School Co-Teacher(s) Date Directions Part 2-Instructional Delivery In this section, you will individually describe your team’s implementation of co-teaching approaches. Check the rating of sustaining, developing or initiating, that best describes your team’s implementation of each co-teaching approach. Co-Teaching Approach Definition2 Initiating Developing Sustaining 1 1 Assist 1 One teacher is responsible for teaching. One teacher circulates throughout the classroom providing unobtrusive assistance to students as needed. No co-planning occurs, although the lesson plan may be exchanged Limited co-planning occurs, with one teacher developing the lesson separately Co-planning occurs consistently No opportunity to switch The same teacher leads predominately, while the other usually assists Each teacher has the opportunity to lead and to assist based on the instructional activity This approach is used exclusively This approach is used predominately This approach is used strategically Special education teacher only assists students with disabilities Students interact mostly with one teacher or the other teacher Both teachers share responsibility for maintaining the learning environment for all students Special educator’s role clearly reflects a focus on student’s IEP needs Co-Teaching Approach Definition2 Initiating Developing Sustaining
Parallel Teaching1 On occasion, students’ learning would be greatly facilitated if they just had more supervision by the teacher or more opportunity to respond. In parallel the teachers are both teaching the same information, but they divide the class group and do so simultaneously. Co-planning does not occur, but teachers may exchange materials and resources Co-planning occurs sometimes but lessons are planned separately Co-planning occurs consistently Each teacher delivers different/unrelated content One teacher is responsible for teaching grade level content Each teacher presents the same content to divided group using strategies designed to meet individual student needs Special educator has separate group for students with disabilities and teaches modified content One teacher has a separate for students with disabilities to teach content using a variety of instructional strategies Teaching team uses criteria to group all students, including students with disabilities Students with disabilities are a part of each group Co-Teaching Approach Definition2 Initiating Developing Sustaining
Team Teaching1 Interactive Teaching of, and have equally active roles in leading the class. Both teachers are actively engaged in the delivery of core instruction. One teacher delivers all the content information Special educator delivers only supplemental instruction, not core content instruction Student Interactions are based on teacher roles (Special Educator or General Educator) One teacher (usually the general educator) delivers majority of core content Each educator delivers a prescribed section of the lesson Student interactions and engagement are primarily with the one teacher delivering content Both teachers share delivery of core content to the entire class Teachers use a “conversation” style to deliver instruction simultaneously Student interactions with both teachers demonstrate cohesive delivery of instruction and promote high levels of student engagement Special educator leads accountability for IEP monitoring References 1 Adapted from Cook, Lynn and Friend, Marilyn, (2004). Co-Teaching: Principles, Practices, and Pragmatics. New Mexico Public Education Department, Quarterly Special Education Meeting, Albuquerque, NM. April 29, 2004 2 Adapted from Marilyn Friend, (2008). Co-Teach!: A Handbook for creating and Sustaining Effective Classroom Partnerships in Inclusive Schools.