Co Teaching Handbook
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ACKNOWLEDGEMENTS
Amelia Davidson
Sandra den Dunnen
Trish McDonald
With special acknowledgement to
Rebecca Farrell
Kitena Hill
Amber Ivy
Maureen Ryan-Dobbin
Justyna Zubrowski
for allowing us to learn and grow, with you, as co-teachers in your classrooms.
Contact Information
Amelia Davidson: amelia.davidson@sunwestsd.ca
Sandra den Dunnen: sandra.dendunnen@sunwestsd.ca
Trish McDonald: trish.mcdonald@sunwestsd.ca
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CONTENTS
Rationale/What ........................................................................................................................................................................ 7
Who ............................................................................................................................................................................................... 8
When ............................................................................................................................................................................................. 8
Where ........................................................................................................................................................................................... 8
Why ............................................................................................................................................................................................... 9
How ............................................................................................................................................................................................. 10
Challenges ................................................................................................................................................................................. 13
Glossary ..................................................................................................................................................................................... 18
References ................................................................................................................................................................................ 20
Appendices ............................................................................................................................................................................... 22
Appendix A: Response to Intervention Model ........................................................................................ 24
Appendix B: Preparing to Co-Teach ........................................................................................................ 25
Appendix C: Sharing Hopes, Attitudes, Responsibilities, and Expectations (S.H.A.R.E.) ........................ 26
Appendix D: Collaborative Teaching: Finding Common Ground First .................................................... 27
Appendix E: Finding Time to Plan ........................................................................................................... 27
Appendix F: Discussion and Planning for Co-Teaching ........................................................................... 28
Appendix G: Lesson Plan Template ......................................................................................................... 32
Appendix H: Daily Planning Template ..................................................................................................... 33
Appendix I: Making the Partnership Work: Goals for Mentor Teams .................................................... 34
Appendix J: The Co-Teaching Rating Scale .............................................................................................. 35
Appendix K: Teacher Actions During Co-Teaching .................................................................................. 36
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“If the goal is for all students to be fully included in the mainstream of school life, then coteaching is a strategy that should be considered . . . Co-taught classrooms foster an
atmosphere where diversity is accepted as having a positive impact on all students, where
labels are avoided, and where everyone is thought of as a unique individual with gifts and
needs” (Mitchell, 2005, p. 17).
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RATIONALE/WHAT
Co-teaching is a “service delivery model that is based on the philosophy of inclusive education
and the principles of collaboration” (Anderson, 2008, p. 3). It provides “rich educational
experiences that maximize the learning for all students” and helps provide students with special
needs “greater access to the general education curriculum” (p.3).
According to Gately and Gately (2001), there are eight components of a co-teaching
relationship.








Interpersonal Communication
Physical Arrangement
Familiarity with the Curriculum
Curriculum Goals and Modifications
Instructional Planning
Instructional Presentation
Classroom Management
Assessment
Components of an effective co-teaching environment are:













Administrators support the collaborative process
Both teachers are comfortable with each other and their classroom roles
All students see the role of the teachers as equal
All students are accepted as members of the classroom environment
Continuum of services are still a viable option for all students
Lesson content is prepared collaboratively
Lesson focus on as much active learning as possible
Cooperative learning is a fundamental element of the classroom
Clear academic and behavioural expectations are provided throughout each point in the
lesson
Academic and behavioural expectations are high
Curricular instructional and behavioural adaptations are made as needed
Both teachers see the students and themselves benefitting from this relationship
Common planning time is used to develop, evaluate, and reflect on daily instruction
(Dieker, 2009)
To make co-teaching work, “partners must establish trust, develop and work on communication,
share the chores, celebrate, work together creatively to overcome the inevitable challenges and
problems, and anticipate conflict and handle it in a constructive way” (Anderson, 2008, p. 24).
