DO NOW: Please Read: Collaborative Team Teaching: Challenges and Rewards
MAY 10, 2012 Marisa Kaplan1
What does CTT stand for? Some people think it's "creative thinkers thinking," or "cool teachers teaching." Others say it's "conflict
tackling together." While CTT means all of the above, it stands for "collaborative team teaching" and refers to the idea of a co-teaching
partnership.
Over the years, I have taught in seven co-teaching partnerships in a wide range of classroom environments. This is the path for many
dually certified special education teachers in New York City as the push for inclusion continues to spread. My partnerships have led me
on an emotional rollercoaster, yet through thick and thin, my belief in inclusion and collaborative team teaching has remained constant.
Though we are making strides in the right direction, we are still in the process of identifying what works in co-teaching.
Having co-taught in first grade, second grade and sixth grade, I feel confident in saying that the greatest challenge is finding a working
model for middle school co-teachers. While teaching first and second grade, I had one co-teacher for the entire school year. Whatever
challenges came our way, we certainly didn't lack the time to work them out. During my time in sixth grade, I co-taught ELA, math,
science and social studies. Teaching with four co-teachers leaves little time for co-planning or problem solving. Many middle schools
use stronger co-teaching models where the special education counterpart teaches two subject areas or one subject and small groups,
but even in those cases, co-teaching in middle school presents challenges.
What Makes a Strong Partnership?
Strong co-teachers provide seamless instruction for their students. Both teachers must come to a mutual agreement that they are
equals in the classroom, and students must perceive both teachers as invaluable members of the classroom community. This can be
particularly difficult for teachers who have taught alone for many years. Sometimes we don't realize how many decisions we make
alone in our classroom on a daily basis. Making decisions as a team is key to a strong partnership, but it is often an adjustment for
veteran teachers.
Strong co-teachers also eliminate the "mommy/daddy" issue in the beginning of the year through a series of open conversations. The
"mommy/daddy" issue refers to when a student says something like ". . . but she said I could!" in order to manipulate a set of coteachers. This happens quite often at first. Strong co-teachers do not always agree on everything, but they realize that the time for
disagreement is not during class.
Finally, strong co-teachers solve problems together. In fact, that is the best part of co-teaching; you're never in it alone!
Benefits of Co-Teaching
Having two minds facilitate a classroom community allows students to connect with different personalities. Co-teaching allows more
opportunities for small group and one-to-one learning, and stronger modeling during lessons. The co-planning process encourages two
teachers to bounce ideas off each other in order to deliver the strongest, most creative lessons. I always enjoyed using my partnerships
to model behavior and positive peer-to-peer interaction for students. When students experience their teachers working together, they
understand the power of respect amongst peers.
Let's not forget the most important part: it is nice to have another adult in the room! One year, I taught with a co-teacher, a student
teacher and four paraprofessionals. While things got a bit hectic at times, I loved the community we were able to develop in our class.
Teaching is overwhelming, but co-teaching can provide a support system so that we can do our jobs, yet remember to have fun along
the way.
Common Challenges of Co-Teaching
Co-teaching has its benefits, but be sure to understand that it has its challenges as well. The most common complaint I've heard from
colleagues in co-teaching partnerships is that it is difficult to work with someone whose teaching style and philosophy differ from your
own. In my own experience, success is less dependent on similar philosophies and more dependent on an open mind and willingness
to compromise. If you are in a co-teaching partnership with someone who views learning and teaching differently, make sure to talk
about it. Look at it as a chance to widen the scope of your practice by incorporating multiple styles into your teaching.
Another common challenge is in regards to the inequality that often forms in the classroom. Special education teachers often struggle to
present themselves as equals to their students, and this becomes even more evident in the middle school setting. Elementary coteachers share a classroom all day, but a middle school special education teacher can feel like a guest in a general education teacher's
space. It is crucial to have conversations with your co-teacher surrounding these issues. Setting up the classroom with your co-teacher
in September can help build a strong foundation for an equal partnership. Practicing a variety of co-teaching models also helps foster
equality.
