teaching, teachers using this model can each focus more on a specific part of the lesson as groups rotate through each teacher’s station. Additional stations that aren’t led by one of the two teachers can foster students’ independence and give them time to practice the material.

Pros: capitalizes on each teacher’s strengths, smaller instructional groups, refined lesson planning.

Cons: takes more time to plan, requires good timing on the part of both teachers.

Alternative Teaching:  I’ve seen teachers use this model to help a small group of students accelerate their learning, catch up on missed content, or fill in their gaps in understanding. The keys are finding space so that the other students are not disrupted while this small-group instruction is taking place, and ensuring that students in the small group don’t miss new information.

Pros: gives students opportunities to close instructional gaps, can help students with chronic absenteeism, focuses resources on a target student population.

Cons: requires dual planning of time and content so that there’s no missed instruction.

Team Teaching:  A true team-teaching lesson is a thing of beauty. Two teachers whose personalities complement each other offer benefits for all students in the classroom. Getting to this point requires years of experience, collaborative planning, and a positive, professional relationship that is always being refined and improved. Supervisors and principals need to know that this model can be achieved by making the teaching pairs a priority when scheduling the building. 

Pros: capitalizes on two teachers’ expertise and instructional strategies, gives both teachers the spotlight in front of the entire class.

Cons: often requires experience in working together (although it can be done with a new pair of team-teachers), immense planning, and a healthy relationship in order to work.

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Co-Teaching

New co-teaching resources website.

Please visit our separate Co-Teaching Resources Website for information and resources about co-planning, instructional models, co-assessing, building relationships, roles/responsibilities, co-teaching virtually , and specially designed instruction.

Co-Teaching…Is It Possible During COVID-19?

Over the past several months, educators have creatively engaged in ways to continue to teach students.  For those of you co-teaching, the expectation is still to co-plan together to reach all of the learners in your co-taught classes.  With limited resources available to support virtual co-teaching, we want to encourage teams to come together to share the great things they are doing during this challenging time of school closures. 

Following are a few resources to assist co-teaching teams in thinking about ways to implement strategies for effective, virtual co-teaching.  

Some resources to consider:

Practical access podcasts.

Drs. Lisa Dieker and Rebecca Hines, professors at the University of Central Florida in the College of Community Innovation and Education, have worked with schools and parents across the country. Through their podcasts, they take a fun and informal look at "practical" situations from teachers, parents, and people with disabilities. Their approach is fast, flexible thinking about "real" life problems. These podcasts are not about "legal" approaches, but their best advice from both personal and professional experiences. Podcasts are ongoing and cover a range of topics from Co-teaching in an Online Environment   to  Rigorous Learning Online .

3 Ways to Use Video Conferencing with Students Learning Remotely

This website does not specifically address co-teaching virtually, but it does address how to develop small group instruction and discussion through video conferencing (similar to parallel and station teaching).  It also shares ideas for conferencing with students, which could be one way special educators could provide accommodations. 

Co-Teaching Resources from 2 TEACH LLC

Resources from Wendy W. Murawski, Ph.D., one of the nation’s top experts in co-teaching. Her research, publications, and presentations have been used nationally and internationally to help schools become more inclusive through the use of collaborative teaching.

How Do I Co-teach Virtually? Supporting ALL Students During School Shutdowns

Dr. Wendy Murawski provides practical tips on how to plan virtual lessons and ensure you are meeting the needs of students with an IEP & 504 plans.

Teach from Home

A temporary hub of information and tools to help teachers during the coronavirus (COVID-19) crisis.

The Educating All Learners Alliance

More than 30 national education organizations, including CEC – launched a new website of resources to support virtual instruction for students with exceptionalities during the COVID-19 crisis.

If you have questions, please contact:

Suzanne Graham , 540-831-6846

Keli Bradbury , 540-831-7733

Katie Ginn , 540-831-5357

The ultimate goal of co-teaching—as is the case with all service delivery mechanisms—is to meet the educational needs of your students.  Co-teaching brings together a general education teacher and a special education teacher to share all aspects of teaching—planning, instruction and assessment—for an inclusive, heterogeneous group of students in a shared classroom environment. The TTAC at Radford University can provide you with resources and technical assistance to support co-teaching and inclusive instruction within your school.

