The document defines co-teaching as two or more professionals jointly delivering instruction to a diverse group of students in a shared classroom space. It describes six approaches to co-teaching: station teaching, parallel teaching, alternative teaching, team teaching, one teaching/one observing, and one teaching/one drifting. The rationale for co-teaching is that it meets students' individual needs, provides individualized instruction in a general education environment, and creates positive social interactions among students and teachers.

1. Co-Teaching Models Source: Friend & Cook (2000). Interactions

2. Objectives Define co-teaching Describe the rationale for using co-teaching Identify six approaches to co-teaching and provide examples of each

3. Co-teaching Rationale Meets the individual needs of students Goal is to provide individualized instruction (less fragmented and more contextualized) in a general education environment Reduce stigma attached by pull-out programs Provide opportunities for flexible scheduling Creates positive social interactions Co-teachers have a sense of collegial support

4. Characteristics of Co-teaching Two or more professionals (Peers with shared teaching responsibility) Jointly delivering instruction (General education provides the instructional framework, yet the curriculum may be modified for students with disabilities or others who need accommodations) Diverse group of students (Allows for teachers to respond to the diverse range of needs of their students, lowers student/teacher ratio and expands professional expertise) Shared classroom space (Co-teachers teach in a single classroom)

5. Co-teaching Approaches Station Teaching Parallel Teaching Alternative Teaching Team Teaching One Teaching~One Observing (not APS approved) One Teaching~One Drifting (not APS approved)

6. Station Teaching Each professional has separate responsibility for delivering instruction Lower teacher:student ratio Students with disabilities can be more easily integrated into small groups Noise level can be distracting Movement can be distracting

7. Parallel Teaching Lower teacher:student ratio Heterogeneous grouping Allows for more creativity in lesson delivery Teachers must both be comfortable in content and confident in teaching the content Should not be used for initial instruction

8. Alternative Teaching Helps with attention problem students Allows for re-teaching, tutoring, or enrichment Can be stigmatizing to group who is alternatively taught ESE teacher can be viewed as an assistant if he/she is always in alternative teaching role

9. Team Teaching Greatest amount of shared responsibility Allows for creativity in lesson delivery Prompts teachers to try innovative techniques neither professional would have tried alone Requires greatest amount of trust and commitment Most difficult to implement

10. One Teaching/One Observing (not APS approved) Requires little joint planning time Provides opportunity for ESE teachers to learn about General Education Curriculum Particularly effective for teachers new to collaboration Can result in special educator as being relegated to role of an assistant

11. One Teaching/One Drifting (not APS approved) Requires little joint planning time Provides opportunity for ESE teachers to learn about General Education Curriculum Particularly effective for teachers new to collaboration Can result in special educator as being relegated to role of an assistant The second teacher can sometimes be a distraction Students can become dependent on the “drifter”

12. School-wide Factors that Influence Co-teaching Administrative Support PEC teacher’s caseload Voluntary vs. Involuntary Participation Scheduling (For teaching and planning) Problem-solving techniques