As a former special education teacher for over 30 years, I have first-hand experience with the evolution of Co-Teaching. What started out as simply an idea, “mainstreaming,” has grown into a relationship that is more prevalent and accurate than ever. This is known as Co-Teaching.

There are many benefits to Co-Teaching. First, it can reduce student-to-teacher ratios allowing more one-on-one time, because it provides the opportunity for one teacher to work with small groups and/or individuals while another teacher is instructing the class. Next, it can be a less restrictive environment for students with learning needs, where their needs are more likely to be met and where their learning outcomes are more likely to be improved. Finally, it allows for the opportunity for teachers to implement the various teaching models. 

For Co-Teaching to be successful, there are several factors that MUST be considered. You must always…

RESPECT EACH OTHER.

Mutual respect is critical to the co-teaching relationship. You’ll have to share ideas openly and do much of your work facing students together, so respecting each other is paramount. Sometimes you’ll disagree, and that’s to be expected. 

CLEARLY DEFINE ROLES AND RESPONSIBILITIES.

Co-teaching works best when the partners agree on who does what and when. Clearly defined roles and responsibilities prevent either partner from feeling the other has overstepped a boundary or shirked responsibilities.

Co-teachers should reach an agreement on scheduling, classroom procedures and behaviors, classwork and homework policies, grading, and school/home communication together, before the school year begins so they always present a united front.

BE FLEXIBLE.

Innovation is difficult so be open-minded. Co-teaching allows you to gain another person’s perspective on how instruction might be improved, how students might be best assessed, what resources to use, and so much more. Sometimes this means one person must put aside his or her favorite tried-and-true strategy and try something different.

PLAN TOGETHER.

One major concern most teachers express is the lack of planning time. While special education teachers are typically skilled in individualizing curriculum based on children’s needs, general education teachers tend to have a broader understanding of the curriculum. Both perspectives are important, and co-teaching teams need ample planning time to work through how to best utilize each one.

How much time is ideal? One study found that co-teachers desired, on average, 15 minutes to an hour each day for planning (Dieker & Murawski, 2003). Strive to find that time any way you can. Here are some examples of Lesson Plan Templates that may assist in making planning easier.

DON’T TAKE YOURSELF TOO SERIOUSLY.

Innovation requires failure. We are often our own worst critics. Always remember, a little bit of humor goes a long way. Laugh with your co-teacher. Allow students to see both of you laughing with each other and with them when something is surprising, silly, or just doesn’t go the way you planned. “It's OK to laugh at each other!” Our job is hard enough. “If you’re not laughing and making light of some things, then it’s just not going to be a good place to be.”

COMMUNICATE, COMMUNICATE, COMMUNICATE.

Yes, planning time is extremely important but constant communication is a must. Not only should co-teachers frequently plan for what standards will be covered, how material will be taught, and how students will be assessed, they should also regularly communicate in less formal ways.

One method to create and sustain communication is through use of Google Docs. Google Docs can help keep track of lesson planning and allow teachers to share feedback with each other on how lessons went. Collaborative documents can also be used to provide each other with information about targeted students.

Finally, co-teachers need to present a united front when dealing with parents. One suggestion is to create a shared email this way all communication flows. If this is not practical in your situation, be sure to include each other's name and email address so that parents understand that you both have a vested interest in their child.

Getting to know your co-teachers can be very stressful and time consuming. Here is a quick and easy way to avoid those awkward conversations. Once you have both completed this quick survey, take some time to share your responses. This can make for some great conversation.

Complete the following Inventory.

1. I would describe my personality as: 

2. From my co-teacher, I would appreciate: 

3. I will find co-teaching rewarding if: 

4. In front of students, I would prefer that you do/do not: 

5. My communication style with adults is: 

6. I tend to deal with conflict by: 

7. I will be embarrassed in class if you: 

8. My approach for decision making is: 

9. You can tell when I am stressed because I will: 

10. Typically, when I am upset I:

BE KIND

It’s important not to go to other teachers with your concerns. Respect the collegial relationship you have with your co-teacher and don’t do anything that might undermine it. It should go without saying that you don’t want students to perceive any problems within the co-teaching relationship.

* Be cognizant of your demeanor, tone, and body language. Students are quite perceptive and can easily spot trouble. 

*Be sure to remember that for some students, you may be the only opportunity for your students to see what a healthy respectful relationship looks like. They are also experts at “good cop/bad cop.” Don’t let students play you and your partner against each other.  Co-teaching can lead to successful outcomes for kids and teachers when it is done in a deliberate way with careful planning. 

Remember that little factors can have a big impact on a shared classroom vision. Be sure to look around your room and ask yourselves, Are both teachers’ names on the board?  Do both teachers call on students?  Do both teachers have an area in the classroom to put their materials? These may seem very small in the grand scheme of things, but they go a long way when trying to establish a positive, respectful, and collaborative classroom. 

Start your co-teaching relationship right by following these 3 simple tips: 

*Establish a positive rapport. 

*Communicate early and often. 

*Consider various co-teaching models. 

Using some of these helpful strategies may increase shared ownership and unity in the classroom while also positively impacting student achievement.

Always remember you are PARTNERS. So…

Plan together weekly. 

Address classroom concerns proactively. 

Receive ongoing administrative support. 

Thrive on challenges. 

Nurture a sense of classroom community. 

Evaluate student performance. 

Reflect on practice and strive for improvement. 

Support each other! 

If you would like more information about how we can help support CO-TEACHING and CO-PLANNING practices in your school or district, go to our website www.cmdi.us to set up a free discovery call.

References:

http://files.eric.ed.gov/fulltext/EJ967751.pdf

 http://search.proquest.com/docview/220220652/13494E2D48D1DB506F0/8

 http://www.edweek.org/tm/articles/2014/10/15/ctq_sacks_coteaching.html

 https://diverselearnerscoop.com/blog/co-teaching-101-working-with-your-co-teacher

https://www.csun.edu/sites/default/files/Co-teaching_Lesson_Plan_Template.pdf