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It Takes Two to Tango: Co-Teaching for Elementary Teachers

A Training Module for Co-Teachers

Learning Module

Abstract

This learning module is designed for elementary teachers who are new or relatively new to co-teaching. Participants will engage in active dialogue and collaboration in order to develop a deeper professional relationship with their co-teaching partner. This learning module will guide participants through the main co-teaching models and will provide participants with practical applications for their co-taught classrooms.

Keywords

co-teaching, elementary, collaboration, parity, special education

Overview

In this learning module, participants will learn about six models of co-teaching: 

  • Parallel Teaching
  • Alternative Teaching
  • Station Teaching
  • Team Teaching
  • One Teach, One Assist
  • One Teach, One Observe

Participants will also engage in discussions and collaborative activities with their co-teacher in order to prepare for sharing a classroom and making joint decisions on all aspects of their classroom. All facilitator updates should be completed jointly by each pair of co-teachers. It is most ideal to conduct this module in-person with a facilitator, who will deliver the content and will guide participants through the interactive activities. 

Learning Objectives:

Participants will: 

  • identify areas of strength in themselves and in their co-teachers
  • describe 6 co-teaching models and how they can be used in the classroom
  • teach a short lesson with their co-teacher using one of the co-teaching models 
  • engage in active discussion and processes for making joint decisions
  • begin to develop a collaborative professional relationship with their co-teaching partner

Course Audience:

This learning module is designed primarily for elementary teachers who are currently co-teaching or will co-teach in the forseeable future. Administrators, general education teachers, and special education teachers will benefit from the topics being explored, as well as from the interactive format of the module. Prior knowledge or experience about co-teaching is beneficial but not necessary. Although co-teaching can occur with a general education teacher and various school professionals (e.g., social workers, English language learner specialists), this module will focus on co-teaching that involves a general education teacher and a special education teacher in a co-teaching pair. 

 

Introduction: Defining Co-Teaching

For the Participant

Welcome to the Elementary Co-Teaching Training Module!

Before diving into the main content, we will begin by conceptually defining co-teaching in order to develop common language and understanding. You will first complete a Co-Teaching Sort independently. In this sort, you will place eight statements about co-teaching into two categories, "What Co-Teaching Is" and "What Co-Teaching Is Not." Four statements should be placed in each of the categories.

After completing the sort independently...

  1. Discuss with your co-teacher: Where did you place each of the statements? Why did you place them there? Which statements did you agree or disagree on?
  2. Collaborative activity: Re-organize your sort, if necessary, so that you and your co-teacher agree on the final placement of all eight statements. 
  3. Verify responses: Click here to verify that your responses are correct. 

Make a comment: Which of the statements about co-teaching seems the most critical to you? What steps could you and your co-teacher take to ensure that co-teaching in your school incorporates these aspects?

For the Facilitator

Purpose: Participants will explore the definition of co-teaching and how it relates to their co-teaching relationship.

In this section, participants will reflect on their own views and opinions on co-teaching, as well as those of their co-teacher. Together, they will build a common understanding and develop common language on what co-teaching is and what the most critical aspects of co-teaching are to them. 

Below are the correct responses to the Co-Teaching Sort that participants will complete:

Share with participants that these descriptors and definitions are helpful to use when explaining what co-teaching is to others, especially with parents/guardians of students who are in a co-taught classroom for the first time.

Possible Supplementary Resources:

Media embedded July 13, 2019

Instructor Tips:

Guide participants to reflect on some possible preconceived notions they have about co-teaching.

Allow participants to wrestle with their own ideas and beliefs on what co-teaching is and is not.

Encourage discussion and dialogue to happen within each co-teaching partnership.

Assist participants in determining how they will use these descriptors to build an understanding of co-teaching in their respective school buildings. 

If participants do not have access to Google Slides (for the Co-Teaching Sort), create the sort as a paper version. Below are the documents that can be printed and cut for a paper version of the sort:

 

Identifying Teaching Strengths

For the Participant

It is important for teachers to know their own strengths in order to maximize these unique abilities in the classroom. In a co-teaching relationship, co-teachers reap the benefits of having two sets of strengths in their classroom. To be able to leverage your strengths, you must first reflect on what your individual strengths are as a teacher. 

Use the following handout to list your personal strengths as a teacher. Be sure to get as specific as possible when identifying these strengths. 

After identifying as many of your own strengths as you could, join back with your co-teacher to share what you have listed. Be sure to listen attentively as your co-teacher shares. After each person has shared, use the handout below to document the strengths you have in common and the strengths that differ. Using the Venn diagram, place the shared strengths in the middle section and use the two outer sections for each co-teacher's dissimilar strengths. 

