This document discusses co-teaching strategies for inclusive classrooms. It defines co-teaching as two or more educators sharing instructional responsibilities for a single group of students. Successful co-teaching requires communication, trust, respect, and commitment between partners. The document outlines several approaches to co-teaching such as one teach, one observe; station teaching; and team teaching. It provides examples of how co-teaching can benefit students and notes that it is an ongoing relationship that must be continually worked on.

1. Happy
Together
Cohesive Co-Teaching
in the Classroom
Mrs. Samantha Dooley and
Ms. Brooke Lockhart
Alma Middle School, Alma AR

2. Who are we?

3. What is
Co-Teaching?
 Two or more educators (or certified staff)
on contract to share instructional
responsibility for a single group of students
in a single classroom or workspace for
specific content area with mutual
ownership, pooled resources, and joint
accountability although each individual's
level of participation may vary.
www.ped.state.nm.us/seo/library/qrtrly.0404.coteaching.lcook.pdf

4. What makes a good
co-teaching team?
 Workswell with others
 Common knowledge and skills
 Knows the content area!
Communication, Trust, Respect, and
Commitment are a MUST for a successful
co-teaching relationship!

5. Classroom Dynamics
 Instructional interactions reflect
relationships
 Maintain the “flow” of the class by
supporting individual students
 Roles and responsibilities
are defined.

6. Approaches to Co-Teaching
 Student characteristics and/or needs
 Teacher characteristics
 Curriculum
 Environmental issues

7. “One Teach, One Observe”
 Great for new co-teaching situations
 Useful for checking student progress
 Takes very little planning

8. “One Teach, One Drift”
 Specificlessons where one teacher may
have expertise
 Great for new co-teaching partners
 Low planning needed

9. Parallel Teaching
 Usefulfor more student participation
 Great for review, re-teaching, or practice
 Doesneed some planning to be
successful.

10. Station Teaching
 Severaltopics can be taught at one time
with teachers monitoring specific stations.
 Planning is required

11. Alternative Teaching
 Veryuseful for remediation or enrichment.
 Great for small groups of students that
may need focused attention.
 HIGHamount of planning
is mandatory.

12. Team Teaching
 “Two heads, One brain!”
 This approach is best used for teams
comfortable with each other’s teaching
styles.
 Both teachers have expertise and
comfort in the subject
 Needs some pre-planning
to be truly successful.

13. Success?
 During the 2010-2011 School Year
Inclusion Math Classes had a % increase
on quarterly assessments.
 Only # of students went into a portfolio
based Algebra class versus a regular
Algebra class in 9th grade. (09/10 #)

14. Work in Progress
 Co-teaching is a relationship. It must be worked on
to be successful!
 Co-Teaching is a Marriage - Video
Video Borrowed from
http://www.edweek.org/tsb/articles/2011/10/13/01coteach.h05.html?qs=Pairing+Up
Pairing Up
Education Week, Teacher PD Sourcebook

15. Resources
 Collaboration and Co-Teaching by Andrea
Honigsfeld and Maria G. Dove
 Thriving, Not Just Surviving: Realizing the Power of
Two in the Classroom by International Center for
Leadership in Education.
 Improving Instruction for Students with Learning
Needs by Marilyn Friend. Creative Creative
February 27 2007. Vol. 64(pages 48-51)

16. Resources
 Inclusive Classrooms by Anne Bauerand
Stephen Kroeger
 http://www.marilynfriend.com/
 http://inclusion.com
 http://www.familyvillage.wisc.edu/educa
tion/inclusion.html
 http://www.ped.state.nm.us/seo/library/q
rtrly.0404.coteaching.lcook.pdf

17. Useful Articles and Links
 http://cec.metapress.com/content/e2578
h36w00m7353/
 http://rse.sagepub.com/content/21/3/17
1.short
 http://eprints.qut.edu.au/4307/
 http://rse.sagepub.com/content/17/4/21
7.short
 http://www.vcld.org/pages/newsletters/0
0_01_spring/advant.htm
 http://www.ped.state.nm.us/seo/library/q
rtrly.0404.coteaching.lcook.pdf