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Elements Necessary for Collaboration

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When you step inside another teacher's classroom, receiving the same respect as that teacher isn't a given. The teacher must adjust to sharing the space. You have a new set of students to get to know and a different set of classroom rules.

My first time walking into a general education teacher's classroom came with little planning and lots of frustration. Leadership often sprang assignments on me at the last minute. I would find out just days before school started which teachers and students I would work with for inclusion. During my second year as a special educator, in addition to teaching math resource classes, I was in a 7th grade math class where 12 of the 25 students received my inclusion services for 90 minutes a day.

In the beginning, I stood around waiting for opportunities where I could jump in or inconspicuously assist a student without disrupting a lesson. Because I wanted to be involved, I would volunteer to hand out papers, and the students would ask, "Are you an assistant?" I often felt like one. Although the general educator did not intend to make me feel that way, she would ask me to make copies or complete other small errands.

Though I was frustrated, the experience opened a gateway for us to build stronger communication. The general education teacher would express during our weekly meetings that she wanted me to play a more active role in instruction. There are five steps we took to foster an improved inclusion experience for us and the students.

We all have limited time throughout the school day, but it was important to sit down together and discuss our daily lessons. We had the same planning period, which made it easier to get together, and we sometimes brought in the other 7th grade math teachers. We looked at standards and Individualized Education Program goals to determine the best methods of instruction and who would teach each section based on student needs. We also taught each other a lot. Math was not my strongest content area, but I knew strategies to use when students had difficulty grasping concepts, such as using graphic organizers when delivering instruction and manipulatives for a hands-on connection.

Many of our general education students also struggled with concepts. For our first year, we explored six methods of co-teaching:

One teach, one observe: One teacher provides direct instruction to the classroom while the other teacher observes student behaviors. This approach allows the observing teacher to monitor student behavior to discuss later. Although this method worked, we found switching our roles was necessary to keep one teacher from looking like the assistant.

One teach, one drift: One teacher gives direct instruction while the other teacher helps students individually or keeps them on task. Teachers should also switch roles often when using this method.

Station teaching: The class divides into three strategic group stations; each teacher provides direct instruction at a station, and one station is reserved for independent work. This method worked particularly well for us. Students were engaged and curious to see what was going on in the other groups.

Parallel teaching: The special educator and general educator teach the same lesson to groups in different areas of the room.

Alternate teaching: One teacher pulls aside a small group of students and works with them on specific concepts they struggle with. We used this method a lot, making sure to include both special and general education students so that special education students did not feel singled out.

Team teaching: Both teachers instruct together. We bounced questions off each other and worked out problems together, showing students different methods of completing the same problems.

No two teachers are alike, which can be a great benefit to the students when those teachers know how to make those differences work well together. In a working relationship, you must have mutual respect for each other's ideas and a willingness to try new ways of teaching that may feel uncomfortable at first.

When my co-teacher and I were willing to step outside of the box and develop mutual respect, the climate in the classroom changed. We developed relationships and felt that all students belonged equally to both of us. When students had questions, they felt comfortable working with either teacher.

We attended professional development sessions together. I was seen as a math teacher who taught students with special needs, so every time the general education teachers had PD, I was able to go, too. We also attended a co-teaching session together and developed a partnership that translated into our actions in the classroom.

The administrator we worked with made sure we had a common planning time and allowed us to attend professional development sessions together. He saw us as two equal teachers with different expertise. Other administrators can support inclusion classrooms by first acknowledging that general and special education teacher are both qualified to give classroom instruction and that each teacher plays an important role. Something as small as making sure the door is labeled with the names of both teachers can change how the special education teacher feels in the classroom.

With the support of two teachers in the classroom, the students with special needs were able to work in cooperative groups to build social and academic skills, communicating with peers and highlighting areas in which they excelled, such as acting, singing, or drawing. One activity we planned for the students was an American Idol performance. We placed them in mixed-level groups and gave them a math concept. Each group had to demonstrate a way to explain the concept to the class through performance.

I initially cringed at the idea of working in an inclusion classroom. That changed once I saw how revolutionary our joint teaching was for our students. They were able to see us bounce ideas off each other. They were able to see how two different thought processes could give the same answer. They were able to see how two different people could work together in a healthy relationship for one common goal. By the end of the year, it didn't feel like I was stepping into another teacher's space. We'd built a shared learning environment, one class at a time.