After completing the Venn diagram, reflect together on the things you can learn from your co-teacher and the things you can teach your co-teacher this year. By working very closely in a shared classroom, co-teachers have the unique opportunity to observe each other and learn from each other each and every school day. It is important for co-teachers to recognize how to use this opportunity to their advantage in order to continue growing and developing in their profession. 

Use the handout below to list three things you can learn from your co-teacher this year and three things you can teach your co-teacher this year. Ensure that you identify areas that are specific, observable, and realistic. 

Keep this document somewhere visible in your classroom so you can refer back to it and hold each other accountable for maximizing both teachers' strengths in the co-teaching partnership. 

Make a comment: Share one of the things you can earn from your co-teacher and one of the things you can teach your co-teacher this year. Discuss some practical ways you intend to achieve these.

For the Facilitator

Purpose: Participants will identify areas of strength in themselves and in their co-teachers and will discuss how to leverage these strengths in their co-taught classroom. 

In this section, participants will reflect on their unique abilities and strengths they have as teachers. Participants will engage in a collaborative discussion in order to identify specific ways they can learn from and teach one another in their co-teaching partnership. 

When participants begin listing their personal strengths on the first handout, display the following visual to assist them. Explain to the participants that they should use these categories as general areas to then identify specific strengths they have within an area. Share an example: A teacher may use "Technology" as a general area and then identify his/her specific strength of being very knowledgeable about digital tools for managing student work, including Seesaw, Google Classroom, Classkick, and Showbie. 

After participants complete the Venn diagram handout, share a personal anecdote from your own co-teaching experience in which you maximized the strengths of you and your co-teacher. Give specific examples of something you learned from your co-teacher and something you taught your co-teacher. Explain how this impacted your co-teaching partnership, your classroom, and your students. 

Possible Supplementary Resources: 

​Share the video below as a closing activity to discuss how leveraging strengths relates to our students. 

Media embedded July 11, 2019

Instructor Tips: 

Provide participants all handouts in an organized packet. 

Reflect on your own experiences as a co-teacher (or in a different collaborative professional relationship).

Select powerful personal examples and anecdotes to share with the participants. 

If you know the participants well, take the time to recognize the strengths that you know of in individual participants.

Introduction to Co-Teaching Models

To begin our exploration of co-teaching models, we must keep an essential question in mind:

How is what co-teachers are doing together substantially different and better for kids than what one teacher would do alone?

We must be intentional about our co-teaching practices and regularly ask ourselves, "If the outcomes of the lesson (either academic, behavioral, or social) are not improved, what was the point of having a lesson co-taught?"

Co-teaching involves two certified professionals who share the responsibility for one group of students. To promote positive student outcomes in the classroom, co-teachers must incorporate various models throughout the day to meet the needs of their diverse learners. By effectively using co-teaching models in the classroom, students benefit from enhanced learning experiences:

  • Reduced student-teacher ratio
  • Increased differentiation
  • Minimizing behavioral issues
  • Richer interactions and discussions (due to smaller group sizes)
  • Minimizing student anxiety (due to smaller group sizes)
  • Increased participation from all students

Co-teaching is sometimes compared to dancing. In the co-teaching dance, two partners work together, learning each other's steps, playing to each other's strengths, and moving together in a harmonious way. Each "dancer" brings his/her own personal style and flair, but together, they create incredible performances.

We will begin our exploration of this co-teaching dance with parallel teaching.

Let's tango!

Parallel Teaching

For the Participant

What it is:

  • Both teachers take half of the class in heterogeneous groups to reduce the student-teacher ratio
  • Groups may occur in the same setting or in different settings 
  • Instruction of groups occurs at the same time 

Parallel teaching can occur in three different ways:

  1. Same content delivered the same way 
  2. Same content delivered in two different ways
  3. Different content in the two groups
Media embedded July 18, 2019

How it can be used:

  • Introduction of a new topic (e.g., complete a K-W-L chart)
  • Mini lessons
  • Discussion groups 
  • Shared reading
  • Homework or assessment review
  • Debates

Recommended frequency: 2-4 times a day 

It is helpful for co-teachers to figure out how they can give each co-teaching model a "home" in their school day schedules. Giving a co-teaching model a home means that teachers find a permanent place for it during a specific part of the day. For example, teachers may choose to give parallel teaching a home for all writing mini lessons. Giving a co-teaching model a home eliminates the need to have a discussion about co-teaching models for every lesson, provides students with consistency and routine, and helps teachers develop a shared vision for instructional delivery. While "giving it a home" is a beneficial strategy, it is nonetheless important for teachers to evaluate these "homes" from time to time, ensuring that they are still being effectively used. 