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WHO
Co-teaching is an educational approach in which two teachers work together in a collaborative
partnership to teach a diverse group of learners. It is essential that there is “genuine shared
ownership for decision-making, action-taking, and outcomes” (Saskatchewan Ministry of
Education, 2011, p 6). Co-teachers work together to identify student needs, create plans and
assessments, coordinate services, and support one another.
Key Elements between co-teachers:








Voluntary
Requires equality in contributions and decision-making
Based on mutual goals
Shared responsibility
Shared resources
Shared accountability
Emerging process
Trust
(Saskatchewan Ministry of Education, 2004, p 10)
WHEN
Co-teaching can take place at any time, and for any amount of time, as determined by the coteachers based on needs of the students in the classroom.
Example:






Year
Semester
Unit
Month
Week
Outcome
WHERE
Any K-12 classroom. Depending on the needs of the students, co-teachers may stay in the
same classroom, may go to separate classrooms, or a combination of both.
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WHY
“No one professional has all the knowledge and skills required to successfully meet the range of
diverse needs in today’s classrooms . . . .Collaboration . . . is seen as central to student
success within inclusive settings” (Saskatchewan Ministry of Education, 2004, p. 6).
Research has clearly proven the following to be the benefits of co-teaching:
Benefits to Students
 Enhanced learning for all
 Enhanced academic performance
 Promotes principles of inclusion
o reduction of stigma
o increased understanding and respect
for others
o heterogeneously-based classroom
community
 Provides students with a model of
collaboration
 Allows students to work with different styles
 Provides excellent support to students who
struggle, but have never been identified as
having special needs
 Students with disabilities gain access to the
regular curriculum
 Effective for students with learning disabilities
 More teacher attention
 Learning problems can be identified earlier
 Positive effects on self-esteem
 Improved social skills
 Increased student enthusiasm and
involvement
 Increased individualized instruction
 Decreases problems with generalization
across settings
Benefits to Teachers
 Improved student-teacher ratio
 Greater opportunity for
differentiating/enhancing curriculum
 Ability to intensify instruction
 Greater opportunity for attending to students
needs
 Increased job satisfaction
 Blending of expertise and resources
 Professional growth
 Reduces stress and burnout
 Individuals who collaborate value this style
and believe the results of their collaboration
are more powerful than the results of their
individual efforts
 Sense of community and camaraderie
 Strengths are maximized and weaknesses are
minimized, making results better for all
 Proactive
 Reduce discipline problems
 Increased feelings of worth
 Helps to meet psychological needs of
belonging, fun, choice, power, and survival
 Increased repertoire of instructional strategies
Benefits to All
 RTI Triangle- See Appendix A
Benefits to School/Division
 Enhanced sense of community within
classrooms
 Fewer referrals for special education services
 Parent satisfaction
 Increased unity
 Provides a way to sustain inclusive practices
(adapted from Saskatchewan Ministry of Education, 2004, and Anderson, 2008)
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HOW
Approach
Supportive
Teaching
Parallel
Teaching
Complimentary
Teaching
Team Teaching
Description
One teacher leads and the
other rotates among students to
offer assistance to students or
to observe their work. Each
teacher should have the
opportunity to lead instruction.
One teacher is the “sage on the
stage,” the other is the “guide
on the side.”
Teachers work with different
groups of students in different
parts of the classroom (or other
location) and present the same
information at the same time. A
variation of this approach
(known as station teaching) is
teachers teach different content
and rotate among groups of
students. Sometimes, a group
of students may work on their
own for a part of the time. This
method allows for more one-onone interaction and increased
individualization.
Teachers share in the delivery
of the information, through
different roles. One teacher
enhances the instruction
provided by the other coteacher by re-teaching based
on learning styles or readiness
levels, etc.
Teachers share the
responsibility for planning,
delivering and assessing
students in their classrooms
(most engagement by both
teachers with planning and
assessment). Roles of each
member are divided throughout
so that each will take a turn at a
particular component of the
lesson.