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Co-Teach Your Way to Successful Inclusion - ASCD

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When you step inside another teacher's classroom, receiving the same respect as that teacher isn't a given. The teacher must adjust to sharing the space. You have a new set of students to get to know and a different set of classroom rules.

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Elements Necessary for Collaboration

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Teacher Collaboration: Spreading Best Practices School-Wide

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Elements Necessary for Collaboration

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Three years ago, to more effectively serve our English Learners, the three of us-Allyson (ESL), John (2nd grade), and Ashley (1st grade)-began co-teaching. And, if we're being completely honest, we really had no idea what we were getting ourselves into. We quickly learned that co-teaching takes time, dedication, and adaptability as well as constant effort, communication, and flexibility. Marrying teaching styles, perspectives, and different sets of expertise is complicated and often challenging. Yet, we're here to tell you from experience-it's worth it. We are better teachers because of co-teaching and our students have shown unprecedented growth.

But, let's start from the top.

What really is co-teaching?

Co-teaching is a practice in which two teachers lead a classroom, creating an inclusive setting where expertise is shared for the benefit of a diverse group of students. Whether a general educator and special education teacher, general educator and ESL teacher, or one of many other possible combinations, successful co-teaching requires extensive collaboration. While there is no one-size-fits-all approach, here are 8 co-teaching tips that have worked for us:

1. Build rapport

First things first: When you begin co-teaching you may or may not know your partner on a personal level. Building that relationship, both personally and professionally, is key to successful co-teaching. Trust can make or break you and establishing that trust takes time and effort. Put in the work. Invite your co-teacher to grab a coffee outside of school. Get to know each other as people. Share your favorites. It may seem arbitrary but don't skip this step! The best co-teachers know and trust each other completely. For ideas, try this fun 15-Day Co-Teaching Challenge!

2. Use inclusive vocabulary

It might seem basic, but this is one of our most important co-teaching tips. Use the language OUR classroom, OUR students. Change your language, change your mindset. In order for both teachers to be viewed as equals, you have to speak it into existence. The language you use helps shift your mindset towards the belief that the class and classroom space belong to both teachers. Your students and your co-teaching partnership succeed because of both of you.

3. Communicate

What are your expectations for your partnership? How will you manage your co-taught classroom? These conversations are not only vital to establishing parity, but also to building a classroom environment that is consistent for your students. Successful co-teachers set themselves up for success at the beginning of the year by putting a plan into place and having the tough conversations. It may not always be comfortable, but it's necessary.

Try using a co-teaching contract to make sure that you hit all of the important pieces. The little things that might not bother you, may make your co-teacher crazy! The rules shouldn't change when your co-teacher walks in the room. Norms should be agreed upon and consistent. Otherwise, you may just find yourself pulling your hair out when the kids only bring their work to you or your co-teacher corrects a behavior in way you don't prefer. These things may be small but they make all the difference.

Think of setting up a classroom management plan alongside your co-teacher. What do we do when someone blurts? How will we reward students when they do well? How should we make transitions? What are your biggest pet peeves? Plan everything out at the beginning to avoid frustrations later.

4. Establish parity

Parity's general definition is the state of being equal. When that is applied to a co-teaching model it refers to the equality between the two teachers delivering instruction to the same class. Believe it or not, parity may just make or break your co-teaching dynamic regardless of the quality of your instruction.

In order to establish that parity, your co-teaching team can take some concrete steps before the school year even begins. Consider the impact that having both teachers in the classroom for a Meet-the-Teacher or Open House night. Introducing yourself to parents and students using the pronouns of "we" and "us" will go far in establishing parity. If your school does not offer these opportunities, then send out a welcome letter stating that their child will have TWO teachers this year.

Go a step further, analyze the physical layout of the classroom. Do both teachers have a physical space where they can store their teaching materials? If not, then consider how small steps impact student perception. Taking concrete steps before the start of school will go far in presenting your co-teaching dynamic as a unified team. When true parity has been established, the students will not realize why the specialist is there and will see both teachers as their teacher, parents will be comfortable contacting either teacher and staff members who visit may not even be able to tell who is the classroom teacher and who is the specialist.

