Weymouth Handouts for 2-Day Co-Teaching Workshop
TABLE OF CONTENTS
Developing High-Performing Co-Teaching Teams ................................................................................................................................................................................... 1
Perspective: Research on High Performing Co-Teaching Teams ......................................................................................................................................................... 1
Co-Teaching SURVEY of Research-Based Essential Elements .............................................................................................................................................................. 2
Respective Roles of the Para-Educator and the Classroom Teacher or Co-Teachers.......................................................................................................................... 3
Paraprofessional Initial Meeting Survey .............................................................................................................................................................................................. 5
Clarifying Roles and Responsibilities of Co-Teachers (and possibly) Paraprofessionals ...................................................................................................................... 5
Developmental Continuum of a High Performing Team ..................................................................................................................................................................... 6
Useful Forms for Co-Teacher Planning ................................................................................................................................................................................................ 9
Planning--Agenda ............................................................................................................................................................................................................................. 9
Planning: Lessons (Quick Form) ....................................................................................................................................................................................................... 9
ouping ............................................................................................................................................................................................................................................ 11
SAMPLE DESCRIPTIONS AND ACTION PLANS ................................................................................................................................................................................. 12
Sample Unit Plan for Whole-Year Planning ....................................................................................................................................................................................... 13
Developing High-Performing Co-Teaching Teams
Perspective: Research on High Performing Co-Teaching Teams
The positive Impact
◦
Co -teaching refers to two educators who share equally in the planning, instruction, assessing and accountability for a class with diverse populations.
Chapman and Hyatt in their 2011 book Critical Conversations in Co-Teaching: A Problem-Solving Approach describe it as:
◦
…an effective, evidence-based instructional strategy in which two or more caring professionals share responsibility for a group of students and work
collaboratively to add instructional value to enhance their efforts (Chapman and Hyatt 2011, 8).
◦
Co-teaching can provide many positive changes to the shared general education classroom including 1) decreased student-teacher ratios and more
opportunities for students to interact with teachers; 2) increased cooperative group work and more chances for students to interact with one another;
3) more authentic applications of students’ learning 4) and increased use of research-based practices including standards-based curriculum design using
essential questions and big ideas, differentiating instruction and direct instruction in learning strategies.
◦
Students gain a sense of equality and efficacy.
◦
Teachers report enjoying working with another professional.
What Co-teaching is NOT
◦
When the role of the second educator or paraprofessional is limited to that of an untrained assistant or volunteer, this is not a collaborative teaching
partnership. Duties that include duplicating materials, correcting objective exams, or other jobs that do not require training are not included as
appropriate responsibilities in the true co-teaching relationship. In addition, if the second person provides educational services exclusively to one
student, for example, a special educator who serves as a tutor for a specific student, or a behavior specialist who observes specific students, this is also
not co-teaching.
◦
The second professional must be a partner in teaching the entire class. Thus, co-teaching requires equal participation of two educators whose
partnership and shared leadership result in providing a more effective model as they both plan, instruct, and monitor the progress of all students than
either could have accomplished alone. Again, the critical factor for co-teaching is the professional partnership and the teachers’ commitment to the
team’s ongoing development.
To move a co-teaching team to the value added level of improving student achievement more than they would have working alone, it is essential that the
following four areas are working effectively and improving on an ongoing basis.