​Make a comment: ​How might you and your co-teacher give parallel teaching a home in your classroom? Share 2-3 ways you can use the parallel teaching model consistently during your school day. 

For the Facilitator

Purpose: Participants will explore parallel teaching and discuss how it can be used in their classrooms. 

In this section, participants will learn about the co-teaching model, parallel teaching. Participants will also be given time to discuss with their co-teacher some ways in which parallel teaching can be given a "home" in their classrooms. 

During the "What it is" section, provide concrete examples of what these points may look like in the classroom. For example, when using different settings, teachers may choose to use the classroom, hallway, library, or computer lab. Additionally, provide teachers with tips for classroom management while parallel teaching. These could include setting a timer to know when both groups should finish or teaching students to use a quiet, inside voice to minimize noise and distractions. 

To illustrate how parallel teaching can occur in the three different ways listed for the participants, share an example. The following is one option: 

Content area: 3rd grade ELA- poetry unit 

  1. Same content delivered in the same way- In two heterogeneous teacher-facilitated groups, students will do a close reading of the same poem. Both teachers will be targeting one skill: identifying the poem's main idea and theme.
  2. Same content delivered in two different ways- Teachers will choose two different poems to use in their groups, based on student interests, background knowledge, complexity, etc. However, teachers will teach the same skill of identifying the main idea and theme.
  3. Different content- Teachers use two different poems to teach two different skills. In one group, students will work on identifying the main idea and theme. In the other group, students will analyze the poem to find examples of figurative language. It is important that students have an opportunity to be in both groups (in the same day or a different day) so that they are provided with all of the instruction. 

Possible Supplementary Resources:

Parallel Teaching Approach
Media embedded July 11, 2019
Media embedded July 11, 2019

Instructor Tips:

Share the intent behind the GIF. Explain how it illustrates parallel teaching, with both dancers doing essentially the same moves next to each other. 

Facilitate a discussion after watching the "Parallel Teaching" video. Ask participants what they noticed and to share any takeaways they have. 

Alternative Teaching

For the Participant

What it is: 

  • ​One teacher works with a large group of students, one teacher works with a smaller group of students (general education teacher and special education teacher should switch roles by topic, content area, randomly, etc.) 
  • Instruction in the small group should last a short amount of time (maximum 15-20 minutes) 
  • Students in the small group should not be missing any key or new instruction happening in the large group 

​Alternative teaching can occur for four different purposes:

  1. Re-teach 
  2. Pre-teach
  3. Enrichment
  4. Modified or alternative lesson
Media embedded July 11, 2019

How it can be used: 

Small Alternative Group

  • Pre-teach vocabulary 
  • Deliver the same lesson with additional supports (e.g., visuals, manipulatives, graphic organizers) 
  • Provide a challenge question
  • Preview a visual schedule or list of activities
  • Teach a short SEL lesson prior to a group activity (e.g., conflict resolution, working as a team, recognizing others' points of view) 
  • Provide assessment accommodations

Meanwhile, the large group (the rest of the class) must not be receiving new content or information. Instead, they may be doing one of the following:

  • Completing a warm-up activity or bell ringer exercise
  • Watching a short video
  • Working independently
  • Reviewing homework 
  • Working on a formative assessment or exit slip
  • Completing a summative assessment

​Recommended frequency: 1-2 times a day

​Make a comment: ​How might you and your co-teacher give alternative teaching a home in your classroom? Share 2-3 ways you can use the alternative teaching model consistently during your school day.

For the Facilitator

Purpose: Participants will explore alternative teaching and discuss how it can be used in their classrooms.

In this section, participants will learn about the co-teaching model, alternative teaching. Participants will also be given time to discuss with their co-teacher some ways in which alternative teaching can be given a "home" in their classrooms.

During the "What it is" section, emphasize that the teachers and students in each of the groups (large group and small group) must consistently change when using alternative teaching. For example, it is critical that the small alternative group does not always consist of the students with disabilities working with the special education teacher. Co-teachers must ensure they are using alternative teaching for various purposes, pre-teach, re-teach, enrich, or provide modifications or alternatives to the lesson. 

When using the alternative teaching model, teachers may switch roles based on concrete things like subject area or topic. However, teachers can also be flexible in the moment in order to be most responsive to student needs. For example, the teacher who first notices a few specific students struggling with a concept may be the one to take the small alternative group. On the other hand, the teacher who did not provide deliver the core instruction that day may take the alternative group in order to provide students with a new perspective and different teaching style. 

Possible Supplementary Resources:

Media embedded July 11, 2019

Instructor Tips:

Share the intent behind the GIF. Explain how it illustrates alternative teaching, with both dancers doing similar dance moves but one dancer is distinctly smaller than the other, representing the small alternative group. 

