Activity #3 Co-Teaching Worksheet
Co-Teaching Approaches Activity
Co-Teachers have at least six different approaches they use to support instruction. For each, identify the situations for which this model might be appropriate. Also identify cautions for teams when using this model.
How/when it could be used Cautions Co-Teaching
Configuration
One teaching/one observing or taking notes
Station teaching
Two separate lessons and one independent station
Parallel teaching
Class is divided into two separate groups for the same lesson.
Alternative teaching
One teacher works with smaller group (preteaching, reteaching) while other teacher works with larger group. Composition of smaller group should be flexible.
Team Teaching
One lesson delivered by both teachers
One Teaching/One
Assisting
Adapted from The Power of Two

Activity #4 Co-Teaching Worksheet
Follow these guidelines for assisting in achieving the goal of planning effective lessons. This guide can be completed at the start of the instructional unit.
During planning opportunities choose three areas for discussion. The co-planner form will support the focused planning of effective lessons that will meet the needs of all students in the classroom.
Action Role : General Educator Role: Special Educator
Curricular Goals
Instructional Method (types of coteaching you will use and role of each instructor)
Specific instructional methods or strategies…..
Academics skills:
Behavioral/social skills:

.

Co-teaching Roles and Responsibilities Matrix
Develop units, projects, lessons
Create advance organizers and comprehension supports
Adapt assignments, tests
Monitor student progress and needs
Assign grades
Complete clerical tasks
Communicate with parents
Communicate with school administrators
Establish and manage classroom discipline and behavior supports
Levels of Responsibility Key
P=Primary
E= Equal
S= Secondary
I= Input into decisions

A Planning Structure for Lessons or Units Worksheet
One aspect of inclusive classroom is joint planning between the teacher partners. The following three-step process is one of many ways to make the collaboration that is part of inclusion at the classroom level more successful.
Step 1: Curriculum Outline
General education teacher prepares an outline of upcoming curriculum: topics, key concepts, activities, projects, and shares with the other professional.
Step 2: Instructional Delivery
General and special education teachers decide jointly how to arrange teachers and students to accomplish curriculum priorities. Both teachers take active instructional roles.
Step 3: Individual Adjustments
Based on shared planning, special educator facilitates the provision of accommodations and/or modifications for students with IEPs. This might include preparing alternative materials, adapting materials, or creating supplemental materials.