In addition to the time spent planning for the classroom, the partners need to spend time on their partnership and its development. According to
Chapman and Hyatt, co-teachers need to have 4 ongoing critical conversations about their relationship and their classroom. The topics should include
the following four topics that are sustained throughout the co-teaching partnership. Co-teachers need to consistently revisit and reflect on how they:
1. Define the Partnership: Partners develop a shared vision, establish roles and responsibilities, and lay the collaborative foundation that may
need adjusting throughout the year
2. Examine Data: Together they focus on results, use data about students to make instructional improvements and become more adept at
adjusting materials and instruction to support each student
3. Enhance Instruction: They focus on ways to provide more value as a twosome than one teacher could do alone and continue to learn
together about research-based methods that work for their students
4. Expand Impact: They recognize that they are part of a school system and that they need to have administrative support for their work
together and for professional development that will support the school and the team’s capacity for improving instruction (Chapman and Hyatt
2011, 10-11).
According to Chapman and Hyatt, models need to be addressed, but the true value added component of co-teaching comes from the partnership’s
growth which will take place over time as the four areas listed above are consistently considered, critically and reflectively, during the co-teaching
meetings and in the classroom.
Co-Teaching SURVEY of Research-Based Essential Elements
Essential Element
The Partnership
Collaborative
Relationship
Description
Both co-teachers have equal voice in the planning,
teaching, and grading. Their Roles and Responsibilities
are clear
Totally
True
Somewhat
True
Not Yet
The Partnership
The Partnership
The Partnership
The District
The Classroom
The Classroom
The Classroom
The Classroom
The School
Expertise of CoTeachers is fully
used
Has Parity
Has a Plan to
Resolve Conflict.
Time for
Collaboration is
Provided
Both co-teachers are seen as experts in the classroom.
Content Expertise and Learning Support Expertise are
provided for every child
Both teachers share the classroom space, all students, and
decisions equally
When there are differences of opinion, the issue is
directly confronted as soon as possible
The district provides definite planning time during the
school day.
Climate Supports Co All students ask questions of both co-teachers equally
teaching Practices
Is Heterogeneous
The classroom has a balance of all levels of achievement;
it’s not a “low level” class
Has Appropriate
Co-teaching is completely supported with materials for
Space and Materials all students
The Co-teaching
Whole class teaching with the co-teacher assisting is
Models Are Varied
NOT the main model. They use data to flexibly group
students in many ways: parallel teaching, station
teaching, small-large group teaching, individual
conferencing
The Climate
It is clear that the co-teaching model is considered an
Supports Coimportant support both for students with needs and for
teaching, Inclusion
general education student.
and Teaching All
Students.
TOTAL EACH COLUMN
Respective Roles of the Para-Educator and the Classroom Teacher or Co-Teachers
Classroom Teacher or CoTeacher
Responsibility
Para-educator Role
Materials, Supports for Paraeducator
Instruction
Plan all instruction for whole
class and small groups
Teach whole class and small
groups
Work with small groups of students
on specific tasks, including review
or re-teaching of content
Discuss specific classroom
instruction plans that may have an
impact on the paraprofessional
 Para will be trained in all needed
routines and ways to work with
students
 This will be a gradual process that
will change when the students and
paras are prepared for the next
step
 All materials will be provided with
directions and answers at least
initially
Curriculum & Lesson
Plan Development
Plans for year, week, and daily
instruction
Leads (or works with co-teacher)
to teach whole class and groups
Provide assistance in development
of classroom activities, retrieval of
materials, and coordination of
activities as the year goes on
Discuss specific curriculum and
instruction plans that may have an
impact on the paraprofessional
 Plans and materials will be
reviewed
 New techniques will be modeled
and discussed before the para is
responsible
Classroom
Management and
Classroom Climate
Provide classroom rules, norms,
consequences
When there are individual
behavior plans, they will be
discussed with the para-educator
Assist with the implementation of
class-wide and individual behavior
management plans
Discuss all classroom management
concerns that may have an impact
on the para-professional
 Teachers discuss classroom rules,
processes and procedures.
 Individual behavior plan processes
will be discussed
When necessary, provide
appropriate accommodations to
material (enlarged print, taking
notes, reading material aloud)
Discuss all accommodation and
modification concerns that may
have an impact on the paraprofessional
 Purpose of accommodations and
modifications will be discussed
 Para-educator may need to
provide feedback about their
usefulness
Provide accommodations (separate
location) read materials, etc., when
asked.
Assist in giving assessments
Discuss all classroom assessment
issues that may have an impact on
the para-professional
The para-educator needs to discuss
any concerns that she has about
her role and her relationship with