Facilitate a discussion after watching the "Alternative Teaching" video. Ask participants what they noticed and to share any takeaways they have.

Station Teaching

For the Participant

What it is:

  • Students are divided into 3 or more small groups and rotate through the stations
  • Both teachers can facilitate a station or circulate among all stations while students work independently
  • Each station consists of different but related content
  • Groups can be heterogeneous or divided by other factors (e.g., assigned groups, ability levels, etc.) 
  • A station typically lasts between 15-30 minutes 

Because of the multiple groups occurring simultaneously and usually all in one classroom, station teaching has the potential of creating a somewhat chaotic classroom environment. During station teaching, students generally maintain high levels of engagement and participation due to the short bursts of instruction that change every 15-30 minutes. However, it is possible that the classroom can get too noisy and disorderly. Therefore, it is especially important to establish solid classroom management practices and to teach students the behavior expectations when using station teaching. Below are some tips for maintaining a well-managed classroom during station teaching. 

Classroom Management Tips: 

  • Use a visual timer, visual, sound, or other signal for students to respond to for transitioning from station to station. 
  • Display (e.g., on an interactive whiteboard) student groups and a rotation schedule for the station activities.
  • If available, use technology and digital tools to include an independent (not teacher-facilitated) station.
  • Use transition time as an opportunity for a quick, natural movement break for students. For example, at the end of a station, ask students to do five jumping jacks in place before moving on to their next station. 
  • Explicitly teach students expectations for each of the stations (e.g., noise level- is the expectation to use whisper voices or to work silently?) 
Media embedded July 12, 2019
Media embedded July 13, 2019

How it can be used: 

  • Daily 5 reading stations
  • Daily 3 math stations
  • Science or Social Science rotations (e.g., Station 1: close reading and discussion of a content-related text, Station 2: Review of key vocabulary terms, Station 3: Independent exploration of physical and digital artifacts) 
  • Book clubs
  • Literature circles
  • Station for specialist or related service provider (e.g., speech-language pathologist, social worker, reading specialist, English language learner interventionist) to provide push-in services 
  • Test review based on student needs, topic, etc. 

Recommended frequency: 2-4 times a day 

Collaborative activity: With your co-teacher, create something to assist you with the classroom management during station teaching. This could be a digital template for a rotation schedule display, the visual or auditory signal you will use for transitions, or a general outline of the stations you will run during a subject area. Ensure that what you create is useful and applicable to your actual classroom. 

Make a comment: How might you and your co-teacher give station teaching a home in your classroom? Share 2-3 ways you can use the station teaching model consistently during your school day.

For the Facilitator

Purpose: Participants will explore station teaching and discuss how it can be used in their classrooms.

In this section, participants will learn about the co-teaching model, station teaching. Participants will also be given time to create something to be used during station teaching in their classrooms. Participants will discuss with their co-teaching some ways in which station teaching can be given a "home."

During the "Classroom Management Tips" section, share with participants the following displays as models they can use. The display examples below were created on Google Slides and the timer videos included in the top-left corner were found on YouTube: 

Possible Supplementary Resources:

Media embedded July 12, 2019

Instructor Tips:

Share the intent behind the GIF. Explain how it illustrates station teaching, with three dancers who are engaging in three different dance moves in their separate spaces, but they are still related to each other because of the fact that they are all dancing in some way. 

Use as many specific examples as possible to explain how station teaching can be used. Ensure the examples you share span across various grade levels, content areas, etc. Allow participants to share some of their own examples. 

Encourage participants to be thoughtful as they create something that will be used during station teaching. Ensure that they choose to create something that is highly useful and practical to them. 

Peer Reviewed Project: Teaching a Co-Taught Lesson

For the Participant

This peer reviewed project will involve teaching a co-taught lesson, including the co-planning that must take place before the delivery of instruction. 

With your co-teacher, you will co-plan and co-instruct a lesson using one of the following co-teaching models: parallel teaching, alternative teaching, or station teaching. You are welcome to use a lesson plan template of your choosing, paper or digital version. 

You have two options for completing the project:

  1. Deliver the lesson to your actual students, or 
  2. Deliver the lesson to the other participants. 

If you choose the second option, you should still plan the lesson with the intended audience as the students in the grade level(s) you will co-teach. The lesson should last approximately 25-30 minutes. At the end of the lesson, you will share your reflections on your experience co-planning and collaborating with your co-teacher.

*Please note*: For both options, your lesson will be video recorded so that you will be able to complete the self-review after watching your own lesson. Your lesson should also be video recorded if you deliver it to your students so that your colleagues can view it and offer you feedback. Please ensure that students being recorded have media consent forms signed by a parent/guardian prior to video recording. 

