CO-TEACHING

GETTING STARTED
Utah CEC Conference
Melissa Bowe
UPDN Program Specialist

Malynda Tolbert M.Ed.

UPDN Instructional Coach/Implementation Specialist
 Agenda
• Co-teaching Advantages and
Disadvantages
• Defining Co-teaching Models
• Putting the Models To Work
• Consider the Tasks
 Outcomes
• Participants will
– identify the benefits of co-teaching that
can improve outcomes for students with
disabilities
– choose when to use each of the six
models
– Identify tasks to consider in the co-
taught classroom
 What is Co-Teaching
• Co-teaching is the instructional arrangement in
which a general education teacher and a special
education teacher deliver core instruction along
with specialized instruction, as needed, to a
diverse group of students in a single physical
space. Co-teaching partnerships require
educators to make joint instructional decisions
and share responsibility and accountability for
student learning (USOE Co-Teaching Guide).
 Advantages and Disadvantages of
Co-Teaching
• Students
 Advantages of Disadvantages of
Co-Teaching for Students Co-Teaching for Students

• Students receive instruction from curriculum • Academic level may be far above student’s
experts that are highly qualified in the content. current abilities.
• Students receive tiered and differentiated • Instruction of standards may not account
instruction on core standards. for pre-requisite skills that have not been
• Students receive a variety of instructional mastered.
strategies from two highly qualified instructors. • Student may be intimidated to ask
• Students are educated in the same questions in front of peers.
environment as peers which reduces a negative
• Rigor and expectations may be too high for
stigma that is often associated with pull-out
models. students.
• Accommodations can be made while students • Content of class may not align with
access general education standards and students transition goals.
curriculum.
• Increases opportunity for appropriate peer
interactions and positive social role models.
• Maintains high academic rigor and expectations
for all students.
 Advantages and Disadvantages of
Co-Teaching

• Teachers and Schools

Advantages of Co-teaching for Dis-advantages of Co-teaching for
teachers and schools teachers and schools

• Shared responsibility, which can lessen • Co-teaching partners need to share

the workload vision and beliefs about co-teaching
• Combined ownership of instructional • Requires 100% support from all
environment
stakeholders
• Increased collaboration in lesson
• Finding equality of responsibilities
development and instruction
• Mutual goals
may be challenging
• Less teacher isolation • Finding time to plan and collaborate
• Sharing of ideas and expertise in various may be challenging
areas • Scheduling students and teachers
• Increased efficiency can be intense and frustrating
• Classrooms with two adults may result • Becoming an effective co-teaching
in fewer behavior referrals team will take a long period of time,
• School-based culture of collaboration effective co-teaching is a process
• Decrease of student-to-teacher ratio
Parallel Teaching
Recommended Use (Frequent)
 Parallel Teaching

When to use it
• Initial instruction
• Differentiate instruction
• Two strategies of same material
• Both teachers have adequate knowledge of material and
pedagogy
• When the majority of students have mastered pre-requisite skills
needed to meet the skill being taught
• When a smaller student to teacher ratio for whole group
instruction would be beneficial
• To “mix it up” change the monotony of the classroom
 Station Teaching
Recommended Use (Frequent)

Implementation:
• Students are divided into equal-sized groups.
• Each teacher teaches a portion of the content in the
same amount of time.
• Teachers prepare two or more stations in advance.
• Groups rotate from station to station.
• Secondary teachers may consider station teaching,
especially if they are in block schedules.
Opportunities:
• Work with every student in the class.
• Allows for a lower student-teacher ratio.
• Results in fewer behavior issues.
• Closely monitor student learning and behavior.
• Increased student participation.
• Use when content is complex but not hierarchical.
Challenges:
• Identifying appropriate physical space
• Teacher instructional methods may differ.
• Teachers must have adequate knowledge of content
and pedagogical skills to provide equally effective
instruction.
 Station Teaching

When to use it:

• Practice and review
• Remediation or re-teaching for a small group
• Checking for formative understanding
• Exploratory learning on a concept that students
should be able realize without explicit instruction
• Extension and expansion of knowledge for those
learners who have mastered basic concepts
• Application of learning that has been taught
• Differentiated instruction
 Teaming
Recommended Use (Occasional)

Implementation:
• Both teachers deliver core instruction.
• Both teachers are responsible for classroom
management and student behavior.
Opportunities:
• Energizing model.
• Allows a variety of teaching strategies.
• Teachers work together collaboratively.
• Teachers can demonstrate individual expertise.
• Orchestration of instructional conversation.
• Teachers can introduce new topics/concepts.
Challenges:
• Both teachers must have strong content
knowledge.
• Maintaining pacing.
• Requires significant planning time.
• Teachers are required to collaborate effectively.
• May not be as aware of individual student needs.
• Demands the greatest amount of trust and
commitment from teachers.
 Teaming
When to use it
• Both teachers are knowledgeable of the curriculum
• Both teachers are aware of the instructional
strategy or process in which the curriculum will be
taught
• Both teachers have agreed prior to instruction on
this method
• Teachers are able to deliver instruction in way that
is not confusing to students
• Teachers remain consistent and instruction strategy
throughout
• Teaching teams have had to time to develop a
relationship and observe the teaching styles of the
other
 Alternative Teaching
Recommended Use (Limited)

