The University of Delaware

Coteaching in Clinical Practice

Resource Guide

THIRD EDITION

Coteachers collectively share the responsibilities of the classroom, placing a central emphasis on
student learning. Coteaching provides opportunities for coteachers to work side-by-side while
reflecting on their shared teaching practice. As coteachers collaborate they form a professional
partnership. Coteaching supports the learning of all participants: students, clinical
educators, and teacher candidates.
The University of Delaware Coteaching in Clinical Practice Resource Guide (3rd edition)
was co-authored by
Jennifer Gallo-Fox, Susan Gleason, Stephanie Kotch-Jester, Jessica Peace and Naima Hall.

© University of Delaware, Office of Clinical Studies

June 2018

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 Table of Contents

Part I: Understanding coteaching

What is coteaching? 4

Benefits for participants 5

Essential coteaching elements
I. Coresponsibility 6
II. Corespect 7
III. Coplanning 8
IV. Cogenerative dialogues 9

Part II: Supporting student learning through coteaching

Pedagogical approaches for enhancing instruction 12
Unified coteaching 13
Teach and actively observe students 13
Teach and assist 14
Center/Station teaching 15
Split-class instruction: Parallel teaching 16
Approaches for individualizing instruction for students
Split-class differentiation 17
Supplemental teaching 17
Teach and regroup 18

Part III: Implementing coteaching

Becoming a coteacher
Tips for the teacher candidate 19
Tips for the clinical educator 21
Coteaching Conversations
Corespect 22
Coresponsibility (Collective responsibility/Shared responsibility) 22
Establishing shared goals for student learning 23
Communication: Reflecting together (Cogenerative dialogues) 23
References 24

Additional Resources
Coplanning tips 27
Roles in the triad 28
Are we coteachers? 29
Coteaching is, and is not… 30
Coteaching approaches: Quick guide 31

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Part I: Understanding coteaching

What is coteaching in clinical practice?

Coteaching is a highly successful method of teacher preparation that enables teachers to
think and teach together while having a shared focus on student learning. In this
approach two or more adults work closely to deliver high quality instruction to the
students. Together the coteachers share responsibilities for planning and teaching.

Coteaching is a way to increase opportunities for student learning and for coteacher
professional growth. When coteaching, pre-service and in-service teachers learn through
their on-going conversations about their shared teaching practices.

Essential to coteaching is the sharing of all aspects of the classroom space and
working together as mutual partners. In the classroom, this means having a shared
sense of respect, responsibility, practice, planning and reflecting together on
coteaching, which we identify as the 4 Co’s.
The 4 Co’s are the essential
elements of coteaching:

• Coresponsibility
• Corespect
• Coplanning
• Cogenerative Dialogues (Scantlebury, Gallo-Fox, Wassell, 2008)

Research has shown significant gains in student learning in cotaught classrooms when
compared to student learning in traditional student teaching classrooms (Murphy &
Beggs, 2006; St. Cloud University, 2010).
Feedback from the field: UD clinical educators
One coteaching Anteam in a Delaware
Elementary school
teacher observed
education clinical
this increase ineducator
skills. Early Childhood clinical
said, “Two perspectives educator,
are
Daphne Kosinski said, “I hosted a teacher candidate in
sometimes more helpful, especially for Middle
the fall (2014). Our test scores went up more than the
School math. Students might relate more to one
other classes in our team. I think that the coteaching,
than the other, and it helps to have two
with two of us in the room helped improve skills”
different ways to teach the information.”
(Kindergarten).

Why coteach?
“Coteaching explicitly brings two or more teachers together to improve what they can offer
to the children they teach, while providing opportunities to learn more about their own
teaching.”
Why does coteaching work?
“Coteaching works because everyone focuses on the learning of the children.” “Student and
classroom teachers learn from each other (as well as University tutors), often without even
realizing that this is happening.”
Source: Coteaching – Investigative Primary Science with Student Teachers [Link]/ext/cpd/coteaching/[Link]