Advantages
 Students receive
additional teacher
assistance
 Allows for more
detailed observation
of student learning
Challenges
 one teacher is
placed in the role of
assistant
 Often overused as
requires few
demands for change
 Increased student
participation
 Allows for small
group work
 More effective
discipline
 Provides more
individualized support
 Increased transitions
 Students may
become distracted
 Capitalizes on the
teaching strengths of
two teachers
 Students receive
instruction from two
teachers
 Requires more
planning time
 Requires more
flexibility
 Requires higher
level of trust
 Capitalizes on the
teaching strengths of
two teachers
 Students receive
instruction from two
teachers
 Highest level of
collaboration
 Teachers model
positive collaborative
working relationship
 Requires more
planning time
 Requires more
flexibility
 Requires higher
level of trust
 Most interpersonally
complex approach
 Most dependent on
teaching styles
(adapted from Anderson, 2008, Villa, Thousand, Nevin, 2004, and Ballek (2008)
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“Know yourself, know your
Implementation
o
o
o
o
o
o
o
o
o
o
partner, know your
Administrative support
Selecting and scheduling teachers
students, know your stuff”
Decide on co-teaching approaches
Professional development
(Anderson, 2008, p. 26)
Common planning time
Instructional considerations
Classroom management
Plan for assessment
Clearly define roles and responsibilities before, during, and after teaching (Villa,
et al., 2004, p. 13)
Capitalize on individual expertise (Anderson, 2008, p. 25)
 Student Considerations when Planning, Teaching, Assessing, and Reflecting:
o
o
o
o
o
o
o
o
o
o
Academic needs
Behavioural needs
eIIP Goals
Enrichment needs
Readiness levels
Student Interests
Learning styles
Technology
21st Century Competencies
Assessment of all students
The 3 C’s of Co-Teaching:
“communicate, communicate in a different
way, and communicate again”
(Villa, et. al., 2008, p. 91)
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 Keys to Successful Co-Teaching: Collaboration and Communication
o
o
o
Co-Teaching is “a style based on valuing one another’s contribution, trust,
respect, and sharing the workload” (Friend and Pope as quoted in Anderson,
2008, p. 27).
Collaboration needs to be:
 Deliberate
 Structured
 Systematic
 Ongoing
Communication needs to include:
 Ability to listen
 Active observation
 Asking the right questions
 Negotiation to resolve differences
 Compromise
 Constructive feedback for one another
 Effective collaboration is a process. Co-teachers need to be patient with themselves and
one another as they work through the stages of the co-teaching process
o Beginning Stage- guarded, careful communication
o Compromising stage- give and take communication, with a sense of having to
“give up” to “get”
o Collaborating Stage- open communication and interaction and mutual admiration
(Gately and Gately, 2001, p. 42)
 Included in the appendix are numerous examples, templates, checklists, and tools
to help you with co-teaching.
Co-teaching “requires a commitment to team goals, strong interpersonal skills, and an
understanding of yourself and your partner. Positive relationships require a continuous
investment of time and effort” (Anderson, 2008, p 25).
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CHALLENGES
“Working collaboratively takes more time than working alone. It requires that all participants
recognize that they may have to set aside their own preferences as they work with others who
think differently; and it involves key decisions, the work involved in teaching, and the
accountability for results” (Anderson, 2008, p. 25).