Training and modeling of all
expectations will be provided

Schedule meeting times and
specify what will be discussed
Accommodations & Responsible for all
Modifications
accommodations and
modifications
Assessment
Develop, analyze, modify, and
use assessment results to plan
classes
Communication
Discuss how you will
communicate, plan, and solve
any problems that arise
Provide a plan for discussing
concerns
Schedule meetings
Specify method(s) of
communication that may include
email, instant messaging, notes,
etc.
Supervision/Evalu Discuss these responsibilities as
ation
defined by the school
the classroom teacher or coteachers or with individual or groups
of students

Develop a communication plan to
provide lessons, discuss concerns
If there are rubrics, forms,
processes and procedures, each
should be discussed with the paraprofessional

Develop a plan or schedule if this
is part of your role with the paraprofessional
Paraprofessional Initial Meeting Survey
.
Major Strength
Some Strength
I could learn
something about
This is a challenging
area that I could learn
about
Experience in GE classroom
Experience in SE classroom
Experience with co-taught classrooms
Facilitating small groups
Re-teaching
Technology
Communicating about plans using lesson plans or
technology (email, phone, IM, etc.)
Content area of class
PD/Training/Experience in learning difficulties
Successful experiences you’ve had in education
Any questions that you have
Clarifying Roles and Responsibilities of Co-Teachers (and possibly) Paraprofessionals
Teacher A
Planning for the year
Planning for the week
Preparing materials
Teacher B
Paraprofessional(s)
Shared
Concerns, Notes
Grading tests, quizzes, classwork,
homework
Collecting, organizing and analyzing
data
Classwork, homework, observations,
formative and summative data
Classroom routines (attendance,
make-up work, passes, behavior
problems, meetings, schedules, IEPs,
team meetings)
Our 2 PD goals for the year
Our scheduled meeting days/times for
the year
Developmental Continuum of a High Performing Team
Criteria
Novice
Begin
Develop
Developing
Fairly
Generally
Mainly
Proficient
Generally consistently
Generally effectively
Generally reliably
Partnership
Begin to set goals using
Co-Teaching Progress
Rubric/Tracker
Begin to clarify on roles
and responsibilities using
Teacher Skills Survey
Begin to set standards for
classroom routines,
behavior using the Roles
and Responsibilities
Matrix
Measure progress on goals
fairly often and adequately
Roles and Resp. getting
clarified
Norms generally observed
Meetings mainly effective
Problem solving protocol
mainly works
Daily/weekly
communication plan
mostly works
Other:
Measure goal progress
generally consistently
Roles and Resp. generally
consistently clarified
Norms observed generally
consistently
Meetings generally are
effective
Problem solving protocol
works generally effectively
High-Performing Team
Next
Consistently
Steps for
Mutually
Wholly
Naturally
Goals are mutually shared
and measured by each
teacher and team
consistently
Roles and Resp. consistently
clarified
Norms observed
consistently
Meetings consistently
effective
Problem solving protocol
works well consistently
Develop daily/weekly
communication plan
Daily/weekly
communication plan
generally works reliably
Other
Co-planning
Begin to plan for full
year’s meeting schedule
Develop agenda format
Develop Lesson Plan
format (long form)
Develop weekly lesson
plan format (short form)
The full year’s meeting
schedule mainly works
The agenda format mainly
works
Lesson Plan format (long
form) mainly works
Weekly lesson plan format
(short form) mainly works
Daily/weekly
communication plan
consistently works
efficiently
Other
The full year’s meeting
The full year’s meeting
schedule generally works
schedule works effectively
effectively and consistently and consistently
The agenda format
The agenda format works
generally works effectively effectively and consistently
and consistently
Lesson Plan format (long
Lesson Plan format (long
form) works effectively and
form) generally works
consistently
effectively and consistently Weekly lesson plan format
Weekly lesson plan format (short form) works
(short form) generally
effectively and consistently
works effectively and
consistently
Co-teaching
Models Used are
Highlighted
Whole Class:
 One teach/One
observes
 One teaches/One
drifts
 One teaches/One
assists or supports
 One teaches/One
adapts the
curriculum
Small Group
