Instructor’s Guide for Cooperative Teaching
Topic Area: Collaboration
Module: Cooperative Teaching
Case Study: A Plan of Action
Summary: Mr. Clark, principal at Holmes High School, was interested in adopting a coteaching model at his school. He realized it would take a great deal of time and effort to
initiate the program, so he assembled an inclusion planning team (IPT) to discuss the idea
and assist with the development and implementation.
Characters and Roles:
 Mr. Clark, principal at Holmes High School
 Anita Long, parent
 Mr. Browers, special education teacher
 Mrs. Stone, general education teacher
 Mr. King, special education teacher
Tools:
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Circle of Influence on Co-Teaching Relationships
Power of 2
Types of Co-Teaching Models
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Timeline
Issues Identified for Each Level of Influence
Survey Created by IPT Members
Survey Results
Video Examples of Co-Teaching Models
Artifacts:
Glossary Terms:
 Co-Teaching
 IPT (Inclusion Planning Team)
Web Sites:
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http://www.powerof2.org
Discussion Points:
 What is your understanding of co-teaching?
 What are the advantages and challenges of co-teaching?
 Brainstorm how a co-teaching model could be effectively implemented in
a school.
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What are the pros and cons of piloting new educational programs before
adopting them for an entire school?
Who should be a member of an Inclusion Planning Team. Discuss why
certain people should be involved and what their roles would be.
Activities:
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Roleplay a scene between an administrator who supports co-teaching and
a teacher who is reluctant to implement the model.
Develop a timeline for implementing a new program.
Plan a meeting to inform parents about the co-teaching model.
Reflective Question: Scene 3, Question 3 – What would you say to someone who is
reluctant to adopt co-teaching? As educators, we are frequently asked or directed
to implement new programs. Whenever this occurs, it is very important for
teachers to recognize the need to make a change and then be convinced the
particular proposed intervention is the best idea. Whoever is making the
proposal should be able to document a need and provide research-based evidence
for the specific change. When professionals recognize a need, are committed to
helping all students learn, and believe in the proposed plan as a way to improve
student learning, they will hopefully be receptive to change and proceed with the
implementation in a positive and enthusiastic manner.
Connections:
 Topic Area: Collaboration; Module: Problem Solving
 Topic Area: Collaboration; Module: School-Wide Program Development