Co-teaching is:

• An equal partnership between two teachers—a general educator and a special educator—who have equivalent levels of professional licensure.
• A way to have students with disabilities participate—and succeed—in the general education curriculum.
• A tool for differentiating instruction for all students in the classroom, where both professionals are integral to the instructional process.
• A way to promote the use of Universal Design for Learning (UDL) principles for all students.
• A way to decrease student-to-teacher ratios across learning needs, styles and ability levels.
• A way to promote professional collegiality and mutual support between teachers.
• A way for teachers to learn from each other, and for students to gain knowledge from the expertise of two teachers both engaged in the instructional process.
• Planned thoughtfully and collaboratively by both teachers.

Co-teaching is not:

• One teacher—typically the general educator—acting as the main teacher with the special educator in the role of “helper.”
• The special educator only working with the students with disabilities.
• The general educator only working with the students without disabilities.
• Two teachers who take alternating turns teaching their students.
• Solely a way to help the students with disabilities.
• Planned at the last minute or improvised.

Every co-teaching relationship is different, based on the individual teachers, their mutual goals and their students’ needs.  However, one of the primary benefits of co-teaching is that both teachers get to bring their unique skill-sets and experiences to the educational process for their students.  In addition to their shared roles—planning, instruction and assessment—the specific individual roles of the two teachers may include:

Good teachers have found that co-teaching can serve as an opportunity to become excellent teachers, who are more well-rounded and effective with all of their students. For example, co-teaching gives general educators the chance to learn about IEPs, students with disabilities and specific teaching strategies. Likewise, the special educator can learn more about the general education curriculum and classroom management. Co-teaching gives both teachers the chance to learn a lot more about collaborating successfully and sharing responsibility for student outcomes.

Adapted from: Maryland Learning Links, a product of the Johns Hopkins University, School of Education, Center for Technology in Education and the MSDE, Division of Special Education/Early Intervention Services, marylandlearninglinks.org/1006.

School personnel interested in additional information regarding co-teaching may contact:

Suzanne Graham 540-831-6846 s-graham@radford.edu

Keli Bradbury 540-831-7733 ktbradbury@radford.edu

Katie Ginn 540-831-5357 kginn@radford.edu

Additional Resources

Real Co-Teachers of Virginia: VDOE Excellence in Co-Teaching Initiative

In 2014, in an effort to promote and improve the implementation of co-teaching throughout Virginia, the Virginia Department of Education chose classrooms across the state that exemplify best practice in co-teaching to serve as demonstration sites, offering opportunities for others to observe model co-taught classrooms in action. These teachers also developed co-taught lesson plans and videos to share. In their videos, teachers showcase not only co-instructing in the classroom, but co-assessing and co-planning as well. A series of webshops showcase the products created by real co-teachers of Virginia. These webshops can be accessed through  TTAC Online at Real Co-Teachers of Virginia.

Teachers and administrators are also encouraged to visit these demonstration sites. Contact the Training and Technical Assistance Center (TTAC) at Radford University or Virginia Tech to determine which sites are open for visitation.

Contact TTAC at Radford University: 1-877- 544-1918 or TTAC at Virginia Tech: 1-800-848-2714 to schedule your team’s visit!

***************************************************************************

In this Quick Take , Marilyn Friend is talking where we're at in co-teaching. How is it changing in virtual environments? What different decisions do co-teachers need to make? And, how are other co-teachers making it work? Find out these answers and more.

    Presented by Marilyn Friend, Ph.D. Recorded April 27, 2020.

The Co-Teaching Connection

Dr. Marilyn Friend's website dedicated to providing information and resources to educators and parents about co-teaching and helping them in problem solving to ensure student success.

