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Supportive: Probably the easiest to do if there is no co-planning time available for the teachers, and easiest to fall back on. My only concern with this one is that it is easy to fall into a rut with this method and it doesn't always give as much input to the co-teacher if they are always in a supportive role.

Parallel: Allows for variances in the lesson by splitting the class in half, granting students two different perspectives on the given material as each teacher may have their own way of tackling the curriculum.

Complementary: This allows for each of us to build off of the other's thoughts directly in the lesson. This can help make the material more accessible to the students as it gives another way of viewing the material right on the spot.

Team: Probably the Master Class level of Co-teaching. I feel that when this works the best, the students cannot tell who the "gen ed/content" teacher vs. the special education teacher is. When this is done at its peak, both teachers have complete mastery of the curriculum, the lessons, and the expectations for what the students need to be able to do, making class seamless.

--Warner

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1. The "Lead" teacher does not have to be the same teacher over and over again. Both teachers can take the lead in the classroom as long as they are well versed in the curriculum and planned accordingly.

2. Team teaching is the most difficult to do seamlessly and requires the most planning time to pull off, but if done correctly, the students will never know or see a difference between the teachers in the classroom. We both become masters of the material, curriculum, and support services.

3. Parallel teaching is good for class debates because it gives the teachers the opportunity to focus on each side and better prep the students for that activity. I hadn't thought to use it in that way.

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1. Co-teachers need to have a willingness to share the space with each other. For some, it can be hard to let go of control of the classroom and allow another to have some semblance of control in the instruction of the students. There is a benefit, however, to letting that control go, as it can also allow the students to get various perspectives on the material, allowing them to have various entry points into the material.

2. Personalities need to mesh, or if there is a conflict in some way, there has to be an openness to have a dialogue and discuss/make adjustments for the betterment of the students in the classroom. There has to be a willingness to change in order to help each other and the students. Sometimes this is difficult for some to do but is probably one of the most important things that needs to be done in order to work well together.

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Do not fall into a permanent role. Both teachers should take part in every role of instruction. Teacher partners need to trust each other with the "control" of their classes. The Supportive approach can lead to this situation if not careful, so I would only use the supportive approach sparingly if staff are new to co-teaching, even if the co-planning time is limited. I've seen classes where the special education teacher is only there to support their kids and isn't given an opportunity to teach the lesson to the whole class.

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Supportive: One teacher/one aide but they can flip jobs.

Parallel: Stations in the classroom.

Complimentary: One verbal, one visual, both together.

Team-Teaching: Finish each other's sentences. They plan everything together.

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1. There are 4 different styles.

2. To team teach requires a lot of co-planning time.

3. These articles seem to value Team Teaching above the other options.

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1. They are experts in different areas, so as a team they can be better for the kids.

2. I like my co-teachers. They are fun people.

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It requires lots of planning.

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Supportive: One teacher/one observer but roles can be switched.

Parallel: Stations

Complimentary: Verbal/visual both teaching together

Team: Seamless. Two teachers working together to teach entire class.

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1. Four styles of ICOT.

2. Team teaching requires ample time for co-planning with each teacher one is co-teaching.

3. Team teaching preferred but significantly challenging when the number of co-teachers increase.

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Flexibility and humor

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The right teachers need to be involved in co-teaching.

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Supportive: Most commonly what is done. Since there is only one person who knows curriculum the best.

Parallel: Putting students in groups by ability or other purposes

Complementary: This tends to work best as two co-teachers get to know each other and curriculum better. They can add things that maybe helped them to learn the topic.

Team Co- Teaching: This is what Jill and I have historically done. We both take the lead on different things.

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1. True co- teaching takes a tremendous amount of planning and teamwork to make things work fluidly.

2. There are four models- I feel like in the past we have used each of these for different needs throughout the coteaching model

3. Different models can be used based on need but co-teaching it seems is the best option.

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1. Being willing to work together collaboratively.

2. Being willing to share space and responsibilities.

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Consistency of coteachers is important- but be careful not to get to comfortable that one person is doing most of the work.

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Each teacher can bring their strengths to the classroom. The students get the benefit of having ideas from two people instead of one.

Being willing to set differences aside and work collaboratively for the kids.

