Starter Kit 1
Starter Kit 2
The starter kit has been developed to help both general education teachers and special
education teachers new to collaborative teaching become familiar with the components of
collaborative teaching. Teachers will gain confidence in their ability to effectively improve the
educational outcomes for all of their students. This starter kit includes tools for effective
planning, collaborative teaching techniques, forms, a lesson plan and rubric among other
instruments for their success. The tools may be adapted and/or improved for a particular
situation or need.
Teachers will know and understand the differences between modifications and
accommodations. They will learn how to effectively adapt learning strategies to learning styles
and apply that knowledge to content areas. This starter kit is designed to assist the beginning
collaborative educator to feel confident in the classroom and work competently with their
partner.
Starter Kit 3
WHY CO-TEACH?
Co-teaching can be exciting and enjoyable. It minimizes the feeling of isolation sometimes
experienced by teachers working alone. It allows you the opportunity to learn from each other
and grow as professionals. You have the expertise of two professionals to help students learn.
WHAT IS COLLABORATIVE TEACHING?
Collaborative teaching is providing effective support to an academically diverse group of
students in a general education classroom. Co-teachers (a general education teacher and a
special education teacher) plan lessons and teach subject content together to both general
education and special education students. Co-taught classes group general and special
education students heterogeneously so as to integrate the students with disabilities
appropriately with their non-disabled peers.
Collaboration requires trust, effective communication and coordination of effort.
Collaboration is based on parity. Each teacher’s contribution must be equally valued. Both
teachers are responsible for key decisions and are accountable for outcomes.
BENEFITS OF COLLABORATIVE TEACHING
•
Shared goals.
•
Teachers share expertise and responsibilities for educating all students.
•
Students receive more instructional time.
•
Students are not being pulled out for extra help.
•
Students learn to understand differences in others and to work cooperatively.
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•
Improved class management.
•
Decrease in negative behaviors due to peer modeling and presence of another teacher
•
Use of learning strategies within content area.
•
Special ed. students develop responsibility for their own learning.
•
Meeting needs of individual learning styles.
•
Becoming teachers of ALL the students in your class.
•
Personal satisfaction and professional growth.
FIRST THINGS FIRST—GETTING TO KNOW YOUR PARTNER
Take time to know your co-teacher on a personal level. Develop a relationship with each
other. If you are comfortable with each other students will be as well. A good rapport
between the adults in the classroom will model positive adult interaction for the students.
Being at ease in each other’s presence will help to minimize misunderstandings and help
facilitate the resolution of problems.
Discuss your individual instructional beliefs. What are your teaching and discipline styles?
How do you handle behavioral issues? You create a cohesive classroom with consistent
expectations when both of you are on the same page with instruction and discipline styles. You
need to find a balance that makes everyone comfortable.
Co-teachers need to make a list of strengths, weaknesses, likes, and dislike. Allow the
strengths of each teacher be a guide as to which areas they can be most effective and let them
lead in those areas.
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The general education teacher needs to be involved in the creating of Individualized
Education Plans (IEPs). The special education students are their students also. For the plans to
be executed effectively the general educator must be informed about each child’s IEP.
Modifications, accommodations, goals and objectives must be discussed. Working together,
both special and general education teachers can meet the student’s needs ensuring adequate
progress. Likewise, the regular education teacher should discuss with the special education
teacher his or her goals for the general education students. Goals, objectives, and curriculum
for that grade level should be addressed by both educators.
COLLABORATION METHODS
Team Teaching
Station Teaching
Teachers share
responsibilities for
planning and instruction.
Teachers work as a team to
introduce new content,
work on developing skills,
clarify information, and
facilitate learning and
classroom management.
Teachers divide the
responsibility of planning
and instruction.
Students rotate on a
predetermined schedule
through stations.
Teachers repeat
instruction to each group
that comes through;
delivery may vary
according to student
needs.
Approach can be used
even if teachers have very
different pedagogical
This requires the most
mutual trust and
respect between
teachers and requires
that they be able to
mesh their teaching
styles.
When this approach is
used, co-teachers
should engage in
frequent checks for
level of comfort and
satisfaction because
the approach can be
intensive.
Since each teacher has
separate
responsibilities for
instruction, this
approach can be used
if the teachers have
differing pedagogical
approaches.
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approaches.
Each teacher instructs
every student.
Alternative Teaching Teachers divide
responsibilities for
planning and instruction.
The majority of students
remain in a large group
setting, but some students
work in a small group for
pre-teaching, enrichment,
re-teaching, or other
individualized instruction.
Teachers should be careful
that the same students are
not always pulled aside.
One Teaching, One
Drifting/Observing
A benefit of this
approach is that it
acknowledges the fact
that there are times
when small groups of
students need
instruction that is
different from what
the large group is
participating in.
Approach allows for
highly individualized
instruction to be
offered.
One teacher plans and
Requires very little
instructs, and one teacher joint planning
provides adaptations and
other support as needed.
Alternately, One of the
advantages in co-teaching
is that more detailed
observation of students
engaged in the learning
process can occur. With
this approach, for example,
co-teachers can decide in
advance what types of
specific observational
information to gather
during instruction and can
agree on a system for
gathering the data.
Afterward, the teachers
should analyze the
information together.
One consideration
here is that teachers
should be mindful of
the groupings. Groups
should vary so that
one group of
particular students is
not always pulled
aside.
Can result in one
teacher, most often
the general educator
teacher, taking the
lead role the majority
of the time
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Parallel Teaching
Teachers share
responsibility for planning
and instruction.
Class is split into
heterogeneous groups,
and each teacher instructs
half on the same material.
Content covered is the
same, but methods of
delivery may differ.
Both teachers need to be
proficient in the content
being taught.
This approach
requires significant
coordination between
the teachers so that
all students receive
essentially the same
instruction and that
grouping decisions are
based on maintaining
diversity.
Noise and movement
levels should be
monitored, and
teachers will need to
pace their instruction
similarly.
It is important to alternate the approaches that you use. Both educators must decide which
method to use depending on the curriculum demands of a unit or lesson and student learning
characteristics, needs, and interests. Remember the goal always is to improve the educational
outcomes of students through the selected co-teaching approach. Flexibility and creativity is
one of the preeminent features of co-teaching a lesson. You are more likely to take risks as a
co-teacher knowing you have someone to step in with another technique or approach if you
have difficulty with something new you are trying. Your co-teacher can help redirect the lesson
and point out what was so challenging.
CO-TEACHING CAUTIONS

