This document discusses best practices for co-teaching and team-teaching. It identifies six common co-teaching approaches: 1) stations teaching, 2) parallel teaching, 3) alternative teaching, 4) teaming, 5) one teach one observe, and 6) one teach one assist. It also provides feedback from teachers on the usefulness of training and support for co-teaching, identifying common planning time, opportunities to observe other co-taught classes, and workshops as most helpful.

1. Best Practices in
Co- and Team-Teaching
Spiro Bolos,
Rachel Hess,
Trish Randall,
W C LT R E P O R T
& Anne
Spiro Bolos & Anne Twadell Twadell

2. 6 Instructional Practices

3. Station Teaching

4. Station Teaching

5. Station Teaching (modified)
AS

6. 9/11 Retrospective
AMERICAN STUDIES
Heidkamp & Tragos

9. Parallel Teaching

10. Alternative Teaching

11. Alternative Teaching

12. Teaming

13. One Teach, One Observe

14. One Teach, One Observe

15. One Teach, One Assist

16. One Teach, One Assist

17. One Teach, One Assist

18. Co-Teaching Approaches
1) Stations
2) Parallel
3) Alternative
4) Teaming
5) One Teach, One Observe
6) One Teach, One Assist

19. Application of Approaches
Work, then Report Back

20. Best Practices in
Co- and Team-Teaching
2) Feedback & Suggestions
Spiro Bolos,
Rachel Hess,
Trish
R E P O R T Randall,
& Anne
Spiro Bolos & Anne Twadell Twadell

21. Shared Expectations

22. Shared Expectations

23. “When you set your professional goals for this year with your
Department Chair/Coordinator, to what degree was addressing
co-teaching or team-teaching part of the process?”

24. “When you set your professional goals for this year with your
Department Chair/Coordinator, to what degree was addressing
co-teaching or team-teaching part of the process?”
a large part of the process
a part of the process
neutral
a small part
not a part
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5

25. “How useful was this day for your professional development?”

26. “How useful was this day for your professional development?”
20
18
16
14
12
10
8
6
4
2
0
not useful
not very useful
neutral
useful
very useful

27. “Great practical tools and time to
actually think and plan about how it
implement them: this is a great
model for professional
development.”

28. “It was great having time to refresh
our teaching repertoire. I also found
it SO helpful to have time to sit
down and plan with my co-teacher.”

29. “As first time co-teachers, we found
the discussions today very helpful. A
lot of good ideas were generated and
these ideas are very applicable to our
current class/situation/issues. We
have tools to try out to enhance our
instruction and evaluative practices.”

30. “What is it that New Trier can provide for you in the future to
support your co-teaching instruction and PD?”

31. “What is it that New Trier can provide for you in the future to
support your co-teaching instruction and PD?”
Subs
Mod Year
Mod Day
Onsite WS
Offsite WS
Summer WS
Other
0
2
4
6
8
10
12
14
16
18
20

32. “[Need for] common prep periods.”

33. “[Need for] more time for coteachers to collaborate as well as to
observe other co-taught classes [and]
time to collaborate with other
teachers who [are] co-teaching [the]
same topic area.”

34. “Importance of when co-taught
sections are offered [during] the day
and the consideration of teaching
two sections of the same pairing
back-to-back for continuity and
comparison purposes.

35. “This time to process and plan in
pairs is invaluable.”

36. Best Practices in
Co- and Team-Teaching
3) Interdisciplinary Inclusion?
Spiro Bolos,
Rachel Hess,
Trish
R E P O R T Randall,
& Anne
Spiro Bolos & Anne Twadell Twadell

37. Team Teaching
EH
AMERICAN STUDIES
IGSS

38. Discussion