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Supportive: What happened when Izzo was CT only every other day

Parallel: Good for labs

Complimentary: We can work on this

Team teaching: Not sure we can do this with the new curriculum

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1. There are different choices

2. We can adjust as needed

3. We can start working on Complimentary

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1. There is more help in the classroom

2. We can tag-team

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Doing this with a new curriculum will be difficult

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Supportive- easiest to do. One can be providing direct instruction while other is circulating giving one-on-one support or making sure students are on-task.

Parallel: Splitting the group into two. Allows for smaller teacher to student ratios.

Complementary: Content specialist delivers instruction while the other clarifies or simplifies the content so all can understand.

Team-teaching: Both are fully responsible for the learning environment.

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There are multiple ways to do it. Team teaching requires the most amount of planning time. Each model can be used to fit the needs of the group and all involved. No matter what model is used it requires trust and respect for each other.

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Co-teachers have to have respect for one another and be willing to compromise.

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Supportive: Classroom teachers may resent the support they receive because of the unfair burden of unbalanced responsibility.

Parallel: Needs coordination to make sure of noise levels, group management, and proper prep for content delivery.

Complimentary: Support teacher adds in more examples and models expectations. Sometimes student monitoring is lost.

Team Teaching: Shared everything. Both teachers are equal in knowledge, content, delivery, expectations, etc. Difficult for multiple areas of specialization.

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I learned that ICOT has 4 models. I learned that we already use 2 of these models regularly. I learned that the team teaching model will be very difficult, if not impossible, at the secondary level due to the amount of time and content knowledge unless both are certified in that area.

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Ability to compromise and trouble shoot but with respect and integrity. Building relationships within the co taught class is paramount.

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Everyone involved needs to have realistic expectations.

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I learned there are 4 models.

It takes a lot of work (both planning and collaborating) to truly make co-teaching work.

Common planning time is required so everyone is on the same page.

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Supportive - Easiest to pull off, one provides direct instruction while other circulates

Parallel - Group is divided and each teacher works with a smaller group

Complementary - Content teacher delivers material and other teacher breaks the content down and simplifies it

Team Teaching - Two teachers working together on all facets

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Collaboration and flexibility are both necessary

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It requires time to plan together

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Supportive- seems the easiest place to start when working with new teachers and little planning time.

Parallel- stations can be beneficial to make smaller groups. Seems like this could also include some reteaching to students that need it.

Complementary teaching- could have content teacher provide initial instruction and support teacher may do a warm-up, give examples, exit questions,...

Team teaching- takes time to get here but I have had it work with teachers that I have worked with for multiple years. Very different with teachers you are new to working with.

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There are actual names to things that we are already doing.

This takes a great deal time to work out which is tough to carve out in a teachers day. When we increase the number of co-teachers we are working with it can be overwhelming.

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Flexible and quick thinking.

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Supportive- 1 direct, 1 helping

Parallel- Splitting up the class

Complementary- 1 main, 1 doing scaffolding

Team- 2 teachers in sync

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Integrated Co-Teaching is not something we actually do very often, even though we have labeled out classes as "co-taught" classes.

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1. Having an equal to bounce ideas off and plan lessons together would be great.

2. This is a benefit for the kids.

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Supportive - doing this every day

Parallel - need to do more of this when there is more data

Complementary - did this when teaching with BR every day - modeling

Team - good for students to hear both voices, two perspectives or ideas that they can connect with

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1. We have already been doing many of these things prior to the training.

2. It should lighten the load for both teachers - nice to have a partner.

3. There are many ways to co-teach.

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1. Ability to collaborate with another teacher with different experiences.

2. Having extra support in the classroom.

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Don't allow one person to take over. Share the responsibilities work together. Thought it will take more time than planning on your own, try to find the time.

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Two Positives of Co-teaching are:

Having two teachers in the room means students can get more help and support during lessons.

Each teacher brings different strengths, so students get to learn in different ways and from different perspectives.

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Three things that I learned are:

1. There are different styles of co-teaching.

2. Having two teachers makes it easier to give extra help and keep the lesson moving.

3. Co-teaching gives students the benefit of different teaching styles and strategies, which makes learning more engaging.

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Supportive – One teacher leads while the other helps students who need extra support.

