1. Chapter Eight
Co-teaching Models
© 2016 Taylor & Francis

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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