Chapter Eight Co-teaching Models © 2016 Taylor & Francis

In This Chapter You Should: Discuss the rationale for co-teaching. Describe the characteristics of co-teaching. Describe the six co-teaching models. Apply the co-teaching models to practical examples. List the conditions necessary for successful co-teaching partnerships. © 2016 Taylor & Francis

Why Co-teach? Characteristics of co-teaching Teaching a diverse population Mild to severe disabilities Elementary to secondary level General education students Increased breadth of knowledge Two teachers mesh Unique experience and knowledge brought to the classroom Characteristics of co-teaching Two professionals Diverse student populations Jointly delivering instruction Sharing classroom space © 2016 Taylor & Francis

Six Co-teaching Models One Teach, One Observe The observing teacher may gather data Teachers may switch roles as needed Least collaborative One Teach, One Drift Drifting teacher may manage behavior, observe, or provide academic assistance Educators share more classroom responsibility than one teach, one observe. Station Teaching Both teachers are involved in planning instruction Students move through stations in which educators teach © 2016 Taylor & Francis

Six Co-teaching Models One Teach, One Observe The observing teacher may gather data Teachers may switch roles as needed Least collaborative One Teach, One Drift Drifting teacher may manage behavior, observe, or provide academic assistance Educators share more classroom responsibility than one teach, one observe. © 2016 Taylor & Francis

Six Co-teaching Models Station Teaching Both teachers are involved in planning instruction Students move through stations in which educators teach Parallel Teaching Educators plan instruction and teach cohesively Each teacher presents information to a smaller heterogeneous group Allows for greater discussion, interaction, and closer supervision © 2016 Taylor & Francis

Six Co-teaching Models Alternative Teaching Educators plan instruction and teach cohesively One teacher works with a small group for a specific purpose The remainder of the class is addressed by the other co-teacher A homogeneous group of students with disabilities should not emerge Team Teaching Co-teachers take equal responsibility for all aspects of the classroom Most collaborative model © 2016 Taylor & Francis

Administrative Support Administrator support should be an ongoing support Initial introduction of the concept to the team Support via scheduling and collaborative planning time Participation in professional development Willingness to participate and learn © 2016 Taylor & Francis

Equity of Roles Components of instructional roles to share: Joint planning Joint instruction Joint evaluation Responsibility for learning, lesson planning, and assessment should be shared © 2016 Taylor & Francis