This document discusses collaborative teaching or co-teaching models. It identifies six common co-teaching models: one teach, one observe; one teach, one assist; parallel teaching; station teaching; alternative teaching; and team teaching. For each model, it provides a description of how the model works and advantages and disadvantages. It also discusses how co-teaching aligns with NC professional teaching standards and provides examples of using different models in the classroom.

2. 
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State the 6 different models of co-teaching
Given an instructional context, the learner will
identify a type of co-teaching supporting the
learning objective
Discuss advantages and disadvantages of
each model

3. 
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Collaborative teaching is an interactive style
between at least two co-equal parties
voluntarily engaged in shared decision
making as they work toward a common goal.
Successful co-teaching benefits all parties
involved, whether they are teachers or
students.

4. 
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Collaborative teaching is designed to assist
special education students and others within
the regular classroom setting to be successful
academically, emotionally, and socially
through the cooperative team efforts of
special and general education teachers.
Think for a moment, why is this important?

6. 
The co-teaching model aligns to the
following NC Professional Teaching
Standards:
◦ Standard 2d: Teachers adapt their teaching for the
benefit of students with special needs.
◦ Standard 4a: Teachers know the ways in which
learning takes place, and they know appropriate
physical, social, emotional, and educational levels
of development for their students.
◦ Standard 4b: Teachers plan instruction appropriate
for their students.

7. Let’s find out some different ways you could
tackle this in the classroom

8. 
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One Teach, One Observe
One Teach, One Assist
Parallel Teaching
Station Teaching
Alternative Teaching
Team Teaching

9. 
How it works:
◦ One instructor delivers
the material to students
◦ The other teacher
observes and makes note
of the students’ learning
processes

10. 
Allows for data collection on students
◦ Teachers can analyze data together
◦ Better preparation of future lessons
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Allows for careful documentation of student
changes
Most frequently used type of co-teaching
May not require much change on the
demands of both teachers
The non-instructing teacher’s role must be to
collect the data for analysis

11. 
How it works:
◦ One instructor is the
primary deliverer of
instruction
◦ The other circulates the
room and provides
assistance to students as
they are working

12. 
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Assisting teacher is able to move around and
check student work, watch for behavior,
answer questions, and distribute materials
Assisting teacher must move about in a way
that does not disrupt flow of lesson
Both teachers must know the type of
accommodations and modifications of the
students

13. 
How it works:
◦ Class is divided into two
groups
◦ Both teachers responsible
for delivering information
to their groups
◦ This occurs
simultaneously

14. 
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Both teachers work in the same room with
smaller groups – more participation and
greater ease of behavior management
Each teacher can incorporate his or her own
instructional strategies for the group
Lessons must be paced at the same time and
each group should finish the same amount of
work
Groups may remain the same or changed
when this approach is used

15. 
How it works:
◦ Content and information is
divided up by the teachers
before class
◦ Each teacher responsible
for covering their materials
with students
◦ Students are divided into
groups and start at one
station
◦ Teachers instruct at their
station for a set amount of
time
◦ After finishing, students
move to the other station
to receive other instruction

16. 
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Teachers must plan together to ensure
proper pacing and know the material they are
responsible for
Often, a third station is involved to allow
independent practice and smaller groups
Can be used when students need a refresher
of information or skills

17. 
How it works:
◦ Used when a small subset
needs specialized
instruction about a topic
◦ One teacher keeps a large
portion of the class to
instruct and work with
◦ Other teacher takes a
smaller group and
provides
instruction/differentiation
/remediation

18. 
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Used when a small group of students needs
differentiation of a topic or skill
Time small group is kept away must be
limited to a short amount (less than 15
minutes)
Primary teacher keeps teaching the main
lesson to the larger group

19. 
How it works:
◦ Most challenging method
to co-teaching
◦ Both instructors are
delivering material at the
same time
◦ Teachers work off one
another
◦ Requires a great deal of
planning prior to the
lesson

20. 
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Teachers must plan and work together on the
aspects of the lesson
Each teacher can bring specific knowledge,
skills, and strategies to the lesson
Large group instruction where teachers feed
off of each other
Students get to see various character traits
(i.e. cooperation) in use

22. 
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Mr. Fincher and Mr. Tarantino teach Biology
to a group of 25 students. They just finished
covering Punnent Squares, and a group of 7
students are still struggling with some of the
material. Mr. Fincher needs to move forward
tomorrow, but he wants Mr. Taratino to pull
the small group for a short set of remedial
problems tomorrow.
What approach are they using?
Alternative Teaching

23. 
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Mr. Newton works with Ms. Pryor in her third
grade classroom. They are reviewing finding
theme and main ideas in short stories, and
students are having a hard time learning it all at
once. They look at their schedule for tomorrow
and see they have enough time to work with
small groups. They decide to have small groups
work with each of them for two blocks of 15
minutes.
What strategy are they using?
Station Teaching

24. 
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Marilyn, F., & Lynne, C. (2003). Interactions:
Collaboration skills for school professionals.
Pearson.
North Carolina Department of Public
Instruction – Co-teaching Modules