The Ins, Outs of Co-Teaching – An Overview

1. The Ins, Outs of Co-Teaching – An Overview Division of Special Education Services Elementary Campus Coordinators

2. What is Co-Teaching? • Co teaching occurs when two or more educators provide instruction to students with varying abilities in the same physical area. • The professionals are partners in the education process and actively and jointly plan and implement curriculum. • The educators share their expertise and knowledge to provide a rich experience for all students.

3. Rationales for the Use of Co-Teaching • Increase instructional options for all students – means of bringing the strengths of two teachers together to enhance learning for all students • Improve program intensity and continuity – students receive more instruction, fragmentation that occurs with pullouts is avoided, generalization of skills is enhanced • Reduce the stigma for all students – reduces the negative connotations attributed to special education • Increase professional support – Teachers help each other clarify partner presentations, and gauge students needs at particular portions of the curriculum

4. Five Models of Co-Teaching • Complimentary Instruction - one teacher assumes the role of lead teacher and the other circulates the room, observes and provides assistance as necessary; roles should be rotated • Station Teaching – instruction is divided into two or three parts and each teacher presents a lesson in one station through which students rotate • Parallel Teaching – Both teachers present the same content to half of the class simultaneously • Alternate teaching – one teacher instructs a small group of students apart form the rest of the class either for enrichment, re-teach, pre-teaching, or make up material; heterogeneous grouping should be maintained • Team Teaching – both teachers simultaneously share the direct instruction of the content

5. Do’s of Co-Teaching • Do discuss routine matters, such as discipline, classroom management, and expectations for all students • Do allow time for reflection and reevaluation of the co-teaching • Do discuss modifications that may be necessary for students with special needs • Do pay attention to the details of sharing space. • Do plan together regularly.

6. Don'ts of Co-Teaching • Don’t regard co teaching as an add-on service. It should replace pull-out service. • Don’t expect the special educator to work only with students identified as special education. • Don’t use a single model of co-teaching.

7. Conclusion Co-teaching provides a framework through which the general and special educator can implement success for a diverse classroom of students.

8. References • Cook, L. & Friend, M. - Co teaching : What’s it all about? • Dettmer, P. Thurston, L.P. & Dyck, N. – Consultation , collaboration and teamwork: for students with special needs • Thousand, J.S., & Villa, R.A. – Sharing expertise and responsibilities through teaching teams