A challenge that followed me through many of my partnerships was the issue of grading. Do you grade all students together? Does the
special education teacher grade all students with IEPs? Does the general education teacher truly understand the purpose and
implications of an IEP? These are all important questions to ask. I have found that it works best when you discuss this issue at the
beginning of the year. While more time-consuming, grading all students together as co-teachers is the most fair and consistent way to
grade. Grading together allows the special education teacher to share his or her expertise in IEP goals with the general education
teacher, and it allows the general education teacher to weigh in on IEP goals for his or her students.
Five Tips to Becoming a Strong Co-Teacher
1. Say this mantra: "All students are our students."
2. Come to planning meetings prepared (with an agenda) to maximize co-planning time.
3. If you feel something, say something! Open communication is the key to a successful partnership.
4. Realize that the success of your class depends on the strength of your co-teaching relationship.
5. Use a variety of co-teaching models to help maintain equality.
STRENGTHS AND CONCERNS SURVEY
What Are the Strengths and Concerns of Our Co-Teaching Team? Check the appropriate column.
Take this survey as individuals initially, then work with your co-teacher on the two questions at the bottom of the page
Essential Element
Description
Totally True Somewhat
Not Yet
True
The Partnership
Both co-teachers have equal voice in the planning, teaching,
and grading
Collaborative Relationship
The Partnership:
Both co-teachers are seen as experts in the classroom
Expertise of Co-Teachers is fully
used
The Partnership: Has Parity
Both teachers share the classroom space, all students, and
decisions equally
The Partnership:
When there are differences of opinion, the issue is directly
Has a Plan to Resolve Conflict.
confronted as soon as possible
Time for Collaboration is Provided
The district provides definite planning time during the
school day.
The Classroom Climate Supports Co All students ask questions of both co-teachers equally
teaching Practices
The classroom has a balance of all levels of achievement;
The Classroom Is Heterogeneous
it’s not a “low level” class
The Classroom Has Appropriate
Co-teaching is completely supported with materials for all
Space and Materials
students
Whole class teaching with the co-teacher assisting is NOT
The Classroom:
The Co-teaching Models Are Varied the main model
The Whole School Climate Supports It is clear that the co-teaching model is considered an
Co-teaching, Inclusion and Teaching important support both for students with needs and for
All Students.
general education student.
TOTAL EACH COLUMN
What are the major strengths of your team? (List them in priority order)
1.
2.
3
What are the major concerns of your team in priority order?
1.
2.
3.
Your notes
GROUP 1: WHOLE CLASS
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
GROUP 2: MODEL II; PARALLEL TEACHING: STATION 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
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 coteachers 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
GROUP 3: PARALLEL TEACHING 2 GROUPS
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:
 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:
 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.
GROUP 4: PARALLEL TEACHING ALTERNATIVE C0-TEACHING, SKILL GROUP TEACHING,
AND LEARNING STYLES
In Alternative Co-Teaching one group is smaller and is generally taught by the specialist whose
lesson is focused on specific targeted students;
Model II: Parallel Co-Teaching (Small-Group Instruction): Alternative Co-Teaching
Strengths:
 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:
 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:
 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:
 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
Model II: Parallel Co-Teaching (Small Group Instruction): Learning Styles Approach
Strengths:
 Both teachers support effective learning by providing re-teaching using multiple modalities, for
example, hands-on or visual re-teaching
 All learning modalities are included: visual/auditory and tactile/kinesthetic
 This model is generally used occasionally
Challenges:
 If this model is the usual model, the classroom may actually function as two separate classrooms if
the modalities address only the re-teaching of the target students
 There may not be a real partnership between the teachers if this is the only method used
GROUP 5: COMPLEMENTARY TEACHING AND THE DUET MODEL
Model III: Complementary or Side-by-Side Teaching
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 coteacher. 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:
 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:
 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:
 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 coteacher
 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:
 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
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.