 Parallel Teaching
 Alternative
 Skill Group
 Learning Styles
Models Used are
Highlighted
Whole Class:
 One teach/One
observes
 One teaches/One
drifts
 One teaches/One
assists or supports
 One teaches/One
adapts the
curriculum
Small Group
 Parallel Teaching
 Alternative
 Skill Group
 Learning Styles
Models Used are
Highlighted
Whole Class:
 One teach/One
observes
 One teaches/One
drifts
 One teaches/One
assists or supports
 One teaches/One
adapts the
curriculum
Small Group
 Parallel Teaching
 Alternative
 Skill Group
 Learning Styles
Models Used are
Highlighted
Whole Class:
 One teach/One
observes
 One teaches/One
drifts
 One teaches/One
assists or supports
 One teaches/One
adapts the
curriculum
Small Group
 Parallel Teaching
 Alternative
 Skill Group
 Learning Styles
 Stations
Duet
 All models
Coassessing
and cograding
Using Data
Improving
Practice
 Stations
Duet
 All models
 Stations
Duet
 All models
 Stations
Duet
All models
Assess all major
assignments together
Use mutually developed
rubrics
Rubrics can include
modified work
Do report cards and
progress reports together
and mainly agree
Examine standardized
Student work is used at
assessments, IEPs, and
the end of each marking
previous grades together period to assess the
Use these assessments to effectiveness of teaching
set goals and plan for year and to set goals for the
next quarter
Assess together
Use common rubrics
Grade report cards and
progress reports together
Use results to plan for the
next week or unit
Assess together with rubrics
that are mutually created
Grade together
Use classroom results to
develop flexible groups and
to modify instruction for
the week and for the year
Consistently use classroom
assessments formatively to
modify groups and plans
to differentiate instruction
Begin to track at risk
students’ progress
This rubric is used
to assess present state of
and to assess growth in
differentiating instruction,
developing group work,
formative assessment of
student work to adjust
curriculum, IEP goals,
UDL, RtI and/or local or
self-selected PD initiatives
The DI groupings are
varied as need is
demonstrated in the class.
UdL, RtI, and/or specific
local initiatives are
generally employed in
planning and teaching
Data from observations,
behavior, classroom
assessments, qualitative
and quantitative are used
consistently and effectively
to plan and to monitor
student progress
throughout the year.
Universal Design for
Learning, Differentiating
Instruction, Response to
Intervention, and other
local or team-based PD are
consistently to support
effective teaching and
progress monitoring for all
students.
Begin to assess students’
work together and to set
mutually agreed upon
standards
Begin to develop rubrics,
scoring sheets together
Differentiating instruction
is begun in parallel
groupings include flexible
groups that reflect need,
interests, self-selection,
learning styles, stations,
etc.
Co-teachers have begun to
work on new-to-one or
both co-teachers specific
PD or initiatives
School-wide
Inclusion
using the Co-Teaching
Progress Rubric
Co-teachers look at the
status of school-wide
inclusion: principal
support, teacher
attitudes, teacher
support, time allotted,
progress, needs
Co-teachers begin to
discuss the status of
school-wide inclusion with
administrators and
teachers
Co-teachers provide
regular feedback to
administrators and
teachers about the status
of inclusion.
They may provide
workshops in the school.
Co-teachers advocate for
inclusion and provide
regular feedback to
administrators and teachers
about the status of
inclusion. They may provide
workshops in the school.
Useful Forms for Co-Teacher Planning
Planning--Agenda
Meeting Date
Minutes Recorded by:
Time
5 min
5 min
5-10 min
30 min
10 min
5 min
People Present
Follow-Ups necessary:
AGENDA
Review Agenda and Positive Results since the last meeting
Review the Co-Teaching Progress Rubric/Tracker to make sure you keep all of your priorities in focus
Review student needs, student work, student data
Plan for the next week using agreed-upon weekly lesson planning document or daily lesson planning document
Review tasks for participants for the next week
Plan for next meeting: time, place, participants, topics
Planning: Lessons (Quick Form)
Model Used
Day of week/
Content
Monday
Content:
Materials, Tasks Teacher A
Materials Tasks Teacher B
Tuesday
Content:
Wednesday
Content:
Thursday
Content:
Friday
Content:
ouping
SAMPLE DESCRIPTIONS AND ACTION PLANS