Parallel – The class is split into two stations and both teachers teach the same material at the same time.

Complementary – One teacher adds to the lesson by using strategies or tools that make learning easier.

Team – Both teachers share teaching responsibilities equally and lead the class together.

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Supportive - One teacher leads while the other circulates, providing immediate help and feedback to students who need extra support.

Parallel - The class is split into two groups, with each teacher delivering the same lesson.

Complementary - One teacher enhances the other’s instruction with modeling note taking, running a visual aid, or rephrasing directions to deepen student understanding.

Team - Both teachers share equal responsibility for instruction, delivering lessons together.

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1. ICOT combines the strengths of a general education teacher and a special education teacher to support all learners in the same classroom.

2. Effective ICOT requires intentional co-planning time so both teachers can share responsibilities equally.

2. An ICOT classroom provides differentiated instruction while maintaining access to grade level curriculum for every student.

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Supportive: One teacher is the lead teacher and the other is the observer. The roles can be switched around.

Parallel: Group work including stations

Complementary: Content teacher delivers instruction and the support teacher provides examples and breaks the information down.

Team teaching: 2 teachers working together in sync.

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Flexibility in shifting roles and adjusting instruction to meet student needs.

Strong communication skills to collaborate and maintain equal partnership.

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Without careful planning, the relationship can become unbalanced, with one teacher unintentionally taking a lesser role.

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1. There are different styles of co-teaching.

2. It does require a lot of time to meet to ensure both teachers are on the same page and comfortable with the roles for each class.

3. This type of classroom provides more opportunities for learning.

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Flexibility within the classroom is key. We are able to offer a more diverse learning environment/

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Be careful not to fall into one teacher being the lead at all times.

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1. Supportive: This seems more traditional, with one person being "on the stage" with the other "behind the scenes." This is effective in terms of large group direct instruction and modeling in terms of management and support. However, it seems to lack the balance of other models.

2. Parallel: This allows for different groups of students to receive different instruction from each teacher, which provides the differentiation and support for diverse children.

3. Complementary: This is effective for balancing content and access to the content in a highly collaborative way.

4. team co-teaching: This seems like the ultimate way to conduct co-teaching, where-- like a well-oiled machine-- there is a seamless blend between the instructors.

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1. The models are similar, but their differences enable for different effects in terms of reaching students. In other words, each model can meet a different need for both teachers and students.

2. With the collaboration between the two individuals, it "lightens the load" of instruction, differentiation, and scaffolding-- automatically allowing instructors to construct stronger lessons

3. Team teaching seems to be the goal over time, but requires investment in time for planning and high collaboration.

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I feel that we have all attempted to use variations of these 4 approaches our whole careers. I was in Special Education for 15 years so I have seen both side of the fence. The supportive approach may come across as the easiest way to operate but it is just the most feasible. To be honest, when I was in SPED, I was never comfortable enough in the content or knowledge of the regents requirements in whatever subject I was in to interject and "co teach". I find that if the SPED and content area teachers remain the same in the same courses, over time more parallel and team teaching can occur. Complementary in my opinion is like a good cop bad cop scenario, purposefully designing instruction to have a devil's advocate so to speak in each topic. Working in the ideas of a different perspective, which works in history. It would take an immense amount of planning to get anything above supportive working at this time.

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1. A willingness to collaborate, be flexible, and open to differences in teaching, methods, techniques, and styles to accept the other individual.

2. A willingness to build connections between students and with co-teachers to facilitate communication and collaboration

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1. Be cautious about falling into easy routine (i.e. supportive role) since you need to be flexible for individualized student needs.

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I was a SPED teacher for 15 years. These ideas and ideologies have been in existence a long time. We dress them up, add a few new gadgets to them and call it new. In the end, most teachers know these things and want to implement what is best for students but we don't have the time throughout the year, the consistency of employment, nor the patience to complete these tasks. Literally it becomes survival of the fittest by Thanksgiving and by June we all have to focus on the requirements to pass Regents exams. Once that requirement is over, there can be more focus on implementing true co-teaching models.

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In an ideal world:

1. both equally contribute

2. both feel equally respected by peers and students

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Supportive -- One lead teacher, one supporting with targeted assistance for individual or small groups of students.