Planning—Sharing Responsibilities
Teacher A
Teacher B
Shared
Concerns, Notes
Planning for the year
Planning for the week
Preparing materials
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
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)
Day of week/
Content
Whole Class:
 One teach/One
observes
 One
teaches/One drifts
 One
teaches/One
assists or supports
 One
teaches/One
adapts the
curriculum
Small Groups
Small Group





Materials, Tasks Teacher A
Materials Tasks Teacher B
Parallel
Teaching
Alternative
Skill Group
Learning
Styles
Stations
Monday
Content:
Tuesday
Content:
Wednesday
Content:
Thursday
Content:
Friday
Content:
Techniques Skills Survey
.
Content areas of classroom
Flexible grouping, cooperative learning
Making groups accountable
Teaching reading, writing, or specific skills
Developing a positive classroom environment
Routines for classroom (attendance, bathroom passes, transitions,
passing out paper, make-up work)
High expectations for all
Grading with another teacher
Major
Strength
Some Strength
I could learn
something about
This is a challenging
area that I could
learn about
Modification of lessons for specific needs
Designing scaffolds to support specific learner needs
Differentiating for different learners
Developing challenging and engaging units
Positive behavior supports
IEP Goals and progress monitoring
Creating a challenging yet safe environment for learning
Using data to make decisions about curriculum, instruction,
assessment, and specific students
Specific district or school Initiatives such as project-based
teaching, Response to Intervention, data analysis, curriculum
based assessment, etc.
Technology: Data bases, assessment, web-site design, behavior
software
Sample Middle School ELA Teacher and Special Educator Weekly Lesson Outline
Day of week/
Content
Monday
Content: Creating
a Graphic Novel
about the Hero
Tuesday
Content: Creating
a Graphic Novel
about the Hero
Whole Class:
 One teach/One
observes
 One teaches/One
drifts
 One teaches/One
assists or supports
 One teaches/One
adapts the curriculum
Small Groups
Small Group
 Parallel
Teaching
 Alternative
 Skill Group
 Learning
Styles
 Stations
Materials, Tasks Middle
School ELA teacher
Materials Tasks Middle School Special
Educator
Writer’s Workshop
Hero Graphic Novel writing in groups of 4:
Roles: Plotter, Storyboard drawing,
Dialogue, Publisher
Mini-Lesson: Storyboard
Conference with Group DEF about plot and
examples
visuals
Conference with Group
ABC about plot and visuals
Small group models
Writer’s workshop
Drafts due
Conference with Group
ABC about rubrics
Mini-lesson: Final product: example use rubric
Conference with Group DEF about rubrics
Wednesday
Content:
Reading Hero
Novels
Thursday
Content: Reading
Hero Novels
Friday
Content: Present
and Evaluate
Writing on Heroes
Literacy Circles:
Hero Theme
Literacy Circles
Hero Theme
Whole Class Present 6 groups share
graphic novels
Shared Rubric
Carousel—Using rubric
Awards for Best of Criteria of Rubric: Best
Plot, best Story Board, Best Dialogue,
Best as whole
Mini lesson in group G the
hero’s journey
Reading more challenging
book
Mini lesson in group G
(Reading more challenging
book)
Demonstrate
Rubric/Voting on Comic
Mini lesson in group H the hero’s journey
Reading easier book
Mini lesson in group H the hero’s journey
(Reading easier book)
Demonstrate How Carousel works
Class Norms
 Positive comments
 We’re all learning
 Appreciate the strengths of one another
 Grade—Best in gets “prize” from classroom
box
 Grade—based on rubric
Unit/Lesson: Middle School World Studies (Interdisciplinary) War: Causes and Effects: The French Revolution
Standard(s) (District or State)
HSS: Massachusetts History Curriculum World History
WHII.3 Summarize the important causes and events of the French Revolution. (H, C, E)
Causes:
A. the effect of Enlightenment political thought
B. the influence of the American Revolution
C. economic troubles and the rising influence of the middle class
D. government corruption and incompetence
Events:
A. the role of the Estates General and the National Assembly
B. the storming of the Bastille on July 14, 1789
C. the 1789 Declaration of the Rights of Man and the Citizen
D. the execution of Louis XVI in 1793
E. the Terror
F. the rise and fall of Napoleon
G. the Congress of Vienna
World History II.4 Summarize the major effects of the French Revolution. (H)
A. its contribution to modern nationalism and its relationship to totalitarianism
B. the abolition of theocratic absolutism in France
C. the abolition of remaining feudal restrictions and obligations
D. its support for the ideas of popular sovereignty, religious tolerance, and legal equality
Common Core for English Language Arts and History/Social Studies Literacy
MA. Reading and Literature, 9-10. 8. A. Analyze a work of fiction, poetry, or drama using a variety of critical lenses (e.g., formal,
psychological, historical, sociological, feminist).