Stigmatizing both students and co-teacher by hovering over one or selected students.

Both teachers are instructors. Do not make your co-teacher the “discipline police,”
materials copier, or in-class paper grader.

Both teachers bring expertise to the classroom. Do not neglect to utilize your partners
knowledge
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
Resentment will develop if one teacher feels like an aide in the classroom or there is not
equal sharing of responsibility.

Lower performing students should not be grouped together forming a special class
within the classroom.

Failure to prepare adequately can lead to poor monitoring of students.

Beware failing to adequately prepare other co-teachers to ensure they deliver
instruction as intended, since you cannot monitor each other while you all are
simultaneously co-teaching.

Make sure to alternate so both co-teachers get to lead and teach content

Parents need to know that you are both their child’s real teacher.
EFFECTIVE PLANNING
Co-teaching requires thoughtful planning time. The alignment of special and general
education happens then. Make this time as focused as possible. Take turns taking the lead in
planning and facilitating. Develop effective routines to facilitate planning. Effective planning
will create an environment where each person’s contributions are respected. Keep in mind that
planning skills improve over time. You must take time to reflect on the planning process and
delivery and efficacy of lessons.
GUIDELINES FOR PLANNING MEETINGS
To facilitate the effective use of time establish rules and procedures for meetings e.g.
•
rule about being on time for meeting
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•
procedures for reporting necessary absences
•
format for giving input for future meeting agendas
•
steps for recording minutes documenting all decisions made or actions taken at the
meeting
•
rules for individual participation in discussion
•
consensus methods used during decision making
Develop an agenda ahead of time to ensure that concerns and issues will be addressed in
the meeting.
INSTRUCTIONAL PLANNING: SAMPLE LESSON PLAN AND RUBRIC
Lesson: Elements of Nutritious Foods
Grade: 5
AIM: Students will explore the components of nutritious foods and how they are used
by the human body
Materials:
Variety of food packages.
Model food from the different food groups.
Food magnets.
Images of the human body and its systems.
Large scale model of the human body with labels for the various systems
Food group and nutrient labels.
Procedure:
The lesson is introduced by learning about the purpose of food and the
elements of nutritious food i.e. proteins, carbohydrates, fats, sugars, vitamin,
minerals, fiber and how the body uses them to remain healthy.
Students will determine what kinds of foods will keep them healthy by
selecting food from the various food groups to design a meal benefiting all
their body systems.
Assessment: Students will be asked to write about the various elements of nutritious
foods and how they are used by their bodies. Alternately, they can draw pictures
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representing the different food groups and show how they are used by their bodies.
Using images of the human body students can label the various systems and the types of
nutrient or food groups that benefit their bodies. Students may also use labels to attach
to the large scale model of the body to identify which nutrient(s) and/or food groups
benefit the various body systems. These activities can be done alone or in small groups
with a variety of academic levels.
RUBRIC FOR ASSESSING EFFICACY OF SAMPLE LESSON
CATEGORY
4
3
2
1
Scientific Concepts Report illustrates
an accurate and
thorough
understanding of
scientific concepts
underlying the
activity.
Report illustrates
an accurate
understanding of
most scientific
concepts
underlying the
activity.
Report illustrates
a limited
understanding of
scientific concepts
underlying the
activity.
Report illustrates
inaccurate
understanding of
scientific concepts
underlying the
activity.
Drawings/Diagrams Clear, accurate
diagrams are
included and
make the
experiment easier
to understand.
Diagrams are
labeled neatly and
accurately.
Diagrams are
Diagrams are
included and are included and are
labeled neatly and labeled.
accurately.
Needed diagrams are
missing OR are
missing important
labels.
Materials
All materials and
setup are clearly
and accurately
described.
Almost all
materials and the
setup used are
clearly and
accurately
described.
Most of the
materials and the
setup used are
accurately
described.
Many materials are
described
inaccurately OR are
not described at all.
Participation
Used time well
and focused
attention on the
activity.
Used time pretty
well. Stayed
focused on the
activity most of the
time.
Did not appear
very interested.
Focus was lost on
several occasions.
Participation was
minimal OR student
was hostile about
participating.
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Collaborative Planning Form
Subject: ______ _____ ______
Grade: ___________________
Lesson Objective:
Lesson Element
Gen Ed Teacher
Responsibility
Teachers:_________________
_________________________
Education Standard:
Special Ed Teacher
Responsibility
Notes/Comments
Benchmarks for student
success
Learning activity
Learning strategies
Approaches to implement
positive behavioral support:
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The co-planning form is a guide to help answer questions such as:
•
What are the content goals?
•
Who are the learners?
•
How can we teach most effectively?
•
What roles do we play in a given unit?