5. Know each other's strengths and weaknesses

No two teachers are the same and each of us have our own defined teaching philosophy. Some of us can surgically create a line of questioning to broaden a student's understanding, while others run and jump on a table to engage a class of students. Expecting both teachers to completely match their styles is unrealistic. Luckily for us, there are many different co-teaching models to make use of our differences. Take the time early on in your co-teaching dynamic to have the conversations about strengths and weaknesses. Keep that knowledge of your co-teacher in mind whenever you are co-planning a lesson. If you capitalize on each others strengths, you will find instruction to be stronger and more impactful.

6. Take risks

In order to foster a growth mindset and encourage risk-taking in our students, teachers must be willing to take risks themselves. Taking risks, and even failing in front of students, demonstrates that not everything always goes as planned and making mistakes is part of the learning process. Modeling for students how to fail gracefully instills perseverance and mindfulness in our students. Taking risks can be uncomfortable, but the beauty of co-teaching is you're in this together. Try new strategies, activities, ideas, or student groupings on a regular basis. Then, reflect as a pair. Co-teachers who take risks together, grow together.

7. Be flexible

One of the biggest challenges of co-teaching is scheduling. As a teacher it is already hard to find time to plan, assess, reflect and meet with parents and working around your co-teacher's schedule only adds to this. It is important to remember that even when carefully planned, things happen that are out of your control. Ask yourself, how often do things really follow a set plan in school? We as teachers need to be ready to change our lessons at the drop of a hat in order to meet our student's needs. Be willing to adapt and change when challenges are thrown at you. Communication is key when these situations arise. Real life happens, which is why it is important to communicate with your co-teacher. Try to be understanding when your co-teacher has something come up and be willing to work around it.

8. Learn together

It is important to make sure that you are always growing and learning together as co-teachers. When you are co-reflecting, try to find something that you could both improve on and participate in professional development opportunities as a team. Co-teachers have the unique opportunity to try new things together and the students will benefit as you fill your teacher toolboxes with new ideas and strategies. Whether it's a webinar, a conference, observing another professional or inviting visitors to observe or give you feedback, find ways to develop your expertise and evolve together.

We'll leave you with this: Co-teaching is like riding a tandem bike. It brings together teachers with different expertise, talents, strengths, and abilities to synchronize instruction for the benefit of all students (Dove & Honigsfeld). Begin with a shared vision for equitable learning practices and enjoy the ride!
We'd love to hear any co-teaching tips you might have. Come and share in our WeAreTeachers HELPLINE group on Facebook. Plus, how to deal with a difficult co-teacher.

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Three years ago, to more effectively serve our English Learners, the three of us-Allyson (ESL), John (2nd grade), and Ashley (1st grade)-began co-teaching. And, if we're being completely honest, we really had no idea what we were getting ourselves into. We quickly learned that co-teaching takes time, dedication, and adaptability as well as constant effort, communication, and flexibility.

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Examples of Co-Teaching

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Examples of Co-Teaching

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Video: Coteaching 4th Grade: Dewitt Elementary Cuyahoga Falls

This video illustrates how co-teaching is used in a 4th-grade classroom. Listen to teachers describe the benefits of co-teaching for them and their students.

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Collaboration / Teams, Elementary, Instruction, Literacy
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Coteaching 4th Grade: Dewitt Elementary Cuyahoga Falls

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Video: Coteaching 4th Grade: Dewitt Elementary Cuyahoga Falls This video illustrates how co-teaching is used in a 4th-grade classroom. Listen to teachers describe the benefits of co-teaching for them and their students. This video is being reviewed for audio description. What is Audio Description (AD)?

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Benefits of Co-Teaching

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Individuals Involved in Co-Teaching

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Benefits of Collaboration and Co-Teaching

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What does CTT stand for? Some people think it's "creative thinkers thinking," or "cool teachers teaching." Others say it's "conflict tackling together." While CTT means all of the above, it stands for "collaborative team teaching" and refers to the idea of a co-teaching partnership.

Over the years, I have taught in seven co-teaching partnerships in a wide range of classroom environments. This is the path for many dually certified special education teachers in New York City as the push for inclusion continues to spread. My partnerships have led me on an emotional rollercoaster, yet through thick and thin, my belief in inclusion and collaborative team teaching has remained constant. Though we are making strides in the right direction, we are still in the process of identifying what works in co-teaching.

