Many schools have classrooms that contain two teachers within a room working with one group of students. These may be teachers trained to work with students who have learning challenges and/or English language learners. It is likely that most science teachers will experience a teacher coming into their room during instructional time or working with shared students at some point in their career.
If done effectively, co-teaching offers many benefits to all students. Mandi started her career as a special education resource teacher before switching to a general education teacher. This move allowed her to see both sides of a co-teaching situation: going into another teacher's classroom as a co-teacher and having co-teachers come into her classroom. She realized there are certain qualities of co-teaching that lead to higher effectiveness.
Tara has had a full-time special education teacher in her science classroom for several years. She is an advocate for co-teaching because students generally benefit from two professionals being available to answer questions, explain concepts, and support labs and other classwork. In addition, having two adults available to develop rapport with students enhances the learning environment for everyone.
There are various models for setting up the classroom, which we will discuss below. We also provide tips that we have discovered can lead to more successful co-teaching situations.
Research has found co-teaching environments can lead to increases in language arts and reading, as well as decreases in referrals and absences (Solis, Vaughn, Swanson, & McCulley, 2012).
Studies have also found that while some co-teaching models can be more successful than others, all co-teaching environments can help meet the needs of all learners and lead to significant academic gains (Cermele, 2017, p. 90). The research focused on three co-teaching models: interventionist, specialist, and departmentalized. The interventionist model consistently produced statistically significant student outcomes. This model assigns a special education teacher with four certified seventh–twelfth grade content teachers (social studies, math, English, and science). The special education teacher attends all four classes with the students and then provides further support in a smaller self-contained class later in the school day.
The other two models are called specialist and departmentalized. They, too, can improve student outcomes, though to a lesser extent (Cermele, 2017, p. 90). In the specialist model, the special education teacher who is certified in the content area co-teaches with the content teacher. The departmentalized model pairs a certified science teacher with a certified math teacher. They work together to teach both science and math. Then a certified English teacher is paired with a certified social studies teacher so they can teach both content areas together.
In successful co-teaching classrooms, all of the Skills for Intentional Scholars can take place. Students can take part in joint lessons that promote critical thinking, creative problem solving, and effective communication.
This section outlines a variety of co-teaching models and offers tips to support an effective co-teaching classroom.
There are six main approaches to co-teaching that are most widely used (Friend & Cook, 2004, p.15). In an ideal world, these methods are applied in class with two content area teachers. Practically speaking, some can work well with a competent student teacher, and others with an “intervention” teacher (for English language learners or students with learning challenges). The six strategies are:
An example of One Teach, One Observe is when students have behavior goals, such as “remaining on task” or “not disrupting.” While one teacher is leading students through the lesson, the other teacher observes the class, specifically to keep track of how many times a student calls out and is prompted to get back on task. During this time the second teacher is not actively assisting students, but instead gathering data for an upcoming parent meeting, an updated IEP (Individualized Education Program) meeting, or for internal reflection and discussion among the two co-teachers.
We use this strategy most often at the beginning of the year while we are getting to know our students. We assign students a shoebox challenge, which requires the class to be divided into groups of three or four students. Each group is provided a shoebox of identical supplies, such as 5 index cards, a rubber band, 10 straws, tape, and 20 paper clips. Students are challenged to create the tallest structure. There are a variety of shoebox challenges; we've provided links to our favorite shoebox challenges in the Technology Connections section.
While one teacher leads the class through the challenge and monitors for on-task behavior, the other teacher documents observations regarding how students interact in their groups. In our experience, these initial observations can help us plan for group work throughout the year. It is important, though, to avoid making generalized judgments based on one observation! Obviously, we make adjustments as we learn more about our students and they change throughout the year.
One Teach, One Assist is used most often during whole group lessons. While one teacher is instructing, the other teacher is walking around to help with any questions and ensure students are on task. The second teacher can also identify parts of a lesson that many students find difficult. That teacher then stops the instructing teacher by saying something like, “It seems we are struggling with problem number four. I think we may need to review it as a class.” This process helps identify concepts that may need further instruction and allows for reteaching during the lesson.
