Dos and Don’ts of Co-Teaching



Dos and Don’ts of Co-Teaching

|Co-Teaching IS…. |Co-Teaching IS NOT…. |

|Two or more credentialed faculty working together |A teacher and an assistant, teacher’s aide, or paraprofessional |

|Conducted in the same classroom at the same time |When a few students are pulled out of the classroom on a regular basis to work |

| |with the intervention specialist |

| | |

| |Job sharing (teachers teach on different days) |

|When both teachers plan for instruction together |When the general ed teacher plans all lessons and the intervention specialist |

| |walks into the room and says, “What are we doing today, and what would you like |

|General ed: Content specialist |me to do?” |

| | |

|Intervention specialist: Expert on individualizing and delivery to various | |

|learning modalities | |

|When both teachers provide substantive instruction together |When the intervention specialist walks around the room all period as the general |

| |ed teacher teaches the content |

|Having planned together, the intervention specialist can grade homework, teach | |

|content, lead activities, etc. |Having the intervention specialist take notes all period |

|When both teachers assess and evaluate student progress |When the general ed teacher grades “his” kids and the intervention specialist |

| |grades “her” kids |

|IEP goals are kept in mind, as are curricular goals and standards | |

| |When the general ed teacher grades all student work and the intervention |

| |specialist surreptitiously changes the grades and calls it “modifying after the |

| |fact” |

|When teachers maximize the benefits of having two teachers in the room by having |When teachers take turns being “in charge” of the class so that the other teacher|

|both teachers actively engaged with students |can get caught up on grading, copying, phone calls, writing IEPs, etc. |

| | |

|Team teaching, parallel teaching, station teaching, alternative teaching |When students remain in the large group all period in a lecture format as |

| |teachers rotate talking at them |

|When both teachers are perceived as full-time teachers (not one as a “helper”) |When one teacher begins the class on time and the other teacher comes in late, at|

|and are in the room for the duration of the class (from bell to bell, including |random intervals, or doesn’t show up for every class period |

|homeroom, if applicable) every day | |

|When teachers reflect on the progress and process, offering one another feedback |When teachers get frustrated with one another and tell the rest of the faculty in|

|on teaching styles, content, activities, and other items pertinent to improving |the teachers’ lounge |

|the teaching situation | |

| |When one teacher simply tells the other teacher what to do and how to do it |

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