co teaching 101 a beginning n.
Skip this Video
Loading SlideShow in 5 Seconds..
Co-Teaching 101: A Beginning PowerPoint Presentation
Download Presentation
Co-Teaching 101: A Beginning

Loading in 2 Seconds...

play fullscreen
1 / 52

Co-Teaching 101: A Beginning - PowerPoint PPT Presentation

  • Uploaded on

Co-Teaching 101: A Beginning. E. Q. : How can co-teaching be applied in the general classroom?. What is co-teaching?. What is co-teaching?.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'Co-Teaching 101: A Beginning' - sorcha

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
co teaching 101 a beginning

Co-Teaching 101:A Beginning

E. Q. : How can co-teaching be applied in the general classroom?

what is co teaching1
What is co-teaching?

Co-teaching occurs when two or more teachers, one general educator and the other a special service provider (e.g. special education, related services, ELL, reading) share physical space in order to actively instruct a blended group of students, including students with disabilities.

co teaching is a service delivery system in which
Co-teaching is a service delivery system, in which:
  • Two (or more) professionally credentialed staff
  • Share instructional responsibility
  • For a single group of students
  • Primarily in a single classroom or workspace
co teaching definition continued
Co-teaching Definition (continued)
  • To teach required curriculum with mutual ownership, pooled resources, and joint accountability.
  • Although each individual’s level of participation may vary.

Marilyn Friend (2007)

co teaching is not
Co-teaching is not:
  • An extra set of hands in the classroom;
  • The general education teacher providing instruction as if she or he was teaching alone while the special educator roams;
  • Two individuals taking turns teaching;
co teaching is not1
Co-teaching is not:
  • An individual pulling a small group of students aside to deliver instruction completely separate from that being provided to the rest of the class.
  • Shoring up incompetent staff.
why co teaching why now
Why co-teaching? Why now?
  • IDEA and NCLB requirements
    • Gives students access to highly qualified subject- matter teachers (HQT)
    • Least Restrictive Environment (LRE)
    • Access to general education curriculum
    • Adequate Yearly Progress (AYP)
    • Teacher Evaluations
nc professional teaching standards
NC Professional Teaching Standards
    • Teachers demonstrate leadership in the school
    • Teachers lead the teaching profession
    • Teachers advocate for schools and students
nc professional teaching standards1
NC Professional Teaching Standards
    • Teachers provide an environment in which each child has a positive, nurturing relationship with a caring adult
    • Teachers treat students as individuals
    • Teachers adapt their teaching for the benefit of students with special needs
nc professional teaching standards2
NC Professional Teaching Standards
    • Teachers make instruction relevant to students
nc professional teaching standards3
NC Professional Teaching Standards
    • Teachers know the ways in which lesson learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students
    • Teachers plan instruction appropriate for their students
    • Teachers use a variety of instructional methods
nc professional teaching standards4
NC Professional Teaching Standards
    • Teachers function effectively in a complex, dynamic environment
benefits of co teaching
Benefits of Co-Teaching
  • Shared responsibility for educating all students
  • Shared understanding and use of common assessment data
  • Shared ownership for programming and interventions
benefits of co teaching1
Benefits of Co-Teaching
  • Creating common understanding
  • Teachers learn from each other
  • Collegial relationships are created along with professional development
benefits of co teaching2
Benefits of Co-Teaching
  • Resources are shared
  • Management strategies are more consistent with frequent feedback
  • Individualization of instruction is fostered with multiple views of the students
points to ponder
Points to Ponder
  • Which of the definition components of co-teaching seem most critical to you and why?
roles and responsibilities
Roles and Responsibilities

Regular Educator

Special Educator

  • Expert on Grade level content
  • Curriculum based assessment
  • Providing whole group instruction
  • Develop structure of classroom
  • Plan lessons, activities, tests, assignments, etc.
  • Collaborate with the special educator on curriculum, modifications, grading, progress reports, etc.
  • Assist in the IEP development and serve as a member of the team
  • Expert on individualized instruction
  • Provide instructional strategies and modifications recommended in regards to curriculum, behavior plans, lessons, activities, alternate assessments, assignments, etc.
  • Coordinate IEP’s, evaluations, IEP Team meetings, etc.
  • Collaborate with the regular education teacher
  • Collaborate with the entire team, including parents and students

Parity !

co teaching approaches
Co –teaching Approaches
  • One Teach, One Observe
  • Station Teaching
  • Parallel Teaching
  • Alternative Teaching
  • Team Teaching
  • One Teach, One Assist
one teach one observe
One Teach, One Observe

One teacher teaches and the other systematically collects data on a student, group of students or entire class on behaviors the professionals have previously agreed upon.