We prefer Parallel Teaching when we teach students to use new lab equipment, such as a microscope, Vernier probes and software, or triple beam balances. We begin by splitting the class in half. One of us might show half the class how to calibrate a probe, electronic scale, or balance while the other teacher is giving the same instruction to the second half of the class. Afterwards, students practice their new skill, which can cut instruction time in half and provide every student with practice and immediate feedback. This type of lesson is difficult to execute when there is only one teacher and a full classroom of students. See Chapter 19: Strategies for Using Scientific Tools and Technology for resources to teach students how to use microscopes, Vernier probes, and balances.
We use Station Teaching when we teach concepts that require two steps. For example, many labs require students to make a graph. After students attempt to make their graph independently or with a partner, they go to Station 1 where one of us checks the quality of their graph. Then students go to Station 2 where the other teacher helps them to interpret the meaning of their data. Station 3 is located at each student's desk where they work with the student sitting next to them to answer reflection questions about the lab and data.
Station Teaching can also be used when students perform dangerous or unfamiliar tasks in one activity. For example, when students are first learning how to test the minerals in a rock, one of us sits at Station 1 to help students safely drop hydrochloric acid on their rock. The other teacher sits at Station 2 to help students perform a streak test because this is the first time they've performed this activity. Station 3 includes the remaining tests (color, luster, transparency, hardness, light refraction), which students can safely and easily perform by reading step-by-step directions.
We sometimes use this method when we divide into ability-based groups (see Chapter 2: Strategies for Teaching Lab Procedures where we discuss when to make this division and when not to make it, along with research supporting those decisions) to read an article. As we discussed in Chapter 8: Strategies for Teaching Reading Comprehension, we believe in generally “amplifying” text and not “simplifying,” but there are times when it makes more sense pedagogically and timewise to offer different groups the “same” text at different lexile levels. In those situations, one group may read an article with a higher lexile rating than the other group.
Another time to use this co-teaching method is when, for whatever reason (including the fact that we might not have taught a topic well), a number of students have not fully grasped an important concept. In those situations, one teacher can pull the students together to re-teach the lesson in a different way, which is called corrective instruction. One mistake we have made is not understanding that if a student hasn't learned from our original lesson, it doesn't often make sense for us to just repeat it. While the first teacher is instructing those students who need further assistance, the other teacher provides an enrichment opportunity for the remaining students who have accomplished the learning goal. See Chapter 17: Strategies for Assessing Student Learning for resources that assess student needs and provide intervention opportunities, including corrective instruction, and enrichment lessons.
Our best use of Team Teaching is when we teach our students especially difficult concepts and creatively use our differences. For example, Tara is not an athlete and doesn't have a basic knowledge of sports, whereas Mandi is an athlete and coach and possesses great appreciation for sports. Tara teaches the science concept, using the metaphors and similes she is familiar with, and then Mandi teaches the concept a second time but using sports metaphors and similes. We've found that all students are more likely to comprehend scientific concepts because they've been taught using two different explanations.
Another way to use Team Teaching is when there are two (or more) ways to accomplish one goal. For example, when we teach students how to identify independent and dependent variables, Tara teaches the strategy of using the letters of the alphabet. She explains to students that, “I, the scientist, have control over the Independent variable, both of which begin with the letter I. And the Dependent variable is the Data that is gathered During the experiment and recorded in the Data table. They all start with the letter D.”
Mandi then identifies the variables using a different “trick.” She teaches the students that: “The independent variable comes first in the experiment. It's the one thing the scientist is altering when setting up the experiment. And the independent variable is the first variable mentioned in the hypothesis. But the dependent variable occurs after the independent variable, just like it appears in a hypothesis after the independent variable.” Students then have the choice to use Tara or Mandi's strategy. See Chapter 3: Strategies for Teaching the Scientific Method and Its Components for resources to teach variables and hypotheses.
