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Co-Teaching: What it IS, What it is NOT
Element of co-teaching
Co-teaching DOES Co-teaching does NOT
“two or more professionals” 
involve at least 2 credentialedprofessionals—indicating thatco-teachers are peers havingequivalent credentials and thuscan truly be partners in theinstructional effort. The generaleducation curriculum providesthe instructional framework, withthe flexibility of it beingmodifiable for students whorequire it (Fennick, 2001).involve a teacher and a classroomvolunteer or paraprofessional, manyof whom have not had theprofessional preparation to co-teachnor is co-teaching an appropriate roleexpectation for them. This is not tosay that paraprofessionals do nothave important classroom roles—they just should not be asked to fulfillresponsibilities of certificated staff(Friend, 2003).
“joint delivery of instruction” 
mean both professionalscoordinating and deliveringsubstantive instruction, ensuringthat both teachers have activeroles. Co-teachers should workto ensure that their instructionalstrategies engage all students inways that are not possible whenonly one teacher is present(Austin, 2001, Gately & Gately,2001).mean two adults merely being presentin a classroom at the same time. Italso does not mean that the generaleducation teacher plans and deliversall of the lessons while the specialeducation teacher circulates. Co-teaching does not involve taking turnslecturing to the whole group(Murawski, 2002).
“diverse group of students” 
allow teachers to respondeffectively to diverse needs ofstudents, lower the teacher-student ratio, and expand theprofessional expertise that canbe applied to student needs(Hourcade & Bauwens, 2001).Include separating or groupingstudents with special needs in onepart of the classroom or along thefringes, even if these practices arewell-intentioned (Friend, 2003).
“shared classroom space” 
Feature co-teachers instructingin the same physical space.Although small groups ofstudents may occasionallytaken to a separate location fora specific purpose and limitedtime, co-teaching shouldgenerally take place in a singleenvironment—separating it fromthe practice of regrouping forpullout programs (Friend, 2003).Include teaching teams that plantogether but then group and instructstudents in separate classrooms(Trump, 1966, Geen, 1985).
 
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Co-teaching models between General and Special Education Teachers
One Teaching,One DriftingStationTeachingParallelTeachingAlternativeTeachingTeam teaching
DESIGN
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Lead teacher modelsorganization of thecontent
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Lead teacheridentifies skills andstrategies needed forgroups and individualstudents to completethe task(s) of thelesson
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Support teacherassists
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Lead teacher andsupport teachersegment the lessoncontent.
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Lead teacher andsupport teacherdivide the numberof stations they areresponsible for
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Both teachers planand organize theirstation activitieswith attention topossible groupdifferences
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Lead teacher andsupport teachercollaborativelyorganize the lessoncontent
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Lead teacher andsupport teacheridentify strategiesneeded for groupsand individualstudents
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Lead teacher andsupport teacherdivide the studentsinto two groups
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Lead teacher andsupport teachermake decisionsabout the contentand organization ofthe lesson
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Lead teacher andsupport teacherdetermine theappropriatestructures foralternative remedialor enrichmentlessons that wouldpromote learning
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Lead teacher andsupport teachermake decisionsabout the contentand organization ofthe lesson
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Lead teacher andsupport teacherteachsimultaneously tothe whole class
INSTRUCTION
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Lead teacherconducts formalteaching
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Support teacherteaches componentsof lessons with smallgroups of students
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Support teacherprovides contentsupport to leadteacher’s lesson
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Lead and supportteacher segmentlearning to smallgroups or individualstudents at thestations they design
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Lead teacher andsupport teacherindependentlydeliver the lessonplan to each of thegroups
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Lead teacher andsupport teacherfacilitate learning intheir respectivegroups
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Lead teacherconducts formalteaching
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Support teacherimplementssupplementalactivities for thewhole group, smallgroups or individualstudents before orafter the formallesson
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Both lead teacherand supportteacher conductformal teaching
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Co-teaching models between General and Special Education Teachers
One Teaching,One DriftingStation TeachingParallelTeachingAlternativeTeachingTeam teaching
MONITORING
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Lead teacher usespre-assessment todetermine students’need for support
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Support teacherassesses students’skills and facilitatesself-regulation duringthe lesson
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Students use self-assessment as theyrequest assistanceduring or after aformal lesson
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Lead teacher andsupport teacher usepre-assessment todetermine howstudents are selectedfor stations (e.g.,skills, interests,random)
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Given theorganizationalstructure and tasks ofeach station,assessment done bystudents can also beused during thelesson
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Lead teacher andsupport teachermonitor their owngroups of students
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Lead teacher andsupport teacher usepost lesson reflectionto share theirexpectations usingthe same lesson planwith different groupsof students
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Lead teacher andsupport teacher pre-assess the studentsto plan for alternativelessons
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Lead teacher andsupport teacherassess the studentsduring the formallesson to identifystudents who wouldbenefit from thealternative lessons
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Student self-assessment and/orpeer-assessmentencourages studentsto articulate theirneed for alternativeforms of instruction
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Lead teacher andsupport teacher pre-assess the students
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Lead teacher andsupport teacherassess the studentsduring the formallesson to identifystudents who wouldbenefit fromalternative lessons
BENEFITS
Having two teachers tohelp individual studentsafter the lesson ispresented (individualguided practice)Facilitates small grouplearning and isresponsive to individualneeds. The notions of“mini-lesson,’‘accelerated learning,’‘mastery learning,’ andother ideas that teach tomany levels can bereadily addressedParallel teaching is veryhelpful whenever wewant to increase thelikelihood ofparticipation. It alsoallows for intensive workwith a small group ofstudentsAllows for the use ofalternative methods tore-teach or extend thelesson vertically orhorizontally. This modelallows for multiplemeans of deliveryTeam teaching is verypowerful when theentire class isparticipating in aparticular inquiry project
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