Co-Teaching: Six Models for Teacher Success

Uploaded on

In a time of AYP, NCLB, and IDEA there is a need for a form of teaching that can help meet the needs of both students and staff. Co-Teaching is the most commonly used form at this time.

In a time of AYP, NCLB, and IDEA there is a need for a form of teaching that can help meet the needs of both students and staff. Co-Teaching is the most commonly used form at this time.

More in: Education , Career
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
No Downloads


Total Views
On Slideshare
From Embeds
Number of Embeds



Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

    No notes for slide
  • Collaborative teaching isn’t something that you can just start doing tomorrow. It should be a careful, thoughtful, gradual process that continues to grow over time. In some cases, the process can take 2 years to get to a comfortable, collaborative relationship. What does this mean? Simply, don’t give up and don’t worry. It is going to take time, and no one does it perfectly.


  • 1. WELCOME
    Co- Teaching
    Six Models for Teacher Success
  • 2. Co-Teaching is…
  • 3.
    • Least Restrictive Environment
    • 4. Mainstreaming
    • 5. Inclusion
    • 6. Integration- three components
    • 7. Physical integration
    • 8. Social integration
    • 9. Instructional integration
    • 10. Co-teaching is the most common service delivery used in inclusive schools.
    Think Inclusive Schools
  • 11.
    • NCLB and IDEA
    • 12. Adequate Yearly Progress
    • 13. Highly Qualified
    Why use Co- Teaching?
  • 14.
    • Involves two or more professionals
    • 15. Heterogeneous group of students
    • 16. Shared delivery of instruction
    • 17. Occurs in a shared physical space
    • 18. Participation may vary based on needs of the students
    What is Co-Teaching?
  • 19.
    • One teacher leads and another purposefully observes individual students and/or student-teacher interactions.
    • 20. WHEN TO USE
    • In new co-teaching situations
    • When questions arise about students
    • To check student progress
    • To compare target students to others in class
    One Teach, One Observe
  • 21.
    • One teacher provides assistance during large group instruction, while the other teacher monitors.
    • 22. WHEN TO USE
    • When the lesson lends itself to delivery by one teacher
    • When one teacher has particular expertise for the lesson
    • In new co-teaching situations--to get to know each other
    • In lessons stressing a process in which student work needs close monitoring
    One Teach, One Drift
  • 23.
    • Teachers jointly plan instruction, but each may deliver it to half the class or small groups. This model requires joint planning time.
    • 24. WHEN TO USE
    • When a lower adult-student ratio is needed to improve instructional efficiency
    • To foster student participation in discussions
    • For activities such as drill and practice, re-teaching, and test review
    Parallel Teaching
  • 25.
    • Teachers divide content and students. Students may rotate to each teacher as well as work independently based on needs.
    • 26. WHEN TO USE
    • When content is complex but not hierarchical
    • In lessons in which part of planned instruction is review
    • When several topics comprise instruction
    Station Teaching
  • 27.
    • One teacher works with a small group of students to pre-teach, re-teach, supplement, or enrich instruction, while the other teacher instructs the large group.
    • 28. WHEN TO USE
    • In situations where students’ mastery of concepts taught or about to be taught varies tremendously
    • When extremely high levels of mastery are expected for all students
    • When enrichment is desired
    • When some students are working in a parallel curriculum
    Alternative Teaching
  • 29.
    • Both teachers share the planning instruction of students in a coordinated fashion.
    • 30. WHEN TO USE
    • When two heads are better than one or experience is comparable
    • During a lesson in which instructional conversation is appropriate
    • In co-teaching situations in which the teachers have considerable experience and a high sense of comfort
    • When a goal of instruction is to demonstrate some type of interaction to students
    Team Teaching
  • 31. Co-Teaching is…
  • 32. Any Questions?