Co-Teaching

Thomas University
Division of Education
Clinical Teacher Training

What is Co-Teaching?
Co-teaching is a service delivery option, where two
or more teachers have equal status in sharing the
responsibilities of the planning, instruction, and
delivery of content in a general education
classroom.
Co-teaching with a teacher candidate (TC) allows
for the relationship that is needed to help the TC
gain a deeper understanding of the planning,
teaching, and assessment process.

What Co-Teaching is NOT

A certified general education teacher providing
instruction to a large group of students, while the
special education teacher is working with students
with disabilities at the back of the room
Tag-team teaching
One teacher providing instruction, while the other
plans future lessonsor looks at Facebook

Myths About Co-Teaching

Co-teaching inhibits a teacher candidates ability to
develop classroom management skills.
Teacher candidates dont get enough solo teaching
time with co-teaching.
Teacher candidates will never have full
responsibility of the classroom.
Co-teaching cannot ensure top performance on
end-of-year testing.

PK 12 Student Benefits of
Co-Teaching
At risk students benefit from reduced studentteacher ratios, more attention to their needs
Students who already know the content are
challenged more readily
Test scores improve
Students are happier with two trained adults in the
classroom
Students received quicker feedback on
performance

Teacher Candidate Benefits of CoTeaching

Encourages conversations between the clinical
teacher (CT) and TC that helps the TC understand
why the CT makes the decisions he/she does.
Models and teaches collaboration and teaming.
Improved classroom management skills.
Deeper understanding of the curriculum.

Clinical Teacher Benefits of CoTeaching

Able to reach more at-risk/high risk students
Able to more effectively differentiate/personalize
instruction
Shared classroom responsibilities, management,
planning
Deeper relationship with teacher candidate

Co-Teaching Approaches
As you are watching the
video, write down the
names and illustrations
of the five co-teaching
models that you are able
to identify.

Parallel Teaching
Possible Benefits
Increased opportunity
for student participation
Takes less time to
complete an assignment
Behavior management
technique (potential
problem behaviors can
be separated between
the two groups

Possible Downfalls
Timing the delivery of
the content
Both teachers must have
proficient knowledge of
the subject being taught
Could lead to an increase
in noise level
The same students may
be consistently grouped
together
Formative assessment data can
show identification of needs;
teachers can create two truly
homogeneous groups, based on
the data.

Station Teaching
Benefits:
-Targeted, small group instruction
-High student engagement
-Both educators actively engaged in
instruction
-Differentiated, or individualized,
instruction
Flexible Grouping:
-Heterogeneous groups are based
on the same content being
delivered at the stations
-Homogeneous groups are based
on the content being differentiated
at each station, based on the needs
of the group

Downfalls:
-Potential for high noise and
distractibility
-Unequal pacing of lessons
-Students unable to work
independently
-Unclear station expectations

Station Ideas:
-Math Stations: ???
-Social Science Stations: ???
-Literacy Stations: ???
-Science Stations: ???

Team Teaching
Possible Benefits

Possible Downfalls

Trade ideas, or play off of the

other teacher

Less opportunity for

all/majority of students to
participate
One teacher leads majority of
the time, while the other
becomes an assistant
Teachers are not compatible
Limited differentiation
May not fully maximize each
teachers strength or the
classs academic work time

Maintain better classroom

management
Two different instructional
styles being offered at once
Varied viewpoints

Alternative Teaching
Possible Benefits

Possible Downfalls

Allows for students

who have been absent
to catch up on their
work
Allows for remediation
or enrichment for
small group of
students

Students in the small

group may miss important
content from the large
group instruction
Pacing is drawn out in the
small group
Students who are
repeatedly pulled to the
small group may be
labeled by their peers

One Teach, One Assist

Possible Benefits
More control over
classroom and time
management
Students can receive
more immediate
assistance with their
work

Possible Downfalls
One teacher may
appear to be the
lead teacher, while
the other is more of an
assistant role
Could limit the
students ability to
work out problems
without assistance

One Teach, One Observe

Possible Benefits
Immediate formative
data to drive
instructional decisions
More opportunity to
monitor student
behaviors

Possible Downfalls
Limited expertise is
available
Limited differentiation
available
Less opportunity for
majority of the
students to participate

Questions
Contact Information:
Susan Lynn, Division Chair:
slynn@thomasu.edu
Susan Hagood, Assistant Professor, Coordinator of Assessment and
Accreditation:
shagood@thomasu.edu
Jennifer Hamilton, Field Placement Coordinator:
jhamilton@thomasu.edu
Ashley Lanatta, MacIntyre Park Middle School
lanattaa@tcitys.org
Alan Maples, MacIntyre Park Middle School
maplesa@tcitys.org