General Challenges:

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
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

Lack of common planning time
Lack of administrative support
Need for ongoing training
Increased workload
Knowledge of curriculum
Fear of change
High schools:
o Content
o Scheduling
o Pressure to prepare students for exams
 Relational conflicts/communication breakdown:
“Covert conflicts need to be made overt and resolved, or they will fester and destroy the
potential for a positive co-teacher relationship”
(Villa, et. al., 2004, p. 97)
 Co-teaching is not always the best option. Sometimes it will not address the needs of a
student:
“One size does not fit all. Although co-teaching seems to be a promising practice, this does not
mean that every student can have his/her needs met this way”
(Kohler Evans, as quoted in Anderson, 2008, p. 3)
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Challenges Specific to Each Co-Teaching Model:
Supportive Cautions
 Beware of the “Velcro effect” whereby a
supportive co-teacher hovers over one or
selected students, stigmatizing both
students and the co-teacher
 Beware making the supportive co-teacher
the “discipline police”, materials copier, or
in-class paper grader rather than an
instructor
 Beware of ineffective use of the supportive
co-teachers expertise
 Beware of resentment if the co-teacher’s
skills are not being used or one of the coteacher’s feels an unequal burden of
responsibility
 Beware of staying in the supportive role due
to lack of planning time
Complementary Cautions
 Beware of not monitoring the students who
need it
 Beware of too much teacher talk, repetition,
lack of student-student interaction
 Beware of “typecasting” the co-teacher
delivering content as the “expert” or “real”
teacher
 Beware of failing to plan for “role release”
so that all co-teachers can teach the
content
Parallel Cautions
 Beware of creating a special class within
the class and lowering student achievement
by homogeneously grouping lowerperforming students together (Marzano,
Pickering and Pollack 2001, 84)
 Beware that the noise level can become
uncomfortably high when numerous
activities are occurring in the same room
 Beware of failing to adequately prepare
each other to ensure that instruction is
delivered as planned
Team-Teaching Cautions
 Beware of not monitoring the students who
need it
 Beware of too much teacher talk, repetition,
lack of student-student interaction
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“The essence of co-teaching is about building a professional relationship between the coteachers, which is motivated by the drive to increase student achievement”
(Magiera, Simmons, Marotta, & Battaglia as quoted in Anderson, 2008, p. 25).
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GLOSSARY
eIIP
The Electronic Inclusion and Intervention Plan is a provincial document used for
students who require intensive supports.
Collaboration
Collaboration refers to the kind of instruction among professionals that enhances coteaching. It encompasses a number of behaviours including communication, negotiation,
coordination, cooperation, sharing of information, and problem solving. (Anderson, 2008,
p. 12)
Cooperative teaching
Synonymous with co-teaching.
Differentiated instruction
As defined by the Sun West School Division, differentiated instruction, also referred to as
DI, is instruction that is responsive to multiple student preferences, interests, and
learning needs.
Inclusion
Inclusion is a belief system that implies a sense of acceptance and belonging for all
students. Co-Teaching supports inclusion. . (Anderson, 2008, p. 13-14)
RTI
Refers to the Response to Intervention model.
The levels of instructional delivery provided for exceptional children fall into three
categories as described in the Response to Intervention (RTl) model.
Tier 1: Classroom Interventions
Teachers identify students who are experiencing difficulties and differentiate
instruction based on individual student needs.
Tier 2: Targeted/Team Interventions:
Student information is reviewed by the Student Support Team. Interventions are
adjusted to more specifically address student needs through increased intensity,
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frequency and duration.
Tier 3: Intensive Individual Interventions:
Student Services supports are accessed through procedures identified by the
school division for consultation and/or referral for formal assessment.
Recommendations for interventions are implemented in classroom, small group
and individual settings. Tier 3 provides students with the greatest level of
frequency, intensity and duration.
Tier 2 and 3 interventions are most often modifications of those used in Tier 1.
More importantly they are used in addition to Tier 1 interventions.
(Sun West School Division, Student Diversity Handbook, p.5)
Team teaching
“Two or more people who do what the traditional teacher has always done- plan, teach,
assess, and assume responsibility for all the students in the classroom” (Villa, et. al.,
2004, p. 9).
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REFERENCES
Anderson, Karen R. for Saskatchewan Ministry of Education. (2008). Co-Teaching: A Literature
Review.
Ballek, Jade. (2008). Co-Teaching Roles and Responsibilities.
