2.2: Collaboration Among Teachers

Teachers use different co-teaching models. When co-teaching, general and special education teachers or other specialized teachers (e.g., reading specialists) work together to plan and facilitate lessons for a class that includes students with disabilities. Co-teaching allows each teacher to utilize their expertise to meet individual student needs and promote student learning. The following are different co-teaching models. Each model has strengths and weaknesses; it is up to the collaborating teachers to determine what model will work best for their specific circumstances.

One Teach, One Observe

In the one teach, one observe model, one teacher teaches while the other observes during instruction. For example, while the general education teacher is instructing the class, the special education teacher is observing a student with a disability to ensure they are grasping the concepts taught in the lesson.

One Teach, One Assist

In one teach, one assist, one teacher assumes greater responsibility for planning and facilitating instruction. The assisting teacher observes and provides support to students as needed. The one teach, one assist model extends the one teach, one observe model and works well when co-planning time is limited.

Station Teaching

In station teaching, teachers divide a lesson into parts, and each teacher instructs a small group of students at a station. The groups then rotate between stations. This model is often used at the elementary level. For example, when teaching a math lesson, one teacher might instruct a group on using manipulatives to solve a problem while the other teacher instructs a group on solving the same problem using mathematical computation.

Parallel Teaching

In parallel teaching, each teacher presents the same lesson to a small group of students. The primary benefit of this model is the smaller teacher-to-student ratio. This model is best for reviewing material that has already been taught.

Supplemental or Alternative Teaching

In supplemental teaching, one teacher works with students at their expected grade level, while the other works with students requiring remediation (i.e., re-teaching) or enrichment. For example, one teacher may work with a group of students who have fallen behind because of repeated absences.

Teaming

In teaming, teachers take equal responsibility for planning and instruction. This model is the most collaborative of all the co-teaching models. Teachers regularly change roles, each taking the lead and assisting when needed (Friend et al., 2010; Smiley et al., 2022).

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Friend, M., Cook., L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation, 20(1), 9–27.

Smiley, L. R., Richards, S.B., & Taylor, R. (2022). Exceptional students: Preparing teachers for the 21st century (4th ed.). McGraw Hill.