RUBRIC FOR ASSESSING EFFICACY OF C0-PLANNING
5
4
The regular ed.
and special ed.
teacher equally
share the planning
and assessment
for the class.
The regular ed.
teacher, in conjunction,
with the special ed
teacher plans most of
the concepts and
assessments.
3
The regular ed.
teacher plans the
concepts and
assessments with
minimal input
from the special
ed. teacher.
2
1
The regular ed.
teacher plans the
concepts and
assessments. The
special ed. Teacher
adapts tests for
special ed. students.
The regular ed.
teacher plans the
concepts to be
presented and
type of
assessment.
BUILDING CLASSROOM COMMUNITY
Stimulate discussion by asking students questions:
•
What would make you feel comfortable in the class?
•
What happened on the worst day you have had in school? How could that day have
been different?
•
What was the best thing in your classes from the past?
•
What do you want to learn about most?
•
What would make assignments more clear?
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•
How do you feel you learn best? What way do you learn best?
Hold class meetings periodically to find solutions to problems, obtain student feedback on how
a unit is working, or talk about homework, behavioral and procedural issues such as: How can
we make sure everyone follows the class rules?
Eliminate displays like star charts or other competitive indicators of how students are doing.
Use cooperative learning to foster a sense of community in the classroom. Integrating all
students heterogeneously allows for inclusive group interaction and causes them to work as a
team. They become responsible for one another’s success. Teachers will be able to monitor
students more closely and manage the class more efficiently.
Allow your student to know you personally by sharing information and anecdotes about your
life with them and acknowledge personal details of students’ lives recognizing special abilities
and accomplishments. Let the things that are important to them be important to you.
Cooperative skills can be taught through literature, art, social studies, language etc. Allow
group members to determine role they will undertake in a project. Have students take turns at
assuming different roles per project. Themes such as fairness, discrimination, acceptance,
diversity and justice can be taught through these methods.
INSTRUCTIONAL TIPS
Avoid disagreeing with or undermining each other in front of the students. It is important to
model for your students how to resolve differences in a positive manner.
Switching roles often helps to demonstrate and achieve parity in instruction and vary
instructional practices.
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Communicate with each other through inconspicuous signals:
•
Signals should cover such cues as when it is time to move on, when extra time is
needed, when one teacher needs to leave the room for an emergency, or when the
teachers need to briefly meet.
•
Signals for students can be used to indicate transitions, gain attention, or make an
announcement.
•
Create signals for students that are consistent and can be used by either teacher.
A class agenda which has standards to be covered, additional objectives and classroom rules
and expectations should be prominently displayed.
If a student is having difficulty monitoring or changing their own behavior the behavioral
contract can be a useful tool in affecting positive change in behavior. The contract will be an
agreement between the student and their teachers clearly outlining detailed expectations for
the student. It will include rewards for meeting those expectations and consequences if they
are not met. The agreement will be effective within a certain timeframe.
Teachers should be willing to fulfill the terms of the contract. It should be worded positively
specifying accomplishments and rewards. Teachers should be consistent in their implementing
of the contract or it will be ineffective. The contract must be fair; there must be a balance
between the work required and the reward to be received. Rewards are to be given after the
desired behavior is attained. Students can be encouraged to change however through the
frequent receipt of small portions of reward.
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SAMPLE CONTRACT
For__________________________________________
Student Name
Class__________________________
I agree to do these things (what, how much, how well, how often, how measured):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
For doing them I will receive (what, how much, how often, when):
______________________________________________________________________________
______________________________________________________________________________
Outstanding performance will be if I
______________________________________________________________________________
______________________________________________________________________________
My Bonus for Outstanding performance is
______________________________________________________________________________
If I don’t meet the terms of my contract, this is the consequence:
______________________________________________________________________________
This contract will be renegotiated on (date)
________________________
______________________________
Student’s signature
Teacher’s signature
________________________
______________________________
Date
Date
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ACCOMMODATIONS AND MODIFICATIONS
Accommodations refer to services and supports students may need to help demonstrate
learning. Accommodations do not alter the curriculum or grade level requirements. Following
are examples of accommodations:

braille writers

study carrels

oral tests and reports

extra test taking time

taped books

amplified systems

wheel chairs

note takers

large print

using calculators and/or manipulatives

assistive technology
Modifications refer to curriculum changes that meet the students’ needs. Modifications imply a
reduction in expectations what children learn within a particular subject or unit. This allows for
meaningful participation by the student. Changes may include the following:



instructional level

using simplified text to learn the same content
•
reduction in the amount of information to learn
content
performance criteria

limited expectations e.g. student may complete 5 definitions out of
twenty
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REFERENCES
Marston, N. 6 Steps to Successful Co-Teaching Helping Special and Regular Education Teachers Work
Together. Retrieved from National Education Association website:
http://www.nea.org/tools/17067.htm
Friend, M. (2005). Co-Teach! A handbook for creating and sustain effective classroom
partnerships in inclusive schools. Marilyn Friend, INC.
Friend, M., Bursuck, W.D. (2009) Including Students with Special Needs (5th ed.). Upper Saddle
River, NJ: Pearson
Salend, S. J. (2001) Creating Inclusive Classrooms (4th ed.). Upper Saddle, NJ: Merrill Prentice
Hall
Keefe, E. B., Moore, V., Duff, F. (2004) The Four Knows of Collaborative Teaching. Council for
Exceptional Children. Retrieved from SCRIBD website:
http://www.scribd.com/doc/6578227/4-Knows-of-Collaborative-Teaching
Retrieved from: http://rubistar.4teachers.org/index.php?ts=1288182731
Rosario, B., Coles, C., Redmon, P., & Strawbridge, J., Co-Teaching In The Classroom. Prince
George’s County Public Schools Region IV. (n.d.). Retrieved from
http://docs.google.com/viewer?a=v&q=cache:IcLc9gWdWcYJ:www.magonline.org/CoTe
achingI
Least Restrictive Environment Starter Kit Names of Chapters for Manual 1 & 2. Retrieved from
WestEd Center for Prevention and Early Intervention website:
http://www.wested.org/cs/cpei/print/docs/1005
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Co-Teaching for Teachers (2006). American Institutes for Research Washington, DC. Retrieved
from The Access Center website:
http://www.k8accesscenter.org/index.php/category/co-teaching/
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