Successful co-teaching occurs when there is successful co-planning. In an ideal world, co-teachers have a shared prep period so they can plan instruction together, but we know this is not always the case. If teachers do not have common prep time, some ideas to co-plan include asking school administration for class coverage to allow both teachers shared time to work together or creating an online document to share lessons and adaptations for all learners. Regardless of how it is done, finding the time to plan with one another is critical to providing effective instruction.
While taking the time to plan together, it is important to remain open-minded. Every teacher has a unique expertise within their fields. While a strategy may not be one we've used before, it may be what is best for kids. Tara was always open to suggestions when Mandi proposed instructional strategies that would help students who were receiving special education services. Mandi also benefited because she learned many new strategies that were beneficial to all students.
Just like any relationship, communication is key within a co-teaching situation. Teachers must talk often about lessons and students when they work together daily. If one teacher observes a problem (in a lesson, regarding a student, etc.), it needs to be communicated so both teachers can work together to solve it.
Getting to know a co-teacher is important not only to build a relationship, but also to learn each other's strengths. Our best co-teaching experiences were ones where we took the time to learn about each other's experiences, strengths, and challenges. Having a good relationship with a co-teacher leads to more cooperation in planning and interacting with students.
Working with adolescents and parents can be challenging at times and co-teachers need to stay united and “have each other's backs.” We've had many times where students have tried to “play us” off against each other. Of course, there were times when we didn't agree but we worked out our disagreements in private.
This is not to say that co-teachers should remain silent in the face of obvious unfair or inappropriate classroom practices. We all have bad days. Co-teachers must have the kind of relationship that allows one to be able to signal to the other that it might be time to step outside and take a breath. They must also have the type of candid relationship of mutual accountability where they can discuss ways to correct mistakes in a restorative fashion.
To help parents and students perceive us as a united front, we place both of our names on our class syllabus. And when we email parents, we add each other to the distribution list, use first-person plural pronouns such as “we” and “our,” and include both of our names in the closing.
When co-teaching, every student in the class should be considered both teachers' students. We always have to remember it is not your or my students, but OUR students. This philosophy means that both teachers share responsibility for planning, instruction, parent outreach, grading, and classroom management.
One advantage of a co-teaching classroom is that students have two professional educators in the room to both identify and intervene when they need assistance. Planning and implementing differentiation strategies are more feasible when you have the benefit of two teachers present—it creates opportunities for individualized and small group instruction.
Of course, just having two teachers in the room doesn't automatically mean this kind of differentiation will happen. It takes a collegial, reflective, and mutually accountable co-teaching relationship to ensure that students gain these benefits.
While research and experience show co-teaching can lead to more success for all students, it is not always an easy process to work with other teachers. There will be times when teachers have personality conflicts, disagreements, or difficulties working together. However, one way to overcome these challenges is to always keep the needs of students at the forefront of all discussions. When times get tough with co-teaching, keep this in mind and always keep trying!
A list of resources for co-teaching can be found at “Selected Resources Related to Co-Teaching” (http://www.ascd.org/publications/books/110029/chapters/Selected_Resources_Related_to_Co-Teaching.aspx).
Information on co-teaching with ELLs can be found at “The Best Resources for Co-Teaching with ELLs” (http://larryferlazzo.edublogs.org/2017/07/07/the-best-resources-on-co-teaching-with-ells-please-suggest-more).
We have two favorite shoebox challenge resources. Frugal Fun for Boys and Girls offers more than 30 shoebox engineering challenges for students of all ages. Their website is called “30+ Awesome Stem Challenges for Kids (with Inexpensive or Recycled Materials)” (https://frugalfun4boys.com/awesome-stem-challenges). The Scottish Council for Development and Industry created a PDF of eight shoebox challenges that can easily be altered for use in any country. The PDF can be downloaded for free at “Stem in a Shoebox on a Shoestring” (www.yecscotland.co.uk/LiteratureRetrieve.aspx?ID=137398).