Colquitt County Schools
 Co-teaching is when two or more teachers (usually
general education and special education) SHARE
teaching responsibilities within a classroom.
 Both teachers INTERACT with all of the students
at different times.
 Using VARIOUS ARRANGEMENTS of students,
groups, and furniture so that each student’s
educational needs are met.
 One teacher teaching, the other as a
paraprofessional.
 Taking care of other duties during class
(paperwork, attendance, discipline, etc.)
 Showing up “as needed”.
 Working with one or the same students
every day.
 Students with disabilities separated from
the rest of the class.
Courageous Conversations:
To build a relationship that will be successful and will benefit
the students.
 What are our instructional beliefs?
 What are our roles and responsibilities?
 How will we handle classroom
management?
 How will we handle planning?
 How will be approach problem solving?
 What are our “pet peeves”?
 How will you introduce yourself to parents and
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students?
How and when will you review IEPs together?
Where do I put my things? Do I have a desk?
How and when will we share lesson planning?
How will we handle discipline?
How will we run the classroom? What rituals and
routines will we encorporate?
Successful:
Not so much:
 Both be present and on
 One comes and goes “as
time.
 Both are prepared to
teach.
needed”
 One comes in and finds
out the plan at the last
minute.
 These are “yours” and
these are “mine”.
 Both teachers work with
all students.
 Cell phone use
 Personal business
 Absences due to other duties (required by
administrators or others)
 Lack of preparation or knowledge of the subject.
Find the ones that work for you and your partner. Remember, it
is all about the students’ needs.
One Teach,
One Assist.
assist
One teacher
leads the
lesson and one
teacher
observes and
assists ALL
students. Swap
roles often.
teach
The Strengths:
The Weaknesses:
 Limited planning
 If roles are not swapped
needed.
 Provides constant
support to all students.
often, one teacher feels
like an assistant.
 Students may question
the authority of the
assisting teacher.
Most Important Point: SWAP ROLES OFTEN.
One Teach,
One Assist
Junior High
School math
class with the
special
education
teacher leading
and the regular
education
teacher assisting.
One Teach,
One Assist.
Middle
School Math
class where
the one who
teaches and
the one who
assists
changes
often.
One Teach,
One Assist.
High School
History class
with the regular
education
teacher leading
and the special
education
teacher
assisting.
Alternative
Teaching
teacher
One teacher works
with a large group.
One with a small
group.
Same standard,
possibly differing
methods.
teacher
The Strengths:
The Weaknesses:
 All students get the
 Groups can become
chance to be in a small
group when needed.
 Teachers swap roles and
work with both groups.
 Groups are ever
changing based upon
instructional needs.
static.
 Make sure both teachers
get a chance to lead in
both types of groups.
Alternative
Teaching.
Junior High School
Math class with the
regular education
teacher leading the
larger group while
the special
education teacher
leads the smaller
group. Same lesson,
same standard.
Accommodation:
calculators.
teacher
Parallel
Teaching
The class is divided
in half. Both
teachers plan
instruction jointly
and are teaching the
same less at the
same time to mixed
groups.
teacher
Strengths:
Weaknesses:
 Smaller student to
 Requires careful
teacher ratio.
 Increased interaction
with the teacher.
 Allows for closer
monitoring of students.
planning.
 Instruction must be the
same.
 Noise level can be a
problem.
Parallel
Teaching
Half the class with
one teacher, half
with the other. No
ability grouping.
Same reading
lesson. Same
materials.
Station
Teaching
Also called “centers”
the instructional
activities are spread
around the room
with the two
teachers leading
different activities.
Strengths:
Weaknesses:
 Engagement of all
 Pacing
students and both
teachers.
 Cover more material in a
short time.
 Individualization.
 Students must be taught
how to use the stations.
 Movement must be
monitored.
 Noise level.
Station Teaching
A computer station
within a classroom.
Team
teacher
Team
Teaching
Both teachers share
in the instruction of
students. One may
lead the discussion
while one models or
one may
demonstrate while
one presents. A true
team approach.
These teachers can
finish each others’
sentences!
Team
teacher
Strengths:
Weaknesses:
 Both teachers contribute
 Both must be present
all lessons.
 Blended teaching styles.
 Students benefit from
two experts who support
each other.
and on task.
 Requires planning.
 Requires knowledge of
the subject material by
both teachers.
 Requires trust and
commitment.
Team
Teaching
No territories
here….free
movement and
teachers
completing
each others’
thoughts.
Team
Teaching
Junior High
School History
class with
teachers
teaming to
present an
interactive
lesson on
colonization.
How, When, and What?
 Joint planning time
 Management of IEPs
 Division of responsibilities
 Classroom management
 Communication with parents
 Students benefit from more than one teacher.
 Teachers learn from each other.
 Allows for small group and individualization.
 Develops teamwork
 Provides different ways to approach learning
 Divides the work between teachers.
 Teachers must be present in class every day.
 Planning time must be provided.
 Strong co-teaching teams must be kept together.
 Teachers who will never be comfortable with co-
teaching should not be put in that situation.
 Teachers must be knowledgeable about the subject
matter.
Co-Teachers must have honest
conversations with each other!
 Georgia State University
 Georgia Department of Education, Special Education
Division
 Prince George County Public Schools
 Summer Hall, IEP Coordinator, Colquitt County
Schools
 Colquitt County Classrooms, students, and teachers.