2. One Teach, One Assist: The general education teachers would keep primary responsibility for teaching while the special eduction teacher professional walking around the room providing assistance to students as needed.

3. Parallel Teaching: The general and special education teachers are both covering the same information, but they divide the class into two groups and teach simultaneously, so students have more supervision by the teacher and more opportunity to respond. 

4. Station Teaching: The content and students are divided. Each teacher teaches the content to one group and subsequently repeats the instruction for the other group. Moreover, providing other stations and giving students an opportunity to work independently. 

5. Alternative Teaching: The general education teacher takes responsibility for the large group while the special education teacher works with a smaller group who has special needs.

6. Team Teaching: Both general and special teachers are delivering the same instruction at the same time. It’s not necessarily to plan who takes which part of the lesson, and when one teacher makes a point, the other can jump in and elaborate if needed.
(Morin, 2021)

GE teachers are the guides and supporters of inclusive classrooms. They provide education to everyone equally and monitor their progress. Their responsibilities in the class include:

SEN teachers play a crucial role in helping students with their learning disabilities. They use their expertise to support students with special needs to cope better in GE class and collaborate with GE teachers to help them progress. Their primary responsibilities are: 

Aptti. (2021, June 26). What is the role of Special Education Teachers in an inclusive classroom? - August 2022. AP Teacher Training Institute. Retrieved August 2, 2022, from https://onlineteacherstraining.com/blog/what-is-the-role-of-special-education-teachers-in-an-inclusive-classroom 

Nelson, R. (2013, August 21). Gen Ed teacher's role in special education. prezi.com. Retrieved August 2, 2022, from https://prezi.com/d3mesalj1kg7/gen-ed-teachers-role-in-special-education/?frame=7249e91087e8f4e0d51f992e65df1731819ec252 

Planning meetings, combined with conversations about what is going well and what is not going as well, are so valuable that they should not be left to chance.  Its important to schedule weekly or biweekly meetings to be part of your routine in co teaching. When co-teachers take a step back and mindfully consider the efficacy of their teaching, they can plan concrete steps for improvement. It also serves as a reminder of what unites the team: helping students meet their learning goals.

Check in with each other often about students and plans but also about how the other is doing during the day. Occasionally one team member may not be at their best so it is important to be able to acknowledge those days and support each other as much as possible. 

It is important to show the students a united front so they also understand you are a team. Encourage your co-teaching partner in front of students. Supporting one another’s decisions shows students that you are united partners and demonstrates the uplifting effect of validating someone’s ideas. Always showing respect and consideration for each other is also setting a good example for how students should treat others as well.

Staying positive about students behavior or progress is not always the easiest part of teaching however it is important to remain professional, positive and respect. Attitudes towards situations can make a huge impact on the results. As co teachers try to remain positive and uplifting towards students and each other always. 

Communication is not only verbal, but also non-verbal: you should ensure that the signals you are giving out through your body language are positive, confident, and engaging. When interacting with your co teacher be aware of the non-verbal messages you might be giving off towards them.

There are many different ways we can communication with each other.
             E-mails- Teachers are busy and not always able to have meetings face to face, emails are a way to keep an open channel of commutation when you can’t talk in person. 

    Journals- A  journal could be a place to document questions, observations, or ideas. It can also be a valuable resource to guide conversations during your comprehensive meetings. This could be a hand written journal or an electronic one
   Sticky notes- jotting down quick thoughts or questions for one another that you could come back to later might be an effective method for your team. This will help ensure new ideas or questions are remembered during busy teaching days. Then these notes could be addressed in person later. 

Be open to hearing ideas, strategies, and advice. Lessons and discipline can be handled effectively in many different ways. Work together to find what works for your class and teaching styles. 

It will take some time, trail and errors but if you work together you will find the best way to communicate with each other. As long as you are both willing to continue putting in the work. This will greatly benefit your students and their progress.

There are two resources that appear several times when researching goals, SMART Goals, and the Goal Setting Theory.

This acronym is widely used although it has some variability in its meaning which you will find within the parenthesis. It states that effective goals are Specific, Measurable, Attainable (Assignable), Relevant (Realistic / Results Oriented), and Time-bound. Attainable is the most widely used preference, and I lean towards Relevant, since Realistic is a synonym of Attainable, and Results Oriented could be the result of a Relevant, Specific, and Measurable goal.

This theory has been developed for more than 50 years since Locke's and Latham's publication in 1990. They state that the most effective goals are specific, challenging, and attainable. Additionally, they have found that the relationship between setting goals and performance is determined by four mediators; choice/attention/action, effort, persistence, and strategy. While five moderators influence the strength of that relationship; feedback in relation to goal pursuit, goal commitment, ability, the complexity of the task, and situational factors like the presence of resources.

Additionally, there are mediators and moderators for the variables mentioned above. For example, Relevance (the importance of the goal to the individual) and Self-efficacy (the perception of being able to reach the goal that the individual has), are mediators of choice.

Other findings show that an assigned goal is as effective as a participative goal if the rationale or logic behind the goal is provided. Participating in goal setting increases goal commitment (Moderator) and Self-efficacy (mediator). Participation in formulating task strategies leads to a better quality of strategies (mediator) due to knowledge exchange which in turn leads to better performance. And performance is higher when setting a specific, high, learning goal vs a specific, high, performance goal or a vague goal (“do your best”).

As part of a team, common goals are essential. Ideally, teachers should participate in creating those common goals, when they can't participate, the logic behind the chosen goals must be explained, and collaboratively formulate and discuss the strategies that will be used to attain those goals.

When formulating goals, they should be focused on learning skills, specific, challenging, and attainable. A specific goal should be measurable, relevant, and time-bound. The choices of stakeholders should lead to actions that maintain the attention towards reaching the goal. Sufficient effort and persistence should be given, and adequate strategies should be used.

Feedback should be provided regularly, all parties must be committed to the chosen goal, the ability of the teachers and students must be adequate or additional specific learning goals must be created to raise the required ability, tasks should be divided into smaller less complex ones, and the team must ensure the needed resources are available.

Latham, G. P., & Locke, E. A. (2007). New Developments in and Directions for Goal-Setting Research*. European Psychologist, 12*(4), 290–300*.* doi:10.1027/1016-9040.12.4.290

Latham, G. P., Winters, D. C., & Locke, E. A. (1994). Cognitive and motivational effects of participation: A mediator study. Journal of Organizational Behavior, 15, 49– 63. http://dx.doi.org/10.1002/job.4030150106

Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice Hall.

Locke, E. A., & Latham, G. P. (2019). The development of goal setting theory: A half century retrospective. Motivation Science, 5(2), 93–105. https://doi.org/10.1037/mot0000127

Seijts, G. H., & Latham, G. P. (2005). Learning versus performance goals: When should each be used? Academy of Management Perspectives, 19, 124–131. http://dx.doi.org/10.5465/ame.2005.15841964