Parallel: Allows for variances in the lesson by splitting the class in half, granting students two different perspectives on the given material as each teacher may have their own way of tackling the curriculum.

Complementary: This allows for each of us to build off of the other's thoughts directly in the lesson. This can help make the material more accessible to the students as it gives another way of viewing the material right on the spot.

Team: Probably the Master Class level of Co-teaching. I feel that when this works the best, the students cannot tell who the "gen ed/content" teacher vs. the special education teacher is. When this is done at its peak, both teachers have complete mastery of the curriculum, the lessons, and the expectations for what the students need to be able to do, making class seamless.

--Warner

Parallel: Stations in the classroom.

Complimentary: One verbal, one visual, both together.

Team-Teaching: Finish each other's sentences. They plan everything together.

2. To team teach requires a lot of co-planning time.

3. These articles seem to value Team Teaching above the other options.

Parallel: Stations

Complimentary: Verbal/visual both teaching together

Team: Seamless. Two teachers working together to teach entire class.

Parallel: Putting students in groups by ability or other purposes

Complementary: This tends to work best as two co-teachers get to know each other and curriculum better. They can add things that maybe helped them to learn the topic.

Team Co- Teaching: This is what Jill and I have historically done. We both take the lead on different things.

2. There are four models- I feel like in the past we have used each of these for different needs throughout the coteaching model

3. Different models can be used based on need but co-teaching it seems is the best option.

Being willing to set differences aside and work collaboratively for the kids.

Parallel: Good for labs

Complimentary: We can work on this

Team teaching: Not sure we can do this with the new curriculum

Parallel: Splitting the group into two. Allows for smaller teacher to student ratios.

Complementary: Content specialist delivers instruction while the other clarifies or simplifies the content so all can understand.

Team-teaching: Both are fully responsible for the learning environment.

Parallel: Needs coordination to make sure of noise levels, group management, and proper prep for content delivery.

Complimentary: Support teacher adds in more examples and models expectations. Sometimes student monitoring is lost.

Team Teaching: Shared everything. Both teachers are equal in knowledge, content, delivery, expectations, etc. Difficult for multiple areas of specialization.

It takes a lot of work (both planning and collaborating) to truly make co-teaching work.

Common planning time is required so everyone is on the same page.

Parallel - Group is divided and each teacher works with a smaller group

Complementary - Content teacher delivers material and other teacher breaks the content down and simplifies it

Team Teaching - Two teachers working together on all facets

Parallel- stations can be beneficial to make smaller groups. Seems like this could also include some reteaching to students that need it.

Complementary teaching- could have content teacher provide initial instruction and support teacher may do a warm-up, give examples, exit questions,...

Team teaching- takes time to get here but I have had it work with teachers that I have worked with for multiple years. Very different with teachers you are new to working with.

This takes a great deal time to work out which is tough to carve out in a teachers day. When we increase the number of co-teachers we are working with it can be overwhelming.

Parallel- Splitting up the class

Complementary- 1 main, 1 doing scaffolding

Team- 2 teachers in sync

Parallel - need to do more of this when there is more data

Complementary - did this when teaching with BR every day - modeling

Team - good for students to hear both voices, two perspectives or ideas that they can connect with

• Having two teachers in the room means students can get more help and support during lessons.

• Each teacher brings different strengths, so students get to learn in different ways and from different perspectives.

1. There are different styles of co-teaching.

2. Having two teachers makes it easier to give extra help and keep the lesson moving.

3. Co-teaching gives students the benefit of different teaching styles and strategies, which makes learning more engaging.

Parallel – The class is split into two stations and both teachers teach the same material at the same time.

Complementary – One teacher adds to the lesson by using strategies or tools that make learning easier.

Team – Both teachers share teaching responsibilities equally and lead the class together.

Parallel - The class is split into two groups, with each teacher delivering the same lesson.

Complementary - One teacher enhances the other’s instruction with modeling note taking, running a visual aid, or rephrasing directions to deepen student understanding.

Team - Both teachers share equal responsibility for instruction, delivering lessons together.

2. Effective ICOT requires intentional co-planning time so both teachers can share responsibilities equally.

2. An ICOT classroom provides differentiated instruction while maintaining access to grade level curriculum for every student.

Parallel: Group work including stations

Complementary: Content teacher delivers instruction and the support teacher provides examples and breaks the information down.

Team teaching: 2 teachers working together in sync.

Strong communication skills to collaborate and maintain equal partnership.

1. both equally contribute

2. both feel equally respected by peers and students

Parallel -- Both teachers are delivering the same instruction, but to smaller groups for better interaction/support.

Complementary -- Teachers enhance one another's instruction by adding techniques and strategies within their wheelhouse.

Team -- Teachers share all responsibilities equally, including planning, instruction, and grading.

It should also be flexible to meet the students' needs, meaning one team may function differently than another.

Collaboration is key.

Parallel – it allows a smaller to teacher ratio in order for each teacher to build relationships with classes. 

Complementary – both teaching students.  One provides the information and the other provides examples or models how to write notes or develops a graphic organizer.

Team Teaching – shares all the responsibility of the class, planning, teaching, grading, etc.

Ideas for each teacher in the different models

Suggestions for having successful co-teaching    

Both teachers building relationships with students

I feel like this is how most ICT classes are taught. Typically, the general education teacher leads the discussion while the special education teacher is there to support the students and their co-teacher by making sure accommodations and modifications are met. However, the general education teacher and special education teacher can switch roles when it comes to which teacher takes the lead for the lesson.

Parallel:

This approach works well when teaching challenging content. Each teacher will focus on a specific group of students. The special education teacher usually provides differentiated instruction by adapting the teaching method to accommodate their specific group of students. This approach often increases the interactions between the students and the teacher by reducing the student to teacher ratio.

Complementary:

This method worked best for JM and I last year with our English 15:1 class. When one of us was providing instruction, the other would model the expectations to the students. This way they had a visual to help them complete the assignment.

Team Co-Teaching:

When you and your co-teacher become so in synch, you don’t need to plan which part of the lesson each other will teach. You both can effortlessly elaborate on something the other person said without disrupting the flow of instruction.

1. Collaboration is key: Both educators share the responsibility of planning, teaching, and assessing all of the students.

2. Differentiation benefits everyone: The lessons in an ICT/ICoT class are designed based on the varying learning styles and abilities of the students in that class. It helps students with IEPs obtain the information and improves the engagement and understanding of all students.

3. Inclusion helps build a stronger community: When students with and without disabilities learn alongside one another, it fosters empathy, cooperation, and mutual respect.

2 Positive Attributes of Co-Teaching:

1. More individualized support: With two teachers in the classroom, students get more attention and help. One teacher can work with small groups or individuals while the other continues teaching the class.

2. Different teaching styles and strengths: Co-teaching allows both teachers to bring their unique skills and perspectives, making lessons more engaging and effective for different types of learners.

Supportive: 1 teacher leads the lesson, while the other circulates to provide student support (redirection, feedback, etc.) We already do this daily

Parallel: Co-teachers work with different groups/split the class. Allows for smaller student to teacher ratio. Utilize this method occasionally.

Complementary: 1 teacher delivers the content and the other models or scaffolds for students

Team Co-teaching: Both teachers are equally responsible for planning, instruction and grading. Requires the greatest amount of time, trust, communication, and coordination.

expertise from both teachers.

2. It is nice to have colleague to collaborate with. To be able to explore new ways for student to interact with and learn the content.

3. Co-teaching needs a lot of flexibility and time to do well.