The co-taught

classroom
By Brandi Blount and
Shanquith Dawkins
 PURPOSE
Co-Teaching Handbook Data Tracking Log
+ To ensure that co- + To ensure students with
teachers are comfortable disabilities’ goals are being
with their roles and addressed and accounted
responsibilities. for in the classroom
+ To ensure the needs of
the students in the co-
teaching classroom are
being met.

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 What is co-teaching?

+ Co-teaching is a mode of instruction in which two

or more educators share responsibility for a
group of students in the classroom setting.
+ Co-teaching draws on the strengths of both the
general education teacher, who understands the
structure, content, and pacing of the general
education curriculum, and the special education
teacher, who can identify unique learning needs
of individual students and modify curriculum and
instruction to meet those needs.

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 Co-teaching models
+ One Teach, One Observe-One
teacher makes and records
observations while the other
teaches
+ One Teach, One Assist-One teacher
teaches while the other circulates
and provides assistance to
students
+ Parallel Teaching-Two teachers
present material to the class
simultaneously by the dividing the
class in groups
+ Station Teaching-Teachers divide
the content and divide the class
into groups. Students rotate
+ Alternative Teaching-One teacher
teaches a larger group while the
other works with a smaller group
needing more specialized
attention
+ Team Teaching-Both teachers
work together to deliver content to
the class at the same time
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 “
“Co-teaching is not an assignment-co-
teaching is a teaching experience.”-
Elizabeth Stein

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 BENEFITS OF CO-TEACHING
For Teachers
+ Ability to provide more
individualized instruction to all
students
+ Enhanced collaboration skills
+ Utilize expertise of cooperating
teacher
+ Incorporate more small group
instruction
+ Ability to share classroom roles
and responsibilities
+ Opportunity to build professional
relationships
For Students
+ ·Access to two teachers
+ Opportunity for small group
instruction for pre-teaching,
review or remediation
+ Exposure to different teaching
styles and strategies
+ Better access to general education
environment for students with
disabilities
+ Increased self-esteem and social
skills
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 KEY COMPONENTS FOR A SUCCESSFUL CO-TEACHING
UNION
+ Administrator’s Support
+ Teacher’s Commitment
+ Training
+ Common Plan
+ Shared Roles and Responsibilities

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 Collaborative Planning
+ Co-Teachers should start Co-teachers must determine
planning prior to the school the model to use
year. Assess student learning
+ Co-Teachers should
develop short and long Adapt lessons plans and
term goals assessments to support
+ A minimum of 10 minutes of students with educational
planning is needed plans

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 Learning Environment Must Haves

+ The learning environment should be safe and inviting for

students and teachers
+ All students should feel supported and connected
+ The co-teaching relationship is positive
+ Classroom procedures are in place
+ Strong classroom management

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 EVIDENCE OF PARITY

+ Both teachers are recognized as teachers in the classroom

+ Both teachers roles and responsibilities in the classroom
+ Both teachers names are displayed around the classroom
+ Both teachers names are included on parent communication

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 Get to know your partner
Jumping into a co-teaching relationship
without first getting to know your partner
can bring about problems. These
problems can then spill over into the
classroom and affect the cohesiveness,
environment, and ultimately student
learning.

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 The importance of Collecting data
+ Requires assessing the student’s success on individual items in his or
her goals on a regular basis
+ Good data collection depends on having a measurable goal to work
toward
+ Tracks progress towards the goals of students with disabilities
+ The data gathered should inform your IEP decisions as you monitor the
student’s progress
+ Drives individual, small-group, and whole group instruction
+ Useful resource for meeting with parents
+ Failing to keep good data could cause the teacher and district to
become vulnerable to due process

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Data tracking log

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 Daily reflection
Reflection can play an important role in
helping teachers improve their inclusive
practices.
+ Were the transitions successful?
+ Are there students in need of assistance with
organization?
+ Are there any students in need of closer
observation?
+ Is there a need for rearrangement of seats or
classroom space?
+ Are there modifications needed for the next
day’s lesson to enhance student learning?

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Q References
Beninghof, A. (1995). Ideas for Inclusion: The schools administrator’s guide (2nd ed.).Longmont, Colorado.

-Co-Teaching: A Workbook for Achieving the Perfect Union: www.tinyurl.com/coteachLCPS

-Friend, M. (2014). Co-Teach! Building and sustaining effective classroom partnerships in inclusive schools (2nd ed). Greensboro, NC:
Marilyn Friend, Inc.

-Friend, M., & Cook, L. (2007). Interactions: Collaboration skills for school professionals (7th ed.). Boston, MA: Pearson Education, Inc.
Loudon County Public Schools, Toni Strauss: Co-Teaching Observation Form www.lcps.org

-Murawski, W. & Dieker, L. (2008). 50 ways to keep your co-teacher: Strategies for before, during, and after. Teaching Exceptional
Children, 40(4), 40-48.

-Brooks Publishing Co. (2015, September 3). 25 Questions for NEW Co-Teachers to Answer Together [blog post] Retrieved from
http://blog.brookespublishing.com/25-questions-for-new-co-teachers-to-answer-together/
-Hanover Research (2012). The effectiveness of the Co-Teaching Model. Retrieved from https://www.ousd.org/Page/13554
-Brooks Publishing Co. (2017, November 28). Practical Tips for Better IEP Goals and Data Collection [blog post] Retrieded from
http://blog.brookespublishing.com/practical-tips-for-better-iep-goals-and-data-collection/
-Webster, FM. (2018, June 8). Data Collection for Special Education. Retrieved from https://www.thoughtco.com/data-collection-for-
special-education-3110861

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