Having co-taught in first grade, second grade and sixth grade, I feel confident in saying that the greatest challenge is finding a working model for middle school co-teachers. While teaching first and second grade, I had one co-teacher for the entire school year. Whatever challenges came our way, we certainly didn't lack the time to work them out. During my time in sixth grade, I co-taught ELA, math, science and social studies. Teaching with four co-teachers leaves little time for co-planning or problem solving. Many middle schools use stronger co-teaching models where the special education counterpart teaches two subject areas or one subject and small groups, but even in those cases, co-teaching in middle school presents challenges.

What Makes a Strong Partnership?

Strong co-teachers provide seamless instruction for their students. Both teachers must come to a mutual agreement that they are equals in the classroom, and students must perceive both teachers as invaluable members of the classroom community. This can be particularly difficult for teachers who have taught alone for many years. Sometimes we don't realize how many decisions we make alone in our classroom on a daily basis. Making decisions as a team is key to a strong partnership, but it is often an adjustment for veteran teachers.

Strong co-teachers also eliminate the "mommy/daddy" issue in the beginning of the year through a series of open conversations. The "mommy/daddy" issue refers to when a student says something like ". . . but she said I could!" in order to manipulate a set of co-teachers. This happens quite often at first. Strong co-teachers do not always agree on everything, but they realize that the time for disagreement is not during class.

Finally, strong co-teachers solve problems together. In fact, that is the best part of co-teaching; you're never in it alone!

Benefits of Co-Teaching

Having two minds facilitate a classroom community allows students to connect with different personalities. Co-teaching allows more opportunities for small group and one-to-one learning, and stronger modeling during lessons. The co-planning process encourages two teachers to bounce ideas off each other in order to deliver the strongest, most creative lessons. I always enjoyed using my partnerships to model behavior and positive peer-to-peer interaction for students. When students experience their teachers working together, they understand the power of respect amongst peers.

Let's not forget the most important part: it is nice to have another adult in the room! One year, I taught with a co-teacher, a student teacher and four paraprofessionals. While things got a bit hectic at times, I loved the community we were able to develop in our class. Teaching is overwhelming, but co-teaching can provide a support system so that we can do our jobs, yet remember to have fun along the way.

Common Challenges of Co-Teaching

Co-teaching has its benefits, but be sure to understand that it has its challenges as well. The most common complaint I've heard from colleagues in co-teaching partnerships is that it is difficult to work with someone whose teaching style and philosophy differ from your own. In my own experience, success is less dependent on similar philosophies and more dependent on an open mind and willingness to compromise. If you are in a co-teaching partnership with someone who views learning and teaching differently, make sure to talk about it. Look at it as a chance to widen the scope of your practice by incorporating multiple styles into your teaching.

Another common challenge is in regards to the inequality that often forms in the classroom. Special education teachers often struggle to present themselves as equals to their students, and this becomes even more evident in the middle school setting. Elementary co-teachers share a classroom all day, but a middle school special education teacher can feel like a guest in a general education teacher's space. It is crucial to have conversations with your co-teacher surrounding these issues. Setting up the classroom with your co-teacher in September can help build a strong foundation for an equal partnership. Practicing a variety of co-teaching models also helps foster equality.

A challenge that followed me through many of my partnerships was the issue of grading. Do you grade all students together? Does the special education teacher grade all students with IEPs? Does the general education teacher truly understand the purpose and implications of an IEP? These are all important questions to ask. I have found that it works best when you discuss this issue at the beginning of the year. While more time-consuming, grading all students together as co-teachers is the most fair and consistent way to grade. Grading together allows the special education teacher to share his or her expertise in IEP goals with the general education teacher, and it allows the general education teacher to weigh in on IEP goals for his or her students.

Five Tips to Becoming a Strong Co-Teacher

1. Say this mantra: "All students are our students."

2. Come to planning meetings prepared (with an agenda) to maximize co-planning time.

3. If you feel something, say something! Open communication is the key to a successful partnership.

4. Realize that the success of your class depends on the strength of your co-teaching relationship.

5. Use a variety of co-teaching models to help maintain equality.

"Inclusion is not a place, but instead a process." - Anonymous

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Collaborative Team Teaching: Challenges and Rewards

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Veteran special ed teacher Marisa Kaplan shares the challenges and rewards of co-teaching, including the fun of having another adult in the classroom.

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Examples of Co-Teaching

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Benefits for Collaboration and Co-Teaching