A Guide to The Six Models of Co-Teaching
Based on the work of Friend and Cook

Co-teaching Approaches: Overview
One Teach, One Observe. One of the advantages with 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 Teach, One Drift. In a second approach to co-teaching, one person would keep primary responsibility for teaching a particular activity, while the other teacher circulated through the room providing unobtrusive assistance, direction, redirection and support as needed.
Station Teaching. In this approach teachers divide content and set up “work” stations around the room. Teachers conduct a mini-lesson at their respective station. Students move from one station to the other at given intervals. They would then have the opportunity to work independently at a third station.
Parallel Teaching. Teachers are both teaching the same information simultaneously to small groups of students. Teachers may choose this model so as to differentiate instruction based on the learning needs of particular students.
Teachers also may choose to divide the group when particularly difficult or challenging concepts are being taught, so has to have a more “hands-on” approach with smaller numbers of students.
Alternative Teaching. In most classes occasions arise in which several students need specialized attention. In alternative teaching, one teacher assumes responsibility for the large group while one works with the smaller group.
Team Teaching. Both teachers deliver the same instruction at the same time.
Teachers divide up the instruction and analysis and work as a team as they deliver the lesson. Much planning and communication is necessary for this model to work effectively. Team teaching requires both teachers to develop strong non-verbal communication skills.
Regardless of the model chosen, it is essential that both the general education and special education teacher share the instructional responsibilities. Both teachers are responsible for student learning in the classroom, without regard as to whether or not a particular student has an IEP.

Colts Neck Township Public Schools’ Mission
Statement Regarding In-Class Support
An effective collaborative teaching and learning classroom provides students with academic rigor within the least restrictive environment. This must be the standard for all students whether the student has an IEP or not.