# data[].attributes.headline
proactive and open communication has always been the strongest  factor in a positive coteaching set-up. 

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proactive and open communication has always been the strongest  factor in a positive coteaching set-up. 

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shared responsibility of grade book and family communication

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shared responsibility of grade book and family communication

# data[].attributes.custom_properties.Q4mSf89Y
Open communication and relationship building

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Building a strong co-teacher relationship has helped the classroom run better!

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Building a strong co-teacher relationship has helped the classroom run better!

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How often do you communicate outside of class time?

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How often do you communicate outside of class time?

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We try to grade assessments together whenever we can to align our expectations.

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We try to grade assessments together whenever we can to align our expectations.

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Constant communication helps us adjust our lessons accordingly. We are able to effectively delegate responsibilities as plans may change.

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Constant communication helps us adjust our lessons accordingly. We are able to effectively delegate responsibilities as plans may change.

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Asking the questions the students are afraid to ask

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Asking the questions the students are afraid to ask

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Sharing Grading Responsibilities is HUGE

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Sharing Grading Responsibilities is HUGE

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Acting it out in ways the students will work through the different problems

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Acting it out in ways the students will work through the different problems

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Spending time aligning our expectations and sharing them helps us to better support kids.  And humor is so important because it makes the work fun.

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Spending time aligning our expectations and sharing them helps us to better support kids.  And humor is so important because it makes the work fun.

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Answering each other's questions in front of the students (about the content)

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Answering each other's questions in front of the students (about the content)

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pulling small groups with students  for students who need help or "expert groups" (:

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pulling small groups with students  for students who need help or "expert groups" (:

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What has worked for my co-teacher and me is taking some time over the summer to meet and discuss curriculum and expectations AND (most importantly) not pushing each other to be people we aren't. We play to our strengths and balance each other. I am type A, and Marie accepts that. Marie is type anything but A, and I accept that - Marie and Kaytie

# data[].attributes.subject
What has worked for my co-teacher and me is taking some time over the summer to meet and discuss curriculum and expectations AND (most importantly) not pushing each other to be people we aren't. We play to our strengths and balance each other. I am type A, and Marie accepts that. Marie is type anything but A, and I accept that - Marie and Kaytie

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giving students autonomy in deciding if they want to be pulled for small groups/testing- makes them feel in control and some kids who will just benefit from it end up succeeding

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giving students autonomy in deciding if they want to be pulled for small groups/testing- makes them feel in control and some kids who will just benefit from it end up succeeding

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We do the same lesson in separate spaces, but I will work with students who have common gaps/needs and give them a bit more one on one assistance. These can be either special Ed or not special Ed students. 

# data[].attributes.subject
We do the same lesson in separate spaces, but I will work with students who have common gaps/needs and give them a bit more one on one assistance. These can be either special Ed or not special Ed students. 