Steps for completing the project:

  1. Co-plan the lesson with your co-teacher, selecting one of the three co-teaching models listed above.
  2. Deliver the lesson to your students or colleagues.
  3. Share your reflections (either live in front of your colleagues or in a video recording if you taught the lesson to your students). 
  4. Receive at least 3 peer reviews from your colleagues (the other participants).
  5. Complete a self-review using the video recording of your lesson.
  6. Provide feedback on your peers' reviews. 

Co-Teaching Lesson Rubric: 

 

For the Facilitator

Purpose: Participants will co-plan and co-instruct a lesson with their co-teacher using one of the following co-teaching models: parallel teaching, alternative teaching, or station teaching.

In this section, cover the details and the rubric for this peer-reviewed project very thoroughly. Emphasize to participants the importance of engaging in collaborative planning with their co-teacher. Provide time for participants to begin planning their lessons, making yourself available to answer any questions. 

Possible Supplementary Aids:

Co-Teaching Lesson Plan Template 1
Co-Teaching Lesson Plan Template 2
Co-Teaching Planning Template

​Instructor Tips: 

Prepare paper copies of the co-teaching lesson planning templates with participants.

Provide any equipment needed for recording (e.g., iPad, tripod, microphones).

Share examples of completed lesson plans.  

Team Teaching

For the Participant

What it is: 

  • Both teachers are in front of the class delivering whole group instruction
  • Teachers may have designated roles or simply be teaching side-by-side 
  • Teachers bring their own teaching styles and personalities to a lesson 
  • Students receive two different styles of teaching at the same time 

It is important to remember that team teaching may come later in the year. In the first few months of co-teaching, teachers may want to take the time to get to know each other and their partner's teaching style before beginning to "share the stage" during team teaching.

Team teaching is an opportunity for co-teachers to combine their strengths during a lesson. Students benefit from the two different perspectives and ways of instructional delivery. Students also enjoy the interactions and even the banter that teachers display during a team taught lesson. This synergy between the two teachers truly increases attention, engagement, and entertainment! It is important to remember that this synergy is not made up of two teacher "solos," but instead, is a gracefully choreographed partner dance. 

Media embedded July 12, 2019

How it can be used: 

  • Morning meetings
  • Community circles
  • Whole group mini lessons
  • Introduction lessons to new topics
  • Think alouds
  • Role plays
  • Modeling behavior expectations 
  • Debates 

Recommended frequency: 2-4 times a day 

Make a comment: How might you and your co-teacher give team teaching a home in your classroom? Share 2-3 ways you can use the team teaching model consistently during your school day.

For the Facilitator

Purpose: Participants will explore team teaching and discuss how it can be used in their classrooms.

In this section, participants will learn about the co-teaching model, team teaching. Participants will also be given time to discuss with their co-teacher some ways in which team teaching can be given a "home" in their classrooms.

While participants explore team teaching in this section, emphasize the idea that team teaching involves a "shared stage." In other words, help participants understand that team teaching does not involve "tagging in" and "tagging out," but rather, it is an approach in which both teachers are fully engaged with different but equally active roles in a whole group lesson. 

Possible Supplementary Resources:

Media embedded July 12, 2019
Media embedded July 12, 2019
Media embedded July 12, 2019

Instructor Tips: 

Share the intent behind the GIF. Explain how it illustrates team teaching, with the two dancers working together to demonstrate a finely-tuned choreographed dance. The dancers are synchronized and equally active but doing different dance moves. 

Facilitate a discussion after watching the "Team Teaching" video. Ask participants what they noticed and to share any takeaways they have.

Use as many specific examples as possible to explain how team teaching can be used. Ensure the examples you share span across various grade levels, content areas, teacher roles, etc.

One Teach, One Assist

For the Participant

What it is: 

  • One teacher delivers whole group instruction, one teacher assists
  • If directly assisting students, the assisting teacher typically assists 1-4 students
  • All students remain with the whole group

This is the co-teaching model that has the greatest potential to be overused. Use this co-teaching model judiciously in your classroom and ensure that there is a specific reason for choosing to do so. Although there may be circumstances that the one teach, one assist model is beneficial, it takes away from the value of strategic grouping and decreasing the student-teacher ratio. Be thoughtful and reflective about whether a lesson is truly maximizing the resources of two certified teachers in one classroom before using one teach, one assist. 