Ballek, Jade. Effective Co-Teaching Presentation by Dr. Lisa Dieker: Classroom Challenge: Educating
ALL Children.
Choice Literacy. Collaborative Teaching: Finding Common Ground First (Checklist). Retrieved from
http://laspdg.org/files/Findingcomngrnd.pdf
Co-Teaching for the Special Education Teacher. (2010) [PowerPoint slides]
Davidson, A. McDonald, T., Rettger, C., Meehan, C., & den Dunnen, S. (2012). Co-Teaching in Sun West
School Division.
Dieker, Lisa. (2009). Current, Best Ideas for Making Inclusion Work.
Fleming, D. School Strategies & Options
Gately, Susan E. & Gately, Jr., Frank J. (2001). Understanding Co-Teaching Components. The Council
for Exceptional Children, 33(4), 40-47.
Murawski, Wendy W. & Dieker, Lisa A. (2008). 50 Ways to Keep Your Co-Teacher: Strategies for
Before, During, and After Co-Teaching. The Council for Exceptional Children, 40(4), 40-48.
Murawski, Wendy W. & Dieker, Lisa A. (2004). Tips and Strategies for Co-Teaching at the Secondary
Level. The Council for Exceptional Children, 36(5), 52-58.
Saskatchewan Ministry of Education. http://www.education.gov.sk.ca/
Saskatchewan Ministry of Education. (2011). Actualizing a Needs-Based Model to Support Student
Achievement: A Journey of Transformation.
Saskatchewan Ministry of Education. (2004).Caring and Respectful School: Toward School PLUS:
Ensuring Student Well-Being and Educational Success.
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Sun West School Division. Student Diversity Handbook. Retrieved from
http://swsdpublic.sharepoint.com/Documents/staff/handbooks/Student%20Diversity%20Handbook
%20140213.pdf
Villa, R.A., Thousand, J.S., & Nevin, A.I. (2004). A Guide to Co-Teaching: Practical tips for Facilitating
Student Learning. Thousand Oaks, CA: Corwin Press.
Wilson, Gloria Lodato. (2008). 20 Ways To Be an Active Co-teacher. Intervention in School and Clinic,
43(4), 240-243.
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APPENDICES
Appendix A: Response to Intervention Model ........................................................................................ 24
Appendix B: Preparing to Co-Teach ........................................................................................................ 25
Appendix C: Sharing Hopes, Attitudes, Responsibilities, and Expectations (S.H.A.R.E.) ........................ 26
Appendix D: Collaborative Teaching: Finding Common Ground First .................................................... 27
Appendix E: Finding Time to Plan ........................................................................................................... 27
Appendix F: Discussion and Planning for Co-Teaching ........................................................................... 28
Appendix G: Lesson Plan Template ......................................................................................................... 32
Appendix H: Daily Planning Template ..................................................................................................... 33
Appendix I: Making the Partnership Work: Goals for Mentor Teams .................................................... 34
Appendix J: The Co-Teaching Rating Scale .............................................................................................. 35
Appendix K: Teacher Actions During Co-Teaching .................................................................................. 36
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APPENDIX A: RESPONSE TO INTERVENTION MODEL
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APPENDIX B: PREPARING TO CO-TEACH
Actions
Assess the current environment
Move in slowly
Involve an administrator
Get to know your partner
Create a workable schedule
Questions to Ask Yourself or Others
 What type of collaboration currently exists between general
and special education?
 Has there been any discussion of inclusion, collaboration, or
co-teaching?
 How do teachers react when they hear about students with
special needs in general education classes? Are there any
who react favourably?
 What is our joint understanding of co-teaching as a service
delivery model?
 May I teach or co-teach a lesson with you?
 Are there any areas that you feel les strongly about, in which
I might be able to assist?
 How is the district addressing the least restrictive
environment (LRE) mandate and inclusive movement?
 Would our school site be willing to be proactive by including
co-teaching?
 What discipline areas will we target first?
 How will we ensure that support is provided across all
content areas, including electives?