Parallel -- Both teachers are delivering the same instruction, but to smaller groups for better interaction/support.

Complementary -- Teachers enhance one another's instruction by adding techniques and strategies within their wheelhouse.

Team -- Teachers share all responsibilities equally, including planning, instruction, and grading.

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Always a team-based approach, multiple teachers but one group effort. Like a group project you might assign students. There are different tasks that can be divided, but each relies on the other.

It should also be flexible to meet the students' needs, meaning one team may function differently than another.

Collaboration is key.

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It can be super easy to fall into a routine or habit where one teacher always does a specific task, etc. Don't be afraid to change it up and be fluid.

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Supportive – One teacher takes the lead typically planning and sharing the content.  The other teacher takes a supportive role helping some or all of the students in the classroom.

Parallel – it allows a smaller to teacher ratio in order for each teacher to build relationships with classes.

Complementary – both teaching students.  One provides the information and the other provides examples or models how to write notes or develops a graphic organizer.

Team Teaching – shares all the responsibility of the class, planning, teaching, grading, etc.

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The different methods that we can choose to model

Ideas for each teacher in the different models

Suggestions for having successful co-teaching

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Both teachers in the classroom contributing to the instruction

Both teachers building relationships with students

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A caution with co-teaching is to be divided where one teacher teaches and the other is like an administrative assistant.

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Supportive:

I feel like this is how most ICT classes are taught. Typically, the general education teacher leads the discussion while the special education teacher is there to support the students and their co-teacher by making sure accommodations and modifications are met. However, the general education teacher and special education teacher can switch roles when it comes to which teacher takes the lead for the lesson.

Parallel:

This approach works well when teaching challenging content. Each teacher will focus on a specific group of students. The special education teacher usually provides differentiated instruction by adapting the teaching method to accommodate their specific group of students. This approach often increases the interactions between the students and the teacher by reducing the student to teacher ratio.

Complementary:

This method worked best for JM and I last year with our English 15:1 class. When one of us was providing instruction, the other would model the expectations to the students. This way they had a visual to help them complete the assignment.

Team Co-Teaching:

When you and your co-teacher become so in synch, you don’t need to plan which part of the lesson each other will teach. You both can effortlessly elaborate on something the other person said without disrupting the flow of instruction.

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3 Things I learned:

1. Collaboration is key: Both educators share the responsibility of planning, teaching, and assessing all of the students.

2. Differentiation benefits everyone: The lessons in an ICT/ICoT class are designed based on the varying learning styles and abilities of the students in that class. It helps students with IEPs obtain the information and improves the engagement and understanding of all students.

3. Inclusion helps build a stronger community: When students with and without disabilities learn alongside one another, it fosters empathy, cooperation, and mutual respect.

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2 Positive Attributes of Co-Teaching:

1. More individualized support: With two teachers in the classroom, students get more attention and help. One teacher can work with small groups or individuals while the other continues teaching the class.

2. Different teaching styles and strengths: Co-teaching allows both teachers to bring their unique skills and perspectives, making lessons more engaging and effective for different types of learners.

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One caution of co-teaching is that if the teachers don’t communicate or plan together effectively, lessons can feel unorganized or uneven, which may confuse students or reduce the benefits of having two teachers in the room.

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Jen Miller

Supportive: 1 teacher leads the lesson, while the other circulates to provide student support (redirection, feedback, etc.) We already do this daily

Parallel: Co-teachers work with different groups/split the class. Allows for smaller student to teacher ratio. Utilize this method occasionally.

Complementary: 1 teacher delivers the content and the other models or scaffolds for students

Team Co-teaching: Both teachers are equally responsible for planning, instruction and grading. Requires the greatest amount of time, trust, communication, and coordination.

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1. 4 Models of ICOT

2. Supportive, Parallel, and Complimentary approaches are a mix of what we already do in class

3. True Team Teaching/Co-Teaching requires a significant amount of time and coordination to do well

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1. Co-Teaching benefits students with

expertise from both teachers.

2. It is nice to have colleague to collaborate with. To be able to explore new ways for student to interact with and learn the content.

3. Co-teaching needs a lot of flexibility and time to do well.

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Needs a significant amount of planning and flexibility.