Media embedded July 12, 2019
Media embedded July 12, 2019

How it can be used:

The following are roles that the assisting teacher can take: 

  • Record key ideas on the board or fill out a graphic organizer
  • Pass out or collect papers and materials
  • Address behavior issues or provide proximity control
  • Monitor student work
  • Ask lead teacher to clarify any developing student misconceptions 
  • Interject with questions for the students to answer
  • Provide accommodations or modifications to the lesson
  • Provide scaffolded supports to students with higher needs or students with disabilities
  • Provide timely prompts to students (e.g., verbal, visual, physical prompts) 

Recommended frequency: infrequently ("here and there") 

Instead of giving this co-teaching model a "home," it is recommended that you give it a "couch." This means that one teach, one assist should occur the classroom, but it should not be used predominantly throughout the school day. It should be used "here and there" without necessarily giving it a permanent place in your schedule. Instead, teachers are advised to use this co-teaching model as they deem most appropriate and effective. 

​Make a comment: ​How might you and your co-teacher give one teach, one assist a "couch" in your classroom? Share 2-3 ways you can use the one teach, one assist model in your classroom. 

For the Facilitator

Purpose: Participants will explore one teach, one assist and discuss how it can be used in their classrooms.

In this section, participants will learn about the co-teaching model, one teach, one assist. Participants will also be given time to discuss with their co-teacher some ways in which one teach, one assist can be given a "couch" in their classrooms. 

During this section, it is important for the facilitator to be very clear that one teach, one assist is a co-teaching model that should be used very sparingly. Re-introduce the essential question that was posed at the beginning of the co-teaching models exploration: 

How is what co-teachers are doing together substantially different and better for kids than what one teacher would do alone?

Each lesson in a co-taught classroom should warrant the need for two teachers. The use of one teach, one assist must be purposeful and should not be used for miscellaneous tasks (e.g., grading papers, making copies, checking emails, simply sitting to the side/at your desk). The assisting teacher must be actively listening and participating in the whole group lesson even if he/she is not the one leading the instruction. 

Be explicit that the lead teacher is not and should be always be the general education teacher. When using the one teach, one assist co-teaching model, the general education teacher and special education teacher should switch roles regularly. 

Possible Supplementary Resources:

Media embedded July 12, 2019
Media embedded July 12, 2019
Media embedded July 12, 2019

One Teach, One Assist Integrated Co-Teaching

Moving Beyond One Teaching, One Assisting

Instructor Tips:

Share the intent behind the GIF. Explain how it illustrates one teach, one assist, with one dancer prominently standing front and center on the stage and the assisting dancers  at the sides but still actively part of the dance. 

Facilitate a discussion after watching the "One Teach, One Assist" video. Ask participants what they noticed and to share any takeaways they have. Have participants also share what they would do differently from what they saw in the video(s). 

Allow participants to share their thoughts on what some consequences of overusing the one teach, one assist model may be (e.g., students not viewing assisting teacher as a "real teacher," administrators not believing co-teaching is warranted, students not benefiting from having two certified teachers in the classroom). 

One Teach, One Observe

For the Participant

What it is:

  • One teacher delivers whole group instruction, one teacher observes
  • Observing teacher gathers specific observational data on students
  • Data collection can be on individual, small group, or entire class of students 

Co-teachers using the one teach, one observe model must establish a clear purpose for observation and desired outcomes of the observation. This observation must be an intentional, systematic part of the lesson, not just a random examination of student activity. Before using one teach, one assist, co-teachers must engage in a discussion on which types of information should be gathered during instruction and how to gather the data. 

Media embedded July 12, 2019

How it can be used: 

  • Take data on individual behavior or IEP goal (academic, communication, social, behavioral, etc.)
  • Analyze student and re-teaching needs
  • Use to gain specific information about (e.g., co-teacher conducts a "peer observation" on your teaching)
  • Observe students' levels of participation 

Recommended frequency: infrequently (give it a "couch") 

​Make a comment: ​How might you and your co-teacher give one teach, one observe a "couch" in your classroom? Share 2-3 ways you can use the one teach, one observe model in your classroom.

For the Facilitator

Purpose: Participants will explore one teach, one observe and discuss how it can be used in their classrooms.

In this section, participants will learn about the co-teaching model, one teach, one observe. Participants will also be given time to discuss with their co-teacher some ways in which one teach, one assist can be given a "couch" in their classrooms.

As a facilitator, reiterate that the lead teacher is not always the general education teacher when using the one teach, one observe model. The general education teacher and special education teacher must alternate roles regularly. Furthermore, the purpose of data is to drive instruction. Explain that teachers must analyze the data gathered during a one teach, one assist lesson and collaboratively make decisions about instruction. 

At the end of this section, share with the participants that the goal of co-teaching models is not to use as many as possible in a day. The goal is to maximize student learning. Co-teachers must be willing to try different models in order to determine what works best for their classrooms and for their students. Each co-taught lesson should warrant the use of two teachers, and each teacher should know the distinct but essential role he/she has in the lesson. 