One Teach

One Observe

one teach one observe1
One Teach, One Observe


  • Opportunity for observation of students and data collection
      • Jointly decided specifics to observe and analyze in advance
      • Both professionals should discuss the results of the observations
  • Deepen understanding of each other’s teaching styles
  • Requires little joint planning
one teach one observe2
One Teach, One Observe

Drawbacks, if used to excess:

  • Special service provider is relegated to the role of assistant
  • Students do not see teachers as having equivalent responsibility and authority

Recommended Use:

Periodic (5-10%)

station teaching
Station Teaching

Students in groups of three or more rotate to various teacher-led and independent work stations where new instruction, review, and/or practice is provided. Students may work at all stations during the rotation


Teacher 2

Group 2

Teacher 1

  • Computer center
  • Silent reading
  • Project table
  • Assessment table

Group 3

Group 1

Students move rotating to each group

station teaching1
Station Teaching


  • Involves both educators in instruction
  • Enables a clear division of labor for planning and teaching
  • Allows for different teaching styles
  • Students benefit from a lower teacher-pupil ratio
  • Students with disabilities are integrated into groups, rather than singled out
station teaching2
Station Teaching


  • Noise and movement within the classroom
      • Teachers or students may be distracted by two teachers talking in the classroom at the same time.
  • Teachers need to think about how to divide instruction. Hierarchical material cannot be presented using this approach.
  • Lessons must be timed so groups can move as scheduled.

Recommended Use: Frequent (30-40%)

parallel teaching
Parallel Teaching

Students are divided into two heterogeneous groups. Each partner teaches a group essentially the same material.


Teacher 1

Both teachers teach the same content in the same room simultaneously

Teacher 2

parallel teaching1
Parallel Teaching


  • Lowers the teacher-student ratio, while insuring diversity in each group;
  • Is good for review, drill-and-practice activities, topics needing student discussion, or projects needing close teacher supervision.
parallel teaching2
Parallel Teaching


  • Cannot be used for initial instruction unless both educators are qualified to teach the material (primarily at the high school level)
  • Noise and activity levels need to be monitored;
  • Teachers need to pace instruction similarly
  • Requires that both teachers are familiar with content and how to teach it

Recommended Use:

Frequent (30-40%)

alternative teaching
Alternative Teaching

One teacher works with a small group of students, while the other instructs the large group in some content or activity that the small group can afford to miss.


Teacher 2

Whole group




Special interest

Small group

Teacher 1

alternative teaching1
Alternative Teaching


  • Provides highly intensive instruction;
  • Ensures that all students get to interact with a teacher in a small group;
  • May assist with reducing behavior problems with some students;
alternative teaching2
Alternative Teaching


  • Students with disabilities may be stigmatized by being grouped repeatedly for preteaching or re-teaching
  • Each teacher must take turns working with the small group or may be viewed as an assistant
  • The same students must not repeatedly selected for the small group. Documentation must be kept so all students may participate

Recommended Use:

Occasional (20-30%)

team teaching
Team Teaching

Partners plan and share instruction of all students, whether it occurs in a large group, in monitoring students working independently, or in facilitating groups of students working on shared projects.

Marilyn Friend



  • Shared planning and instruction by both teachers for the large group
  • Allows teachers to play off one another
  • Can be energizing and entertaining


  • Loss of the valuable instructional technique of grouping;
  • May not be comfortable for new partnerships of teachers.

Recommended Use:

Occasional (20-30%)

one teach one assist
One Teach, One Assist

One teaches while the other supports the instructional process by assisting students who need redirection or who have questions.


Teacher 1

Teacher 2

one teach one assist1
One Teach, One Assist


  • Allows for individual and classroom support during a lesson
  • Allows for more effective and efficient instruction while one can check student responses and carry out management tasks such as distributing materials
one teach one assist2
One Teach, One Assist


  • Has the greatest potential to be over-used and abused, with little benefit to the students over a traditional, one-teacher classroom
  • May distract students from attending to the teacher during instruction

Recommended Use:

Seldom (<20%, <10% is better)

what makes a successful team
What makes a successful team?
  • Working effectively with another adult
  • Sense of humor
  • Willingness to set aside differences
  • Set of common knowledge and skills
  • Discipline-specific knowledge and skills
  • Shared philosophy/core beliefs
  • The professional relationship is based on:
    • Parity
    • Communication
    • Respect
    • Trust

Co-teachers make a commitment

to building and

maintaining their

professional relationship.

points to ponder again
Points to Ponder… Again

Which of the definition components of co-teaching seem most critical to you and why?


collaboration means
Collaboration means. . .
  • Two equal participants who labor together
    • Col labor ation