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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