High
Advanced Descriptors
Rich topic and idea development
Careful organization
Subtle organization
Effective details
Effective use of Language





Demonstrates control over spelling
and grammar
Few if any distracting grammar,
spelling or usage errors
Action Plan for High
Read best examples from the
advanced group
Read a professional model of this kind
of essay
Have students describe what is good
about the writing in each example
Revise their papers using at least two
of the ideas from the student
exemplars








Medium
Proficient Descriptors
Complete topic and idea development
Logical organization
Good details
Appropriate use of language
The grammar, spelling and usage are
adequate though there may be more than a
few errors.
Action Plan for Medium
Provide scaffolding that links the topic to the
examples
Provide exemplars and a professional sample
Ask students to highlight and describe what is
good about the writing (in pairs or groups)
Model an example of how a topic can be
developed more deeply using a graphic
organizer with a column for Topic and boxes
for examples with space below each for their
explanation of the example.
Have students revise their essays with a
partner
Low/At Risk
Needs Improvement Descriptors
 Topic is not completely or clearly
developed
 Some adequate details or few
adequate details
 Language is limited and very simple







Grammar, spelling, and usage may be
inadequate and may distract from the
message
Action Plan for NI
Let students work in two’s to write a
topic and to collect examples from the
text
Model using the students’ words how
to clarify and strengthen their topics.
Model quoting from the text.
Have students write their explanation
of what each quoted section means in
answering the question
Provide some good examples perhaps
from other class members’ work
Have students re-write the original or
develop a new essay.
Whole Class
Have all students use the descriptors to sort out papers based on the three levels of performance. Using rubrics on others’ papers will improve
their understanding of the standards for their own work.
Have students write a second essay, but let them work with a partner after they have finished their first draft to revise and edit.
Bring a H, M, and L example of this work to your next session to LASW.
Sample Unit Plan for Whole-Year Planning
Unit/Lesson
Standard(s) (District or State)
.
What students will know and be able to do at the end of the unit/lesson.
Assessments:
Formative:
Summative:
Sequence of Lesson/Activities: How will you support and scaffold students’ learning as they move toward mastery?
Co-teaching Model(s) and timing
_____________Responsibilities
______ Responsibilities
Grouping Strategies (Seating Arrangements)
Group Students
(identify by table, group, name)
Group Students
(identify by table, group, name)
.
Accommodations, Modifications, and Materials for this
unit/lesson
Accommodations, Modifications, Materials
for this unit/lesson
Evaluation of Group A
Evaluation for Group B
Follow-up Notes to Share with Co-Teacher
Follow-up Notes to Share with Co-Teacher
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GROUP 1: WHOLE CLASS: Supportive Co-teaching One Teaches/One Observes, One Teaches/One Drifts, One Teaches/One Assists or Supports,
Adapting Curriculum Approach
Model I: Supportive Co-Teaching (Whole Group): One Teaches/One Observes
Strengths:




This supportive model is good to use as the co-teachers begin a new co-teaching relationship to allow a new co-teacher to observe the
classroom of her colleague
This model can be used occasionally to focus on a specific aspect of the class or a specific student with a planned sharing of observations to
consider possible instructional interventions or modifications. Those interested in learning more about effective peer observation may wish to
read the peer observation section found in chapter 11 of this book.
Co-teachers can alternate the teaching and observing roles to gain better understandings of the class and its individual students as well as of
the teaching style, strengths, and expertise of their co-teacher
Co-teachers can use this model to observe one another and provide valuable feedback on their teaching. Those who wish to learn more about
peer observation should read the peer observation section in chapter 11.
Challenges:




Unless these two leading and supporting roles are reversed the Specialist Educator (SE) can become more of an instructional aide.
If this method is used because of a lack of co-planning time, the SE may not clearly understand the goals of the class
This model may become an “ad hoc” partnership that lacks long-term shared goals and, as a result, lacks depth.
The skills of the second teacher may not be fully used throughout the class and may be limited to her target students or students who ask for
her assistant
Model I: Supportive Co-Teaching (Whole Group): One Teaches/One Drifts
Strengths:



This whole class model is useful as the co-teachers are establishing a co-teaching relationship and the new co-teacher observes the classroom
This model can be used occasionally when one teacher is directly teaching and the other gathers data and assists students throughout the
lesson
Co-teachers can alternate the teaching/drifting role to signal shared responsibility for teaching all students
Challenges:





If this model is the favored model for co-teaching, it can indicate that direct teaching is the primary instructional method
Unless these two leading and supporting roles are reversed, the SE can become more of an instructional aide.
If this method is used because of a lack of co-planning time, the SE may not clearly understand the goals of the class
This model may become an “ad hoc” partnership that lacks long-term shared goals and lacks depth.
The skills of the second teacher may not be fully used throughout the class and may be limited to her target students or only students who ask
for help
Model I: Supportive Co-Teaching (Whole Group): One Teaches/One Assists or Supports
Strengths:






This model is often the “default” model when the team does not have time to co-plan
This model is typical when a content teacher teaches and plans in isolation and a special educator supports students at times without taking
part in planning or goal setting
This can be a useful model when the co-teachers have limited planning time or specialist does not work in the classroom every day
After the direct teaching is concluded, both teachers assist and support students
The assisting teacher can provide the teacher who is teaching with misconceptions or questions for students
The assisting teacher can take notes or fill in a graphic organizer on the overhead while the other teacher teaches the lesson
Challenges:




This model may become an “ad hoc” partnership that lacks long-term shared goals and lacks depth.
The assisting teacher can have a relatively passive role
The skills of the second teacher may not be fully used throughout the class and may be limited to her target students or those who ask for help
This model may become an “ad hoc” partnership that lacks long-term shared goals and lacks depth unless the team has time to collaborate
Model I: Supportive Co-Teaching (Whole Group): Adapting Curriculum Approach
Strengths:

One teacher takes the lead and the other makes modifications as the occasion presents itself perhaps because of a student’s look of confusion
or a specific question




Co-teachers may develop a tool kit that can be used to support needed adaptations or modifications for specific students which may include
sticky notes, index cards, manipulatives, highlighters, a calculator, a spell checker, for example
The model requires very little planning time
Roles are clearly defined with a lead teacher doing the majority of the teaching and a support teacher providing assistance only
The method provides accommodations and the specialist is focused on her area of expertise
Challenges


This model may become an “ad hoc” partnership that lacks long-term shared goals and lacks depth.
The skills of the second teacher may not be fully used throughout the class and may be limited to her target students
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GROUP 2: MODEL II Groups; PARALLEL TEACHING: STATION TEACHING, Each Teacher Teaches a Group, Alternative Co-Teaching
Model II: Parallel Co-Teaching (Small Group Instruction)
In the Parallel Co-Teaching Model, both educators teach students at the same time. The activity within the groups distinguish each model.
1) In Station Teaching student groups move through two or more learning stations two of which are taught or facilitated by one of the co-teachers.
If the classroom have more than two stations, students will be able to navigate the independent tasks without teacher direction either because the
station is part of a familiar classroom routine of the task is clearly explained by the instructions at the station. For example, the station could be a
computer or group of computers and the student group could work through a program on which they have had prior experience or the station could be
a video which the student group views and takes note.
Model II: Parallel Co-Teaching (Small Group Instruction): Station Teaching; Each Teacher Teaches a Group
Strengths:






Learning centers are used to organize the classroom; students are divided into groups of from two to six and they rotate through the centers,
working at times with a teacher teaching or facilitating, or working independently and receiving support when needed. For example, a third
grade class might be working on writing a summary based on informational text. at one station, a co-teacher could read a short passage that
students collaboratively summarize, a second co-teacher might work on a longer passage and teams of 2 students might summarize a different
paragraph and share their summary with the rest of the group, a third station might an informational passage already on a bank of 2 computers
and students in 2’s summarize the paragraph, and finally a group of students might read an example summary and evaluate it using a rubric.
Each center focuses on a skill or on content that may have multiple levels or alternatives for response for differentiation among the groups
Each center can provide differentiated and focused learning for support, reinforcement, or acceleration
This model can provide access for all students to curriculum through differentiation of the centers
The stations must be carefully planned.
The stations can be self-directed by individual or groups of two students work together. If all of the stations are self-directed, teachers may
circulate to provide support when it is needed. Thus, teachers’ roles vary in station teaching. and each teachers may facilitate a specific center,
provide requested support, or circulate among all groups,
Challenges:



If centers are provided for “at risk” students only, centers may appear to be remedial and not a kind of differentiation for all students
This method is time intensive in the preparation of materials and the planning for the needs of all students.
If these centers are developed separately, one for GE students and the other for SE students, the co-teachers may be teaching two classes, but
in one classroom. As a result, there may not be a real partnership between the teachers if the groups are not co-planned and are always divided
into GE and SE students
In this Parallel Teaching model, each educator teaches a different lesson to a group
Model II: Parallel Co-Teaching (Small-Group Instruction): Each Teacher Teaches a Group
Strengths:
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The class is carefully divided into two groups either heterogeneously or homogeneously based on need, for example, in a middle school
mathematics class, students who are having difficulty with ratios might be in one group while another group may be focusing on solving word
problems about ratios
The same collaboratively-planned content is taught by each co-teacher possibly with each lesson taught on different levels of difficulty
The small groups provide for more student and teacher interaction
The model requires equal expertise if both co-teachers are teaching the same material
Challenges:
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This model may actually function as two separate classrooms held in one class if the groupings are always based on readiness or level of
challenge or if GE and SE students are always in separate groups
There may not be a real partnership between the teachers if they plan separately for their SE or GE students all of the time.
Model II: Parallel Co-Teaching (Small-Group Instruction): Alternative Co-Teaching: In Alternative Co-Teaching one group is smaller and is generally
taught by the specialist whose lesson is focused on specific targeted students;
Strengths:
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Generally the class is divided into a larger and a smaller group with the smaller group generally needing more intensive support, for example,
a small group of students may need re-teaching. The larger group may be going more deeply into a concept.
For example, in a middle school English class that just finished writing an argument, the students who had difficulty with their conclusions
might be in a small group looking at samples of good conclusions and working collaboratively to improve their own essays while the larger
class might use the class rubric to assess sample papers and then to work collaboratively to improve their essays.
Both teachers may work with each group alternatively in which case each educator teaches her unique content or each teacher may stay with
one group
The smaller group participants change for different purposes including pre-teaching, re-teaching, and enrichment
This model is generally used for a short period of time
Challenges:
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This model may actually function as two separate classrooms held in one class if the groupings are always based on readiness or level of
challenge or all of the students are divided into GE and SE students
There may not be a real partnership between the teachers if this type of lesson is planned separately Model II: Parallel Co-Teaching (Small
Group Instruction): Skill Group Teaching
Strengths:
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Students are grouped according to their need in specific skills could be taught by either co-teacher
At times this model is based on a 2- or 3-day co-teaching model when the SE teacher reteaches skills not yet mastered. In this case, the roles
of the co-teachers would be unbalanced because the specialist would work with only part of the class
This method saves time especially if specialist is not in the classroom daily
Multiple ability levels are addressed by dividing the groups into skills
Challenges:
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This model may actually function as two separate classrooms held in one class if the groupings are always based on readiness or level of
challenge
There may not be a real partnership between the teachers if the specialist is only planning for the target students
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Group 3 Model III: Complementary or Side-by-Side Teaching: Speak and Add and Duet
In the following two models, the teachers work together as equals. In the Speak and Add Model, the second teacher may provide support and take
notes on a smart board, provide scaffolding for the whole class, or may ask questions that students may have. Also, teachers may switch roles. In
addition, the second teacher may be a second content teacher in an interdisciplinary class who adds her content to the content of her co-teacher. In
the Duet or Team Co-Teaching model, both teachers are master co-teachers and function as a high-performing team. Each teacher is able to provide
both content and support to all students. The Duet or Team Co-Teaching form of co-teaching requires planning time.
The difference between the two forms of Model III is the level of expertise in co-teaching of the teachers of the two models. In the former Speak and
Add Model, generally teachers are teaching the whole class together as equals. Interdisciplinary teachers may use this model when most of their
teaching is direct teaching. On the other hand, the Speak and Add co-teachers may be just beginning to co-teach or they may have been working
together as co-teachers for a long period of time.
The high-performing Duet or Team Co-Teaching Team does not just use the whole class model, but uses all of the models, whole group, small group,
and complementary. The Duet or Team Co-Teaching model is called high performing because it is the most intensive of all of the models. It requires
time for co-planning and for communication. It also provides the most support for students.
Model III: Complementary: Speak and Add Model (Whole Class)
Strengths:
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One teacher takes the lead and the other teacher adds to the lesson with graphic organizers, examples, questions, ongoing assessment, and
support
In an interdisciplinary co-teaching class, each teacher may contribute his content area’s knowledge
This model can be used as a beginning stage of co-teaching while the specialist gains knowledge of the content and the GE teacher’s style
This method takes little time in co-planning and is easy to implement
Challenges:
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This model can underutilize second teacher (specialist) if this teacher is always “adding”
This model may become an “ad hoc” partnership that lacks long-term shared goals and lacks depth.
The skills of the second teacher may not be fully used throughout the class and may be limited to her target students
Model III: Complementary: Duet or Team Co-Teaching, A High-Performing Team
Strengths:
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Duet teachers co-plan and make instructional decisions to work with small groups, individuals, or the whole class based upon ongoing
assessments throughout the class
Both educators employ general and SE techniques to support the progress of all students
This model is the most completely integrated for students and fully utilizes all expertise of each co-teacher
This method is the most time intensive because extensive planning and communication is essential
This method provides the most support for students
The roles of the GE teacher and specialist are indistinguishable (Beninghof 2012, 55-58)
Chapman and Hyatt call this method “Walking the Talk” because all of the models are used as appropriate for the class.
Teachers facilitate whole and small groups, have stations that are independent and facilitated, and they differentiate for all learners
This model’s organization is based on student goals and needs.
Challenges:
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The model takes time for planning, time for balancing the two teachers’ relationship, responsibility, and trust; it requires interdependence
The model needs administrative and whole-school support and a school-wide commitment to both inclusion and to high expectations for all
students
This method puts the greatest stress on the relationship
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