Implementation:
• Determine instructional/intervention needs of class
• Both teachers follow the same lesson plan.
• Small group instructor makes accommodations
and/or modifications to meet the needs of
students.
Opportunities:
• Students’ content knowledge varies tremendously.
• Managing student behavior to focus student
learning.
• Monitoring student performance
• informal assessment
• Pre/re-teaching, enrichment activities, and
intentional observation time.
Challenges:
• Students with disabilities may always be in the
same group at the same time.
• Students may perceive a stigma.
• finding adequate planning time.
• One teacher may dominate the other in content
and/or teaching style.
 Alternative Teaching
When to use:
• Intervention and re-teaching are
appropriate
• Pre-teaching
• Extension and reinforcement
activities
• Student projects or small group
presentation work
• When students’ knowledge has
a wide range
• Generally not used for initial
introduction of new material
unless in a pre-teach setting
 One Teach, One Observe
Recommended Use (Limited)

Implementation:
• Review instruction and mastery of concepts.
• Review and record student behavior(s) for
decision making.
• Use this model to evaluate the effectiveness
and delivery of instructional strategies.
Opportunities:
• Focus on students’ needs more explicitly.
• Teachers may monitor their own skills.
• Data for Individualized Education Program
(IEP) planning.
Challenges:
• Teachers need to know how to collect and
analyze appropriate data.
• Teachers’ trust level needs to be strong.
• Teachers may overuse.
 One Teach, One Observe
When to use:
• During formal observation of a
particular student
• During data collection of teaching
technique or classroom observation
e.g. percent of student engagement
• Material or instruction strategy is
new for one of the teachers
• During assessment
• IEP Planning
• During review or activity where
students are working independently
and gathering data needed
 One Teach, One Assist
Recommended Use (Seldom)

Implementation:
• Assisting teacher collects data and observes for
understanding.
• Assisting teacher provides assistance to struggling
student(s).
• Assisting teacher may monitor student behavior.
• Instructing teacher orchestrates learning tasks and
classroom discussion.
Opportunities:
• Students may silently signal an adult for assistance.
• Closely monitor students’ social and academic behavior.
Challenges:
• Assisting teacher may act as a passive partner while
instructing teacher maintains a traditional teaching
model.
• Students may view one teacher as the “real” teacher and
the other as an assistant or aide.
• Students may be distracted by teacher walking around.
• Students may expect one-on-one assistance.
• Special educators need to be experts in the content area.
• Teachers should use this model sparingly
• Teachers should alternate roles, balancing instruction
and assisting.
 One Teach, One Assist
When to use:
• New material or concept is being
introduced
• Behavior management for a small
number of students
• Whole group discussion and or debate
• Assisting teacher can be unobtrusive
to discussion or teaching strategy
• Needed for classroom management
• Assisting teacher may need a refresh
on concept or instructional strategy
being introduced
 Assigning Classroom Tasks
Tips:
• Consider areas of expertise.
• What does your partner bring to the table?
• Are both partners doing valuable if not “equal”
tasks?
• Do students recognize both teachers as equal?
• Do both teachers recognize each other as equal?
• Are the individual needs of students being
considered when assigning tasks?
Let’s Play
Across
2. The student-to-teacher _______ is lowered when using
Parallel Teaching
4. During Station Teaching students ___________ from
station to station
5. How often should One Teach, One Assist be used
7. This model allows teachers to work with every student in
the class
8. This model is known as "tag-team teaching"
9. Using teaming both teachers must have a strong
__________ knowledge
10. Teachers teach the same information at the same time
12. During One Teach, One Observe student and _________
data should be collected
Down
1. This may be one challenge of using Alternative Teaching
3. Model where one teacher teaches whole group and the
other teacher a small group
6. During One Teach, One Observe one teacher collects
____________ while the other teacher handles instruction
11. In all models of co-teaching teachers should
____________ roles
 Classroom Tasks to Consider
• Attendance
• Online tasks
• Homework
• Bellwork
• Reviews
• Whole Group

• Student Accountability
• Behavior Management
• Parent Communication
• Data Collection
• Instructional Materials
• Other
 Resources for More Information
• USOE Co-teaching Handbook
• Co-teaching Roles Handout
• UPDN Co-teaching Handout
• Melissa Bowe, UPDN
(melissa.bowe@usu.edu)
• Malynda Tolbert, UPDN
(malynda.tolbert@usu.edu)