MA. Reading and Literature 9-10 History :Compare the point of view of two or more authors for how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts
.
Assessments:
Formative: (observation, conference, quizzes, group work, rubrics)
Observation: Discussion at the end of class on point of view, primary documents, literature, and popular plays and point of view.
Formative: Hand in the notes from the musical: how the poor and the aristocrats were represented
Observation by each teacher: Discussion and activities when they met with each of the three groups.
Summative: (test, performance-based task, etc.) They will present the French Revolution from three points of view: the poor, the aristocrats, and
“fact finders.”
Sequence of Lesson/Activities: How will you support and scaffold students’ learning as they move toward mastery?
1Whole class introduction/mini-lesson, etc.:
Whole class description of the three groups and their responsibilities.
2Flexible group activities: Students move from group to group every 25 minutes.
3Wrap-up3Evaluation (exit slip, hand in work, observation, quiz, etc.)
Final discussion.
Co-teaching Model
 Supportive Model (Whole Class)
X Parallel Model (Small Groups)
 Complementary/Side-by-Side (Whole Class)
John’s Responsibilities
1. Co- Explain the 3 groups
2. Materials for primary source about the poor activity
3. Co-Lead final discussion
Collect students’ notes
Celeste’s Responsibilities
1. Co- Explain the 3 groups
2. Materials for novel activity
3. Co-Lead final discussion
Collect students’ questions
Grouping Strategies (Seating Arrangements)
Random grouping: count off by 3’s and move from group to group every 25 minutes and gather together at the end of class to discuss the three
activities.
.
Group A Students
Random
Group B Students
Random
Group C Students
Random
Modifications
None
Modifications
None
Modifications
None
Assessment
Observation in HSS or ELA group and
at end of class
Evaluate quality of questions using
rubric
Assessment
Observation in HSS or ELA group and at end of class
Evaluate quality of questions using rubric
Assessment
Observation in HSS or ELA group and at end of
class
Evaluate quality of questions using rubric
Developmental Continuum of a High Performing Team
Use this form to set goals and monitor progress—Use highlighter to indicate all descriptors that apply.
Criteria
Partnership
Novice
Begin
Develop
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
Developing
Fairly
Generally
Mainly
Proficient
Generally consistently
Generally effectively
Generally reliably
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
Daily/weekly
communication plan
generally works reliably
Other
Develop daily/weekly
communication plan
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
High-Performing Team
Consistently
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
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
form) generally works
and consistently
effectively and consistently
Next Steps for
HIGH priority
Selecting
NOTE: Date
each
comment
Co-teaching
Coassessing
and cograding
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
Begin to assess students’
work together and to set
mutually agreed upon
standards
Begin to develop rubrics,
scoring sheets together
Weekly lesson plan format
(short form) generally
works effectively and
consistently
Weekly lesson plan format
(short form) works
effectively and consistently
Models Used are
Highlighted
Models Used are
Highlighted
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
Assess all major
assignments together
Use mutually developed
rubrics
Rubrics can include
modified work
Do report cards and
progress reports together
and mainly agree
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
Assess together
Use common rubrics
Grade report cards and
progress reports together
Use results to plan for the
next week or unit
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
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
Using Data
Examine standardized
assessments, IEPs, and
previous grades together
Use these assessments to
set goals and plan for year
Student work is used at
the end of each marking
period to assess the
effectiveness of teaching
and to set goals for the
next quarter
Consistently use classroom
assessments formatively to
modify groups and plans
to differentiate instruction
Begin to track at risk
students’ progress
Improving
Practice
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
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
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
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
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.
School-wide
Inclusion
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.
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.