Co-Teaching

By Haili Cupp-McBride

What is Co-Teaching?
Co-Teaching is defined as two
teachers working together with
groups of students; sharing the
planning, organization, delivery,
and assessment of instruction,
as well as the physical space.
(Washut, Heck & Bacharach,
2010)

Co-Teaching
The most common teams of educators found to
engage in co-teaching:
special and general educators
paraprofessional and a special/general educator
two general education teachers
speech/language pathologists and a
special/general educator
social worker and a special/general educator
other support personnel such as volunteers and
special/general educator
elective teachers (P.E., music, art, computers,
foreign languages, etc.) and a special/general
educator

How do they work together?

Example:
The general educator
specializes in
understanding,
structuring, and
knowledge and pacing of
the curriculum.
The special educator
specializes in identifying
unique learning needs.
The special educator
enhances the curriculum
and instruction to meet
the needs of individual
students.

6 Approaches to
Co-Teaching
One Teach, One Observe: One teacher instructs the students while the other
teacher gathers detailed observations of students engaged in the learning process.
One Teach, One Assist: One teacher has primary responsibility for teaching while
the other teacher circulates through the room providing assistance to students as
needed.
Parallel: Same classroom, but teachers divide the class into two groups and teach
simultaneously the same information.
Station Teaching: Teachers divide the content and students. Each teacher then
teaches the content to one group and then repeats the instruction for the other
group
Alternative Teaching: One teacher takes responsibility for the large group while
the other works with a smaller group that includes students who need specialized
attention.
Team Teaching: Teachers are equally responsible. Both teachers are delivering
the same instruction at the same time

What does the classroom look like?

Co-teaching occurs in a single
classroom.
The classroom consists of a group
of diverse students and includes
students with disabilities.
Co-teaching instruction involves
collaboration.
Co-teachers should plan,
manage, instruct, and assess
together.

Why Co-Teach?
Co-teaching promotes principles of
inclusion and collaborative practices
among teachers
It also provides several benefits for
students, teachers, and organizations.

Benefits for Students

Special education students have access to general
education curriculum and classroom teacher
Reduces social stigma associated with the pullout model
Promotes positive self-esteem
Enhances academic performance
Stronger peer relationships/improved social skills
Increases individualized instruction
Co-teaching arrangements are one
promising option for meeting the learning
needs of the many students who once spent a
large part of the school day with special
educators in separate classrooms.
(Cook, 2007)

Benefits for Teachers

Shared Accountability and Responsibility
Reduced student to teacher ratio
Sharing of knowledge, skills, resources, delivery method, and
evaluation
Co-teachers increase their own knowledge of personal
characteristics and teaching behaviors through communication,
feedback and reflection with collaborator which can lead to
professional growth.
Special educators increase their understanding of general
education curriculum and classroom expectations
General educators increase their ability to adapt/modify lessons

Overall Benefits
Co-teaching promotes and sustains inclusive
practices
Enhances sense of community within general
education classrooms
Fewer referrals for special education services
Parent satisfaction
Staff becomes more united
When faculty pool resources, materials,
experiences, and strengths, the classroom
experience becomes richer for everyone than
ifthe course had been taught independently

Challenges

Lack of planning and organization

Finding common planning time
Not willing to invest time or effort
Lack of administrative support or understanding
Need for ongoing training

Relationship factors
Fear of conflict
Dealing poorly with frustration
Lack of shared vision
The biggest challenge for educators is in deciding to share the
role that has traditionally been individual: to share the goals,
Poor communication
decisions, classroom instruction, responsibility for students,

assessment of student learning, problem solving, and classroom

management. The teachers must begin to think of it as our
class.
(Ripley, 2006)

Keys to Successful
Co-Teaching
Communication and Collaboration is key!
Discuss:
Goals what you hope to accomplish coteaching
Classroom management
Parent-teacher communication
Teaching styles
Curriculum
Assessment
Grading system

Keys to Successful
Co-Teaching
Planning Time
It is important to find a common planning
time.
It is important to plan together to get input
on lessons and activities.
During this time you should discuss any
problems observed with students.
During this time discuss any changes that
might need to be made to an IEP.

Keys to Successful
Co-Teaching
Build and Maintain a Positive Relationship

Trust and respect

Commitment to team goals
Effective interpersonal, collaborative, and conflict resolution skills
Understanding of self and partner
Identify strategies to deal with power and potential conflict
Continuous investment of time
Offer constructive criticism in positive way to improve teaching
Create an environment where each faculty members contribution
is equally valued, and each person has equal decision-making
power
Students success and learning depends on the working
relationship between the co-teachers

If the goal is for all students to be fully

included in the mainstream of school
life, then co-teaching is a strategy that
should be considered. Co-taught
classrooms foster an atmosphere
where diversity is accepted as having a
positive impact on all students, where
labels are avoided, and where
everyone is thought of as a unique
individual with gifts and needs.
(Mitchell, 2005)

Bibliography
Cook, L., & Friend, M. (2007). Interactions: Collaboration skills for school professionals (5th ed.). Boston : Allyn
& Bacon.
Gately, S.E. & Gately, F. J. (2001). Understanding coteaching components. Teaching Exceptional Children,
33(4), 40-47
Kaplan, M. (2012, May 10). Collaborative Team Teaching: Challenges and Rewards. In Edutopia. Retrieved April
2, 2014, from http://www.edutopia.org/blog/collaborative-team-teaching-challenges-rewards-marisa-kaplan
Leavitt, M. C. (2006, Fall). Team teaching: Benefits and challenges. Speaking of Teaching, 16(1) 1-4. Retrieved
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Washut Heck, T. & Bacharach, N. (2010). Mentoring Teacher Candidates Through Co-Teaching. Teacher Quality
Enhancement Center. St. Cloud, Minnesota.