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Pre-Conference Workshops-July 31st

 12:00 - 1:30 pm    Box   Lunch

 1:30 - 3:00 pm     Afternoon Workshops

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 8:00 - 9:00 am     Arrival/Check In

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  Pre-Conference Workshops-July 1st

Sessions to come, ai in writing studies: fostering ethical practices through transparency | michelle prose.

Description:  As AI increasingly intersects with writing studies, educators face the imperative of equipping students with both the skills to utilize AI tools effectively and the ethical awareness to navigate this evolving landscape responsibly. This interactive presentation explores the integration of AI into writing pedagogy, emphasizing transparency and ethics as foundational pillars for guiding students in harnessing AI's potential while mitigating its risks. Attendees will gain insights into fostering a culture of transparency, empowering students to interrogate AI systems, understand their capabilities and limitations, and make informed decisions about their use in writing processes.

AI, OER, & Copyright | Ellie Svoboda

Description:   Artificial Intelligence (AI) is an exciting new tool in the realm of education, prompting the question, can it be used for Open Educational Resources (OER)? This presentation will cover the basics of what these concepts are and how they intersect, as well as how copyright laws affect these interactions. Current court cases will be discussed with an eye on how they could alter these intersections. Bring your questions and ideas for a robust discussion!

Back to the Future: A Professor's 50-year Retrospective on Teaching & Learning | Constance Stanley

Description:  Research abounds on the history of higher education. Anyone can look up teaching trends and find an abundance of information. But not all faculty members can look back on their own pedagogical journeys over five decades. How has the classroom changed, and more particularly, how has the teaching and learning relationship between students and faculty evolved? What has endured, what should we hold onto, what should we discard, and what have we learned? This session looks not only at research on university-level teaching, but it also recounts the first-hand journey of one very long-time faculty member in the University of Colorado system--with an eye toward lessons learned for the future.

Crafting Syllabi for AI | Dillon Gidcumb

Description:  As various AI technologies continue to become integrated within education, it is challenging to develop syllabus policies that address its responsible use. However, crafting effective policies is crucial to promoting academic integrity, preventing misconduct and creating a supportive learning environment. This session offers strategies for crafting syllabus policies that foster responsible AI use. Participants will engage in discussions and activities to critically assess or develop policies which translate appropriate limits on generative technologies in their classrooms to students, empowering both students and instructors to feel confident about learning in a world which includes AI.

Interactive Presentations for Equity, Inclusion, and Belonging in the Classroom | Harris Armstrong

Description:  Our session will involve a live interactive demonstration of how this can change the engagement in the classroom. We will use Mentimeter (and highlight other software that does similar) to engage participant skills in the classroom and feelings about their facilitation skills. We will demonstrate skills and teaching techniques as outlined in the SIOP (Sheltered Instruction Observational Protocols) to provide equity in engagement and foster an environment of curiosity. Participants will be asked to engage with the Mentimeter along with the presentation. Co-presenters are student workers who will help role play scenarios one might encounter and how to use the technology, the SIOP skills, and both in tandem to address them.

Using Simple Games to Consolidate Complicated Concepts | Jonathan Dyhr

Description:  Many classes require students to acquire large volumes of factual knowledge while also applying that knowledge to learning difficult concepts. This can lead students to confounding memorization with understanding. In this session, I will present two game-based strategies I have used in my Anatomy and Physiology classes to encourage students to apply their knowledge of terminology to making conceptual connections: “Codenames” and “Escape Rooms”. These activities leverage the memorization process to scaffold the development of discipline specific critical thinking skills and can be adapted for both virtual and physical classrooms.

Free Online Homework | Katherine Cliff

Description:  Are you ready to take your old-school formative assessment methods into the future? Check out the online platform MyOpenMath.com. This free, opensource platform can be used to engage students in class through the use of the LivePoll feature, an updated and expanded rendition of the "clicker" student response system. The platform also provides students with robust practice outside of class with online, auto-graded homework. Myopenmath has a dedicated community of educators who have made vast banks of questions to choose from, or you can utilize the powerful authoring platform to write your own questions.

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