 Would we be able to count on administrative support,
especially with co-planning time and scheduling assistance?
 Could we complete a co-teaching checklist to help guide us in
discussing our personal and professional preferences?
 Are there any pet peeves or issues that I should know prior
to our working together?
 Do we both have the same level of expertise about the
curriculum and instructing students with disabilities?
 How shall we ensure that we both are actively involved and
neither feels over- or underutilized?
 What feedback structure can we create to assist in our
regular communication?
 How often will co-teaching occur (daily, a few times a week,
for a specific unit)?
 What schedule would best meet the needs of the class and
both instructors?
 How can we ensure that this schedule will be maintained
consistently so that both co-teachers can trust it?
 How will we maintain communication between co-taught
sessions?
(Murawski, W. & Dieker, L., 2004, p. 54)
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APPENDIX C: SHARING HOPES, ATTITUDES, RESPONSIBILITIES, AND EXPECTATIONS
(S.H.A.R.E.)
Directions: Take a few minutes to individually complete this worksheet. Be honest in your
responses. After completing it individually, share the responses with your co-teaching partner by
taking turns reading the responses. Do not use this time to comment on your partner’s responsesmerely read. After reading through the responses, take a moment or two to jot down any thoughts
you have regarding what your partner has said. Then, come back together and begin to share your
reactions to the responses. Your goal is to (a) Agree, (b) Compromise, or (c) Agree to Disagree.
1. Right now, the main hope I have regarding this co-teaching situation is:
2. My attitude/philosophy regarding teaching students with disabilities in a general
education classroom is:
3. I would like to have the following responsibilities in a co-taught classroom:
4. I would like my co-teacher to have the following responsibilities:
5. The biggest obstacle I expect to have in co-teaching is:
6. I think we can overcome this obstacle by:\
7. I have the following expectations in a classroom:
a. Regarding discipline
b. Regarding classwork
c. Regarding materials
d. Regarding homework
e. Regarding planning
f. Regarding modifications for individual students
g. Regarding grading
h. Regarding noise level
i. Regarding cooperative learning
j. Regarding giving/receiving feedback
k. Regarding parental contact
l. Other important expectations I have
(Murawski, W., 2003, as quoted in Murawski, W, & Dieker, L., 2004, p. 55)
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APPENDIX D: COLLABORATIVE TEACHING: FINDING COMMON GROUND FIRST
Check the following website for a great checklist to go through before beginning to co-teach
together.
http://laspdg.org/files/Findingcomngrnd.pdf
APPENDIX E: FINDING TIME TO PLAN
Here are some quick ideas to find time to plan. There are more ideas in Lisa Dieker’s book,
Effective Co-Teaching (200 ).
1.
2.
3.
4.
5.
6.
7.
8.
9.
Have a floating planning period
Leave one class early to plan with another teacher
Use PLT time
Use peer tutoring/review schedule weekly. Students work independently and teachers are
planning in the back of the classroom; start in the fall and get used to the procedure.
DEAR time
Pre-planning before the fall begins; deciding on roles and responsibilities
a. Time each question during the meeting (ten minutes for each item); might take
three or four meetings to get through
Don’t use planning time for venting about kids!
Have a co-teaching spot- where do you put your stuff (don’t go into each other’s personal
area); common area; in and out box; white boards to share information; lesson plan books- I
grab and plan, put into the in/out box, then you plan and do the same
Thumbs Up (communicating on the fly)- use a student list, give thumbs up, down, or middlesilent activity- then decides who needs to be seen
(Ballek, Jade. Effective Co-Teaching Presentation by Dr. Lisa Dieker)
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APPENDIX F: DISCUSSION AND PLANNING FOR CO-TEACHING
Discussion and Planning for Co-Teaching
My Job is…
Your Job is…
Instruction
a) Planning and preparing the
lesson
b) Delivering the content
c) Reinforcing the outcomes
d) Adapting lessons and
activities
e) Assessing student progress
and/or group skills
f) other
Behaviour
a) setting classroom
expectations
b) in-class discipline
c) follow up consequences
d) other
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Communication
a) to students
b) to co-teaching partner
c) to administration
d) to parents
Evaluation
a) of you as co-teacher
b) of your partner as coteacher
Logistics
a) planning your meeting with
your partner (agenda
preparation)
b) role during meetings
Comments/Concerns/Questions to Ask:
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Co-Teaching Roles and Responsibilities
Insert P, S, E, or I to designate the level of responsibility.
