What is co-teaching?

Co-teaching also called collaborative teaching or team-teaching, “occurs when two or more professionals jointly deliver substantive instruction to a diverse, blended group of students in a single, physical space’’ (Friend & Cook, 2007, p. 113).

It is, thus, a coordinated instructional practice in which two or more educators handle instructional planning and delivery, assessment of student achievement, and classroom management.

Co-teaching developed out of special education and the need for joint teachers’ expertise (general and special education professionals) to meet the special needs of students.

However, as successful partnerships became the tool to support students’ learning, all educators and staff, not only special education teachers, can partner and bring their expertise.

So, language teachers, speech therapists, librarians, literacy specialists, occupational and physical therapists, gifted specialists, technology specialists, social workers, and school psychologists can use co-teaching.

However, for effective partnerships, co-teaching professionals should be equal in credentialing and status. They should actively engage in the instructional process to support students’ learning.

This means that co-teaching is not just a matter of educators’ collaborating, but it is more about sharing responsibilities during the entire period to meet the instructional needs of all students in the classroom.

Those responsibilities can include, for instance, teaching specific content, providing individual assistance to students, teaching study skills, designing assignments, and creating and maintaining a classroom management plan.

Co-teaching models

There are six co-teaching models. The roles of both teachers (Teacher A and Teacher B) are described here, along with the pros and cons of each model.

Working with your partners, you can pick what best works for your students or develop a model that is more appropriate to your context (blending the models).

The Duet Model (also known as team teaching)

Both teachers are involved in designing or reviewing the curriculum for the course before the school year begins. So, they set instructional objectives, plan lessons and activities, and design assessment tools.

In the classroom, they are both present and take turns teaching the whole class.

Within the Duet Model, collaboration concerns not only planning and providing instruction but also assessing students’ learning. They can take turns grading papers or split assessment responsibilities based on interests and skills.

Responsibility is also shared in reporting grades, deciding to meet students’ needs and conferencing with parents.

The Duet Model can help enhance students’ learning since it provides opportunities for constant differentiation of instruction based on their needs.

During the initial planning phases, the specialist identifies the needs of targeted students. So, both teachers design materials based on those needs from the beginning.

And because they spend a lot of time together, they are likely to make their content more flexible and differentiated.

In addition, this co-teaching model can be a source of teachers’ professional growth. They can learn from each other and develop and use new skills in teaching.

However, the Duet Model requires time for teachers to collaborate. Therefore, to make it more manageable, the specialist should co-teach with one teacher or two.

The school administration also needs to minimize any kind of distraction or ‘takebacks’ and encourage teachers to participate in co-teaching.

Speak and Add Model

This model occurs during instruction. Teacher A teaches while Teacher B provides additional support. The latter can be in the form of clarification, supporting struggling students to work with a task, or managing behaviours in the classroom.

The advantage of using this co-teaching model is that Teacher B can proactively help struggling students without having content expertise.

However, co-teachers should discuss the lesson plan and their responsibilities to support students’ learning.

Lead and Support Model

In the Lead and Support Model, Teacher A does all the instructional planning that will lead students to success, while Teacher B begins her collaborative effort after the plan is in place.

Before their class together begins, they meet to determine roles and responsibilities, discuss classroom management issues, and decide about their first class.

Such meetings and collaboration occur throughout the semester, where Teacher B brings her expertise to modify materials, and suggests supportive strategies to maximize learning opportunities.

The major advantage of the Lead and Support Model is that it saves Teacher B time.

However, since Teacher A is assigned total responsibility for planning, differentiated instruction may be less comprehensive than desired.

Also, not sharing equal responsibilities can deprive teachers of learning from each other.

Parallel Teaching Model

In Parallel Teaching, co-teachers split a class into two heterogeneous groups of students. Both teachers teach the same content in the same way, at the same time. This requires their collaboration to decide on the lesson content, instructional strategies, and timing.

The Parallel Teaching model can help in differentiating instruction and meeting the different needs of students. Teachers can also monitor easily each group and connect with students.

Further, this model provides more opportunities for students to participate and share their thoughts and needs in front of a small group.

However, co-teachers should consider ways to reduce noise distractions and plan to create a learning environment where they can both concentrate and minimize disturbances.

Station Model

The Station Model provides support for those students who need intensive instruction by pulling them into the station.

The process begins with identifying the learning needs common among students, then one teacher focuses on providing instruction on specific areas of students’ needs.

To avoid letting the targeted group of students fall behind their peers, co-teachers should devote five to fifteen minutes to those stations during the week.

In addition, while those students are working at a station, the rest of the class can be involved in:

• Working on independent projects.
• Discussing ideas in small groups.
• Providing peer feedback regarding their writing.
• Doing extension activities that relate to the same lesson.
• Preparing questions for their teacher and peers.

In the station model, formative assessment is necessary to assess continuously students’ learning and adjust instruction accordingly. So, this model can help the targeted students. Yet, students may feel embarrassed and they may even refuse to join the station.

Therefore, co-teachers should select carefully those who would benefit from station teaching. They can assign a task, and based on the students’ work, decide if they need more help.

Also, participating at a station can be a great learning opportunity for those absent students or those who have questions or feel confused about the lessons.  This makes them more willing and comfortable to take part.

Since in the station teaching model, students receive support from one teacher, co-teaching may not be that beneficial for them. So, this model should not be used on its own, but it should be blended with other co-teaching models.

The Skill Groups Model

Co-teachers divide the classroom into two or three more homogeneous ability-based groups, and then provide instruction that caters to students’ needs.

Unlike the station model where students are pulled aside into a homogeneous group, the skill groups model uses the whole-group option with an emphasis on differentiating instruction.

Advanced students can work more on challenging tasks in relation to the specific content of the lesson, while other groups receive interesting levelled instruction and activities.

Yet, designing appropriate instruction according to the students’ level and carefully grouping them is necessary to maximize learning opportunities for all of them.

For co-teaching to be successful, co-planning with comprehensive collaboration throughout the teaching process is critical. Co-teaching also requires ongoing teachers’ reflection, interaction with students, and flexibility to provide quality instruction. The process takes time, but it will pay off in the end.

References

Friend, M., and Cook, L. (2007). Interactions: Collaboration Skills for School Professionals, 5th edn. Boston, MA: Pearson Education.