# data[].attributes.headline
One leads, one supports (Villa et al., 2013).

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One leads, one supports (Villa et al., 2013).

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Co-teachers simultaneously provide guidance, supervision, or assistance to separate clusters of students within the classroom (Villa et. al., 2013)

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Co-teachers simultaneously provide guidance, supervision, or assistance to separate clusters of students within the classroom (Villa et. al., 2013)

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The lesson or unit is planned and designed by both co-teachers, and then they either deliver it simultaneously or take turns delivering different parts of it (Villa et al., 2013).

# data[].attributes.subject
The lesson or unit is planned and designed by both co-teachers, and then they either deliver it simultaneously or take turns delivering different parts of it (Villa et al., 2013).

# data[].attributes.body
Co-planned together and made use of each other’s expertise Mr. Viana used his expertise to group kids. On the sport adjustment.

Constant monitoring of students.

Mr Viana hands out materials while Mr Woo gives out directions saving time

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Mr Viana should have a role more than handing out materials.

The presence of a co-teacher in a supportive co-teaching position does not provide enough opportunity for them to fully utilize their skill set and significantly improve instruction, thus limiting accessibility for learners (Villa et al., 2013).

The support teacher may not be viewed or seen as another teacher in class (Villa et al., 2013).

# data[].attributes.body
Face to face interactions

Both teachers met before class as a system of communication

Positive interdependence

Both teachers know they have different expertise they can leverage.

# data[].attributes.body
Changed groupings of students assigned to a teacher to remove stigma

Intentional and flexible grouping

Allowed for differentiation

Clarified roles and objectives

The class could be divided equally among them, or alternatively, one individual could take charge of the majority of the students while another individual works with a smaller subset of the class, decreasing student-teacher ratio (Villa et al., 2013).

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Villa, R. A., Thousand, J. S., & Nevin, A. I. (2013). A Guide to Co-Teaching: New Lessons and Strategies to Facilitate Student Learning. Corwin Press.

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Preparation was done a day before leaving not enough time to tweak the lesson and meeting before class.

Parallel co-teaching involves all teachers actively teaching, which means that they are unable to observe each other to ensure instructional integrity during the co-teaching process (Villa et al., 2013).

MONITORING CO-TEACHER PROGRESS

teachers did not have an opportunity to debrief

# data[].attributes.body
Face to face interactions

Both teachers met before class as a system of communication

Positive interdependence

Both teachers know they have different expertise they can leverage.

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A co-teacher takes actions to improve or supplement the teaching provided by other co-teachers, with the aim of helping students understand the content being taught more effectively (Villa et al., 2013).

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A co-teacher takes actions to improve or supplement the teaching provided by other co-teachers, with the aim of helping students understand the content being taught more effectively (Villa et al., 2013).

# data[].attributes.body
While Mr. Woo is leading the discussion, Mr. Viana is typing the students’ responses. The responses are then printed and shared to all students serving as a guide. While a video is playing, and Mr. Woo is discussing, Mr. Viana creates and projects a model of what the reports should look like. Allowing all students to have access to content.

On the second part of class while Mr. Woo is modeling being the interviewer, Mr. Viana is modeling being the transcriber. This is then shared with all students that they can use a reference.

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It would have been better if the teachers switch roles allowing the other teacher to lead the discussion.

# data[].attributes.body
Face to face interactions

Both teachers met before class as a system of communication

Positive interdependence

Both teachers know they have different expertise they can leverage.

established common goals

MONITORING CO-TEACHER PROGRESS

both teachers had time to debrief after the lesson and share feedback

INTERPERSONAL SKILLS

both teachers are building trust by giving feedback

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Both Mr. Woo and Mr. Viana planned a 2-week unit together and both simultaneously led discussions, monitored students and provided feedback.

On the second day, Mr. Woo exmplains the rotation while Mr. Viana explains the expected social skills. Allowing each teacher to leverage each others' expertise.

Decisions about who teaches what are mutually determined and based on variables such as each person’s curriculum content mastery, preferences, and professional training or background(Villa et al., 2013).

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Although not explicitly stated in the vignette, tt's important for educators to avoid becoming too absorbed in teaching and neglecting to observe their students closely. They should also be careful not to dominate the conversation by talking excessively, repeating each other's points, interrupting each other at inconvenient times, or failing to encourage student participation and facilitate class discussions (Villa et al., 2013).

# data[].attributes.body
Face to face interactions

Both teachers met before class as a system of communication

Positive interdependence

Both teachers know they have different expertise they can leverage.

established common goals

MONITORING CO-TEACHER PROGRESS

both teachers had time to debrief after the lesson and share feedback

INTERPERSONAL SKILLS

both teachers are building trust by giving feedback