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Thank you for coming to your orientation here at the TVA and we hope you have learned a great deal about "Co-Teaching". If you need any further help please see our library on the third level. Our librarian can point you in the direction of some other others like...

Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on exceptional children, 28.

Brinkmann, J., & Twiford, T. (2012). Voices from the Field: Skill Sets Needed for Effective Collaboration and Co-Teaching. International Journal of Educational Leadership Preparation, 7(3), n3.

Brendle, J., Lock, R., & Piazza, K. (2017). A study of co-teaching identifying effective implementation strategies. International Journal of Special Education, 32(3), 538-550.

Mofield, E. L. (2020, January). Benefits and Barriers to Collaboration and Co-Teaching: Examining Perspectives of Gifted Education Teachers and General Education Teachers. Gifted Child Today. 20-31

Haberlin, S. (2017). Teaching in circles: Learning to harmonize as a co-teacher of gifted education. The Qualitative Report, 21, 2076-2087. Retrieved from https://nsuworks.nova.edu/tqr/vol21/iss11/5 found in Mofield, E. L. (2020, January). Benefits and Barriers to Collaboration and Co-Teaching: Examining Perspectives of Gifted Education Teachers and General Education Teachers. Gifted Child Today. 20-31

Barron, T. L., Pinter, H. H., & Winter, K. K. (2019). Supporting Student and Preservice Teacher Successes Through Co-teaching. Theory & Practice in Rural Education, 9(2), 65–78. https://doi.org/10.3776/tpre.2019.v9n2p65-78

Friend, M. (2021). Interactions: Collaboration Skills for School Professionals (Ninth ed.). Hoboken, NJ:   Pearson Education, Inc.

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Heaberlin (2017) discussed challenges that co-teaching may present. . He states that some teachers may feel “territorial” or “set in their ways” when it comes to their instructional ways or content.

If a strong collaborative relationship between the two professionals is not present, the most optimal instruction may not be present (Friend, 2021).

Co-teachers have to be flexible with their teaching style, be willing to work closely with another adult, and learn to rely on someone else when doing things that they used to do by themselves. This may cause some stress. (Friend,2021, p 181)

Preservice teachers may find it easy to become a passive observer in the classroom instead of an active participant in educating students.

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Mofield says that co-teaching has shown decreases in student absences. There has also been significant growth in reading and peer acceptance with “moderate” growth in math scores. Research has shown that co-teaching helps reduce distraction and increase interest level in instruction.

Students that are still struggling but do not qualify for special education services benefit from the small group-teacher led instruction to help support them. Students get more “engagement time” and less “fragmented” time with co-teaching which leads to greater “instructional intensity” (Friend,2021) With students getting the support they need inside the classroom, the negativity towards needing pull out services disappears with co-teaching.

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Benefits of Co-Teaching (Pre-Service Teachers)

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Benefits of Co-Teaching (Pre-Service Teachers)

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Co-teaching helps grow and support the students but also helps with a “pre-service teachers professional development.” (Barron, Pinter, and Winter, 2019). It allows the pre-service teacher and other professionals to share skills they have learned and share in specifically designed instruction.

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Benefits of Co-Teaching (Special Education)

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Benefits of Co-Teaching (Special Education)

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Sharing results of a pre assessment allows teachers to be flexible in grouping and guide instruction for what each group needs. They are also able to give support to students that may be at risk for special education services but have not qualified yet. Special education teachers are not losing the time in transition to another classroom if they are already in the room that they do when performing pull out services.

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Benefits of Co-Teaching (General Education)

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Benefits of Co-Teaching (General Education)

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Co-teaching supports differentiation in a classroom with a person who has specialized training in an area when added with a teacher who has a general education background. It also helps having two professionals to meet the different needs of students during the year to increase state testing scores. (Mofield, 2020).

Co-teaching eases the stress of having to master all the skills that the other professional has already achieved. They can learn from each other and master their own skills. There are a variety of different teaching techniques that could help the general educators continue instruction while the other professional performs small group or intensive instruction. (Friend, 2021)

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Also identified as supportive teaching, involves one co-teacher leading instruction while the other teacher circulates among the students providing individual assistance. (Brendle, Lock and Piazza, 2017)

The students who need assistance as a lesson is going on would receive the assistance they need quicker than they may receive in the traditional classroom.

Students would more than likely identify one teacher as a “lead” teacher and an “assistant teacher”, thus leading to a perceived power imbalance.

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Requires the co-teachers lead large-group instruction by both lecturing, representing different viewpoints and multiple methods of solving problems

This method will allow students to see multiple points of view in real time.

However, this method would require chemistry and experience with the co-teachers.

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Involves one teacher providing instruction to the majority of students while the other teacher works with a small group for remediation, enrichment or assessment

The students who need the extra help would definitely receive the help they need.

Some students may be ashamed of constantly being pulled in to the small group instruction while their peers are in the “smart” group.- students will often have labels for things and those labels carry big weight.

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Requires each of the co-teachers to instruct half the students presenting the same lesson in order to provide instructional differentiation and increased student participation

Allowing for the instruction to be divided in half would allow for more inclusion and student participation.

Space is often limited and having a shared classroom space be divided in half and taught in two different ways would become messy.

Still need to make sure the classroom is the Least Restrictive Environment, which may not be the case in this method.

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Dividing the students into three groups and rotating the groups from station to station taught by the co-teachers at two of the stations and working independently at the third

In this method, the students would be exposed to two different teaching styles and would also be able to show independence and autonomy in their education.

This type of method may require too much setup and planning to have this be the only method used in the co-taught classroom.

May fall into a routine and not be able to deliver specially designed instruction to those students who deserve those tools.

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In this method, one of the co teachers leads a large group instruction while the other teacher gathers academic, behavioral, or social data on specific students or the class group.

In this method, the team would get really good data on the students as a whole and individuals in the group.
This method, however, would really be one teacher and one passive observer.

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According to Cook and Friend (1995), co-teaching is “two or more professionals delivering substantive instruction to a diverse, or blended, group of students in a single physical space.

Co-teaching, therefore, is not to include paraprofessionals, parent volunteers, or older students with roles in the classroom. Co-teaching is not “supervising a study hall, supporting a single student, or monitoring students during a guest lecture.” (Cook and Friend, 1995) Finally, co-teaching is done in a single space, so it does not include co-planning instruction that is delivered in separate learning environments.

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Co-teaching has been a rapidly evolving method of creating the least-restrictive environments (LRE) for students in special education. This has been rapidly sped up after the passage of No Child Left Behind and Individuals with Disabilities Educational Improvement Act.

Under IDEIA, an effort was made to develop programs to meet the needs of students with disabilities which must also comply with the “federal statutes regarding educating students in their Least Restrictive Environment with other nondisabled peers” (Brinkmann and Twiford, 2012).

No Child Left Behind (NCLB) also placed a large emphasis on “education programming and the need for more effective collaboration and co-teaching models” (Brinkmann and Twiford, 2012)

The method has evolved in order to “ensure special education students have access to the same curriculum as other students while still receiving the specialized instruction to which they are entitled” (Brinkmann and Twiford, 2012).

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Hi y'all! Welcome back to the TVA, I am, Miss Minutes. Let me walk you through today's Variant Orientation: Co-Teaching

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Hi y'all! Welcome back to the TVA, I am, Miss Minutes. Let me walk you through today's Variant Orientation: Co-Teaching