Plan to revise based on changes in co-teacher and/or student needs.
Responsibilities
Person Responsible
Name
Name
Name
Name
Instruction and Assessment
Develop units, projects, lessons
Present content information to students in
large group
Monitor and assess student progress
Assign grades
Adapt curriculum to meet the needs of
individual students
Facilitate peer support and friendship
Student Behaviour
Decide on disciplinary procedures
Carry out disciplinary procedures
Deliver consequences for inappropriate
behaviour
Communication
Communicate with administrators
Communicate with related service providers
(ie. speech)
Communicate with parents
Paperwork for school division regarding
students (ie. referral)
P = Primary responsibility
S = Secondary responsibility
E = Equal responsibility
I = Input in the decision making
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Teacher/EA Co-Teaching Team
Pre-Planning Meeting Notes
People Present:
Absent:
Others Who Need to Know:
Roles:
Timekeeper
Recorder
Other
Opening Agenda
Time Limit 30 min. max
1. Reason for EA Support in this Classroom?
 Identify students
 Locate adaptation plans for each (Action Item)
3 minutes
2. My Job/Your Job Activity and Discussion
- Who will do a particular task
- When this task will be accomplished
- How will this be completed
5 minutes
3. Defining Roles and Responsibilities
- Instruction
- Assessment
- Behaviour and Discipline
- Communication
- Evaluation
8 minutes
4. Planning and Meeting Time
- When and where
- How
- Record of meetings and templates
2 minutes
5. Co-Teaching Model
- Choose one to implement
5 minutes
6. Cautions
- Avoiding the Velcro Syndrome
- Grouping be ability
5 minutes
7. Action Items for Each Team Member
Item
Persons Responsible
8. Next Meeting:
2 minutes
By When
(adapted from Ballek, 2008)
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APPENDIX G: LESSON PLAN TEMPLATE
Pick a topic you want to co-teach
R
O
L
E
R
O
L
E
R
O
L
E
O
T
H
E
R
T
E
A
C
H
E
R
T
E
A
C
H
E
R
S
U
P
P
O
R
T
1
2
R
S
O
N
N
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L
P
E
(Dieker, Lisa, 2009, p. 34)
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APPENDIX H: DAILY PLANNING TEMPLATE
Action
Curricular Goal
Co-Teacher 1
Co-Teacher 2
Instructional Method (types of
co-teaching you will use)
Instructional methods or
strategies…..
Academics
Behavioural/social skills
(adapted from Dieker, L., 2009, p. 41)
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APPENDIX I: MAKING THE PARTNERSHIP WORK: GOALS FOR MENTOR TEAMS
1. Add value to each other’s work. Teach each other how to communicate most effectively and
work most productively so both partners benefit from the match-up. It is a two-way
relationship.
2. Be supportive of each other. Concentrate on achieving your mutual goals, not showing off
your individual competencies. It’s a partnership, not a competition.
3. Don’t take your partner by surprise. Plan your work, and work your plan. If you can’t meet
an obligation, check in with your partner first.
4. Be open to new ways of doing things. Your way may not be the only way.
5. Look at situations from your partner’s point of view. What beleifs, assumptions, or needs
are influencing their actions? What do they want and need from the partnership?
6. Show up on time. Be there for your partner when you are needed. Meet deadlines. Keep
appointments.
7. Expect problems to arise and take advantage of them. Working through something difficult
or uncomfortable instead of avoiding it or glossing over it can make your partnership
stronger.