Possible Supplemental Resources:

Frequency Data Collection Sheet
ABC Data Collection Sheet
Duration Data Collection Sheet

One Teach, One Assist Integrated Co-Teaching

 

Media embedded July 12, 2019

 

Media embedded July 12, 2019

Instructor Tips:

Share the intent behind the GIF. Explain how it illustrates one teach, one observe, with one dancer taking on the main dancing role and the other one actively observing. 

Facilitate a discussion after watching the "One Teach, One Observe" video. Ask participants what they noticed and to share any takeaways they have. Have participants also share what they would do differently from what they saw in the video(s).

Give participants an opportunity to share any resources or strategies they have regarding data collection. It is beneficial for participants to exchange any data collection sheets they already have instead of having to recreate them. 

Making Joint Decisions

For the Participant

Co-teaching involves a working relationship in which teachers co-plan, co-instruct, and co-assess all students in their classroom. In order to establish this working relationship, teachers must learn to make all classroom-related decisions collaboratively and jointly. 

In this section, you will engage in a 4-part activity to begin developing a successful working relationship with your co-teacher. 

Part 1: Identify your hopes, attitudes, responsibilities, and expectations 

In Part 1, you will identify your own desires and thoughts about teaching in a co-taught classroom. Take some time to reflect on who you are as a teacher and how you can continue to preserve these things about yourself within a co-teaching relationship. Complete the document below independently: 

S.H.A.R.E. Part 1

Part 2: Share your responses with your co-teacher

​In Part 2, you will share the responses you wrote in Part 1 with your co-teacher, and your co-teacher will do the same. During this time, refrain from commenting on your partner's responses or engaging in a conversation. Instead, simply read your own responses or actively listen to your co-teacher's responses. After both co-teachers have finished reading through their responses, take a few minutes to reflect on your partner's responses. 

Part 3: Share and discuss reactions to the responses​

​In Part 3, you will discuss the reactions you had to your co-teacher's responses from Part 2. Use the document below to record whether you agreed, compromised, or agreed to disagree on each section of the first document, as well as to jot down some notes from your discussions:

S.H.A.R.E. Part 3

​Part 4:

​In Part 4, you will begin making joint decisions with your co-teacher. Reflect on the discussion you had with your co-teacher in Part 3, and use it to drive the decision-making. Using the document below, record the decisions you and co-teacher make in the categories listed (similar categories as the ones in the Part 1 and Part 3 documents). Be sure that your decisions are specific, realistic, and replicable. 

S.H.A.R.E. Part 4

Make a comment: Share a short reflection on your experience making joint decisions with your co-teacher today. What was successful? What was challenging? How might you incorporate elements of today's activity into daily collaboration and decision-making with your co-teacher?

For the Facilitator

Purpose: Participants will engage in active discussions and a 4-part activity to begin making joint decisions with their co-teacher. 

Introduce this section by emphasizing the importance of shared parity, or equality, in the co-teaching relationships. Participants must identify their own values and expectations for co-teaching and learn to honor the values and expectations of their partner. 

Once participants begin the 4-part activity, simply walk around the room, occasionally checking in with co-teaching pairs and providing assistance if needed. 

Instructor Tips:

Share examples of joint decisions for Part 4. Take a category listed in the documents and give an example of a specific decision within that category (e.g., Parent Communication- teachers will use a shared account on Seesaw to communicate with parents/guardians; teachers will always CC their co-teacher on emails and will co-sign the email). 

Interact as minimally as possible with participants. Allow participants to use this time to engage in more lengthy, confidential conversations with their co-teacher. 

Provide time at the end for participants to share their thoughts and reflections on his activity in small groups or with the whole group.

Co-Teaching Reflection Survey

For the Participant

Please complete the survey below as a way to reflect on your growth and experiences as a co-teacher. The facilitator will also use this information to drive decision-making for improving co-teaching practices across the district. Your responses will not be shared with others. 

If you have not yet begun co-teaching, you will have an opportunity to complete this survey at a later time after you have entered into your new co-teaching position. 

Click here to access the survey. 

For the Facilitator

Purpose: Participants will complete the survey in order to reflect on their growth and experiences as a co-teacher. 

Allow participants to complete this survey on their own time within the week. Emphasize that these responses will not be shared with others (e.g., administrators, other colleagues). Explain the importance of taking the time to reflect on one's teaching practices, especially as some participants may be very new to co-teaching. 

Instructor Tips: 

Share with each participant his/her own responses after completion of the survey (e.g., via email). 

Use the information from the survey results to make changes or improvements to future training modules. 

References

Arkansas Co-Teaching Project. (2017, March 3). One teach one observe format [Video file]. Retrieved from https://www.youtube.com/watch?v=DgqU6rlDVro

Beninghof, A. M. (2012). Co-teaching that works. San Francisco, CA: Jossey-Bass.

