Developing High-Performing Co-teaching Teams
Successful co-teaching has a positive impact on attitudes of students toward one another and
builds positive relationships between co-teachers and their students. However, research has
shown that student achievement is not guaranteed with co -teaching despite the substantial
investment of resources to support diverse, at risk populations unless it is done effectively.
This two-day workshop provides leaders and teachers insight into what the essential components
are to create a high performing team that improves student achievement and, at the same time,
results in a positive classroom climate for both students and teachers.
The workshop will include the essential components for developing and sustaining highperforming co -teaching classrooms:
A step -by-step guide for developing the skills and relationship of the co-teachers including
 Developing the “value-added” partnership
 Distributed leadership and how to achieve it
 Providing “hard data” that co teaching adds value to gain administrative support
The 4 Co-Teaching models for content delivery
 Supportive Co-Teaching
 Parallel (Flexible Group) Co-Teaching
 Complementary Co-Teaching
 The High-Performing Co-Teaching Team or Duet
Selecting appropriate models
 When teachers have limited time to plan
 Selecting the best model for learning goals and objective
 Differentiating Instruction by readiness, interest, purposes and products
 Learning centers
 Adaptive lessons for small groups, re-teaching, acceleration
 Developing an assistive toolkit to facilitate each co-teacher
 How to begin using the models and expand their use
Effective co-teaching models to use for:
 At-risk populations

Specialists who may be in classes fewer than 5 days a week

Interdisciplinary teams

Paraprofessionals
Rubrics to assess the co-team teachers’ progress in:
 Co-planning lessons using a standards-based curriculum
 Use of the 4 Models

Instructional techniques (Differentiating Instruction, Universal Design for Learning,
flexible grouping)
 Data collection, organization, analysis, and use
 Professional development as individuals, as a team, for their school
 Developing, expanding, and sustaining the partnership
 Communication norms and sharing leadership
Templates for year-long, weekly, and daily components including
 Goal-setting
 Planning
 Curriculum development
 Daily lesson planning
 Reflective practice
Data-Driven Co-Teaching Teams
Effective use and communication of data is essential to become high-performing co-teaching
teams. Effective and efficient methods for using data to create flexible groups and for
providing clear feedback to students and to parents are described and applied during these
two-day workshops.
1. Developing and structuring consistent use of meaningful data
 Creating a collaborative, data-literate and data-competent team
 Scheduling time for data analysis collaboration
 Setting norms, goals, accountability processes and procedures
 Why so many data teams fail and how to avoid the causes
2. Developing appropriate expectations and monitoring growth
 Focusing on learning and student work
 Setting high standards for all students
 Creating a climate for collaboration
 Creating a climate for learning
 Growth scores versus achievement scores
 Daily, weekly, and longer-term formative and summative assessments
3. Communicating assessments, progress, growth to students and to parents
 Discovering what the data is saying
 Simplifying and clarifying data
 Prioritizing and managing data
 Effectively using and sharing date
4. Initiating Positive Change and Measuring Progress
 Research-based best practices linked to the classroom and data
 Selecting, implementing, supporting, assessing progress in instruction and best practices
 Professional development, coaching, sharing

Committing to ongoing progress and the incorporation of data