8. Do your homework. Know what your partner is trying to achieve and help them locate the
ideas, resources, and tools they need to try new things.
9. Treat each other as friends. Find ways to provide little extras that make working with you a
pleasant experience.
10. Let your service to another person teach you new things. Be open to the idea that your
partner may be teaching you without knowing it.
(Fleming, D. School Strategies & Options)
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APPENDIX J: THE CO-TEACHING RATING SCALE
The Co-Teaching Rating Scale
Respond to each question below by circling the number that best describes your viewpoint:
1: Rarely
2: Sometimes
3: Usually
1. I can easily read the nonverbal cues of my co-teaching partner.
2. I feel comfortable moving freely about the space in the co-taught classroom.
3. I understand the curriculum standards with respect to the content area in the
co-taught classroom.
4. Both teachers in the co-taught classroom agree on the goals of the co-taught
classroom.
5. Planning can be spontaneous, with changes occurring during the instructional
lesson.
6. I often present lessons in the co-taught class.
7. Classroom rules and routines have been jointly developed.
8. Many measures are used for grading students.
9. Humour is often used in the classroom.
10. All materials are shared in the classroom.
11. I am familiar with the methods and materials with respect to this content area.
12. Modifications of goals for students with special needs are incorporated into
this class, as well as adaptations for diversity students.
13. Planning for classes is the shared responsibility of both teachers.
14. Assessment is the shared responsibility of both teachers.
15. The “chalk” passes freely between the two teachers.
16. A variety of classroom management techniques is used to enhance the
learning of all students.
17. Test modifications and adaptations are commonplace.
18. Communication is open and honest.
19. There is fluid positioning of teachers in the classroom.
20. I feel confident in my knowledge of the curriculum content.
21. I feel confident in my knowledge of the modifications and adaptations needed
for diversity students and students with special needs in the classroom.
22. Student-centered objectives are incorporated into the classroom curriculum.
23. Time is allotted (or found) for common planning.
24. Students accept both teachers as equal partners in the learning process.
25. Behaviour management is the shared responsibility of both teachers.
26. Goals and objectives in eIIPs and SSPs are considered as part of the grading
for students with special needs.
(Adapted from Gately, S. & Gately, F., 2001, pp. 45-46)
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APPENDIX K: TEACHER ACTIONS DURING CO-TEACHING
If one of you is doing this. . .
Lecturing
Taking roll
Passing out papers
Giving instructions orally
Checking for understanding with large
heterogeneous group of students
Circulating, providing one-on-one support as
needed
Prepping half of the class for one side of a
debate
Facilitating a silent activity
Providing large group instruction
Running last minute copies or errands
Re-teaching or pre-teaching with a small group
Facilitating sustained silent reading
Reading a test aloud to a group of students
Creating basic lesson plans for standards,
objectives, and content curriculum
Facilitating stations or groups
Explaining new concept
Considering modification needs
The other can be doing this. . .
Modelling note taking on the board/overhead;
ensuring “brain breaks” to help students process
lecture information
Collecting and reviewing last night’s homework;
introducing a social or study skill
Reviewing directions; modelling first problem
on the assignment
Writing down instructions on board; repeating
or clarifying any difficult concept
Checking for understanding with small
heterogeneous group of students
Providing direct instruction to whole class
Prepping the other half of the class for the
opposing side of the debate
Circulating, checking for comprehension
Circulating, using proximity control for
behaviour management
Reviewing homework; providing a study or testtaking strategy
Monitoring large group as they work on practice
materials
Reading aloud quietly with a small group;
previewing upcoming information
Proctoring a test silently with a group of
students
Providing suggestions for modifications,
accommodations, and activities for diverse
learners
Also facilitating stations or groups
Conducting role play or modelling concept; also
clarifying questions
Considering enrichment opportunities
(Murawski, W. & Dieker, L., 2004, p. 57)
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