Beverly Ochieng-Sande. (2017, April 14). One teach one assist teaching model [Video file]. Retrieved from https://www.youtube.com/watch?v=uOPmJwZ5yfo

Beverly Ochieng-Sande. (2017, April 14). Team teaching [Video file]. Retrieved from https://www.youtube.com/watch?v=ZlkIYZrH_HI

Earlywood educational services autism resources (n.d.). Retrieved from https://www.earlywood.org/Page/556

Education Week. (2011, October 14). Teaching is a marriage’ [Video file]. Retrieved from https://www.youtube.com/watch?v=_pnxst7dkLk

Ella Ransom. (2015, June 22). Coteaching approaches one teach one assist [Video file]. Retrieved from https://www.youtube.com/watch?time_continue=1&v=lOHsZAQxYfI

Finley, T. (2013, September 6). Bell ringer exercises [Web log]. Retrieved from https://www.edutopia.org/blog/bell-ringer-exercises-todd-finley

Frank Ryan. (2017, March 13). Station teaching method [Video file]. Retrieved from https://www.youtube.com/watch?v=cVqTn0LfAjc

Friend, M. (2013). Co-Teach! A handbook for creating and sustaining effective classroom partnerships in inclusive schools (second edition). Washington, DC: Marilyn Friend, Inc.

Kluth, P., & Causton, J. (2016). 30 days to the co-taught classroom: How to create an amazing, nearly miraculous & frankly earth-shattering partnership in one month or less. Minneapolis, MN: North Loop Books.

Kurtz, R. (n.d.). One teach, one assist model [Blog post]. Retrieved from https://ictmodels.wordpress.com/about/one-teach-one-assist-model/

Kurtz, R. (n.d.). One teach, one observe model [Blog post]. Retrieved from https://ictmodels.wordpress.com/about/one-teach-one-observe-model/

K-W-L (Know, want to know, learned). (n.d.). Retrieved from http://www.nea.org/tools/k-w-l-know-want-to-know-learned.html

Murawski, W. W., & Spencer, S. (2011). Collaborate, communicate, & differentiate: How to increase student learning in today’s diverse schools. Thousand Oaks, CA: Corwin.

Murphy, O. (2014, April 26). What does co-teaching look like? [Blog post]. Retrieved from https://edu240coteaching.wordpress.com/what-does-co-teaching-look-like/

Nicole Yoon. (2019, July 11). Parallel teaching [Video file]. Retrieved from https://www.youtube.com/watch?v=-9uvSUlSqdc&feature=youtu.be

Nicole Yoon. (2019, July 12). Station teaching [Video file]. Retrieved from https://www.youtube.com/watch?v=My1PNgrBMGg&feature=youtu.be

Nicole Yoon. (2019, July 12). Team teaching [Video file]. Retrieved from https://www.youtube.com/watch?v=OJCdNnhR7EI

Nist Eal. (2013, December 3). Co teaching model: Parallel teaching [Video file]. Retrieved from https://www.youtube.com/watch?v=G3vXHrY5Xi0&t=1s

Perez, K. (2012). The co-teaching book of lists. San Francisco, CA: Jossey-Bass.

School of Education - CSU, Chico. (2015, July 22). Alternative (differentiated) teaching [Video file]. Retrieved from https://www.youtube.com/watch?v=fr-S5CGDXBQ

School of Education - CSU, Chico. (2015, July 22). One teach, one assist [Video file]. Retrieved from https://www.youtube.com/watch?v=AeUa_cdaC6w

School of Education - CSU, Chico. (2015, July 22). One teach, one observe [Video file]. Retrieved from https://www.youtube.com/watch?v=S3AK33YOZfE

School of Education - CSU, Chico. (2015, July 22). Parallel teaching [Video file]. Retrieved from https://www.youtube.com/watch?v=gLi4LiUopwY

School of Education - CSU, Chico. (2015, July 22). Team teaching [Video file]. Retrieved from https://www.youtube.com/watch?v=MVeFjRdSH3c

Spencer, T. (2012, February/March). Co-teaching: Moving beyond one teaching, one assisting [Web log]. Retrieved from https://education.wm.edu/centers/ttac/resources/articles/consultcollaborate/coteachingmovingbeyond/index.php

Tedx Talks. (2016, March 2). Want to bring out the best in people? Start with strengths | Chris Wejr | TEDxLangleyED [Video file]. Retrieved from https://www.youtube.com/watch?v=MtduVS9BSxw

Villa, R. A., Thousand, J. S., & Nevin, A. I. (2013). A guide to co-teaching: New lessons and strategies to facilitate student learning. Thousand Oaks, CA: Corwin.