4
Part I: Understanding coteaching

Potential benefits for coteaching participants

Potential benefits: Classroom students Potential benefits: Clinical educator

• Another teacher in the room to monitor, • Opportunity to continue to instruct
assist and reach more students students and address learning needs
• Coteachers can differentiate instruction • Clinical educator does not feel that they
to meet student learning needs are a spectator in their own classroom
• Clinical educators remain actively • Professional development
engaged to maintain stability and opportunity – the teacher
awareness of student academic and candidate brings new
emotional needs perspective, fresh ideas, renewed
• More student small group time enthusiasm and energy to the
• More individualized and specialized classroom
attention • Gain of a teaching partner to talk
• Transition of teacher candidate is through ideas, try new instructional
smoother for the students, as there is strategies, monitor students and
visible support from the clinical collaborate on new lessons
educator

Potential benefits: Teacher candidates Research based long-term benefits

• Active role expectation – active • Six months after experiencing cotaught
engagement at all times science, elementary students reported
• Increased agency – greater sense significantly more positive attitudes
of commitment to school, toward learning science than students
classroom and students who had not been cotaught science
• Increased sense of confidence from • Clinical educators utilize
working alongside an experienced professional learning from
teacher coteaching experiences even
• Increased ability to make decisions after the teacher candidates
and coteachers gain experience leave their classroom
engaging in shared decision-making • Fosters collaborative and networking
processes practices
• More teaching time and engagement • Supports a culture of communication and
with students collaboration within coteaching schools
• Coteaching graduates actively seek out
teacher networks and use
collaborative practices to support
their teaching at their new schools

5
Part I: Understanding coteaching

Essential coteaching elements: The 4 Co’s defined

I. Coresponsibility

Coresponsibility/Collective Responsibility/Shared Responsibility

In a coteaching classroom all coteachers need to assume shared responsibility for all aspects
of classroom life. This means that responsibility for classroom instruction, students,
prepping and planning, management, and assessment is collective. If a coteacher sees that
something needs to be addressed in the classroom, they should work to address these needs.

Research says… “Coteachers who see that

something in the situation that could or should
be improved immediately go about making the
required changes. Rather than sitting back and
after the lesson talking about it or, worse,
blaming the other for making mistakes,
coteachers who enact their part of the collective
responsibility [co-responsibility] do what can be
done to improve the situation then and there”
(Roth & Tobin, 2005, p. 19).
(Scantlebury, Gallo-Fox, Wassell, 2008)

Feedback from the field: UD clinical educator Feedback from the field: UD teacher candidate

“We both have different roles based on the lesson, “Coteaching was such a great experience for me as a student
so you’re responsible for your role and I’m teacher. I immediately felt part of the classroom/grade level
responsible for my role. We’re both responsible for "team" and like what I had to say was important. Sometimes
the learning of the students in the classroom. It’s it didn't even feel like I was a student teacher because I was
like a team in a way.” (Grade 4, Clinical Educator) given so much responsibility!” (Early Childhood Teacher
Candidate)
“It’s not ‘figure it out’... it is a joint effort to
execute lessons the best way you know how and Coresponsiblity means, “Taking ownership of everything even
to reach all the kids.” (Grade 3, Clinical Educator) if you are in the supporting role. Making sure that you are both
on the same page, making sure you are working together,
“These are our children. WE are responsible for all making sure that you are both working together and
planning, teaching, learning and assessing.” planning together.” (Grade 3, Teacher Candidate)
(Grade 3, Clinical Educator)
“This means that the responsibility to perform a task is
shared between two or more people. It means that people
share accountability, and thus everyone should be actively
engaged in the task…” Coresponsibility defines my student
teaching experience. My clinical educator and I were
coresponsible for planning, implementing, and reflecting
on instruction.” (Grade 1, Teacher Candidate)

6
Part I: Understanding coteaching

II. Corespect

All coteachers bring different strengths and important knowledge to classroom practice and can
work to enhance student learning in the classroom. Research has found that through the process
of teaching alongside one another and through shared conversation about practice all coteachers
can gain new insights into practice, develop new ideas for instruction, and reflect on their work
with students. It takes time to learn about one another’s strengths and the value that each person
brings to the classroom. This is why it is critical that coteachers work together to establish corespect
during the early days and throughout the field experience.

It is important from the first day that teacher candidates contribute to classroom instruction and
interact with students. Traditional student teaching models are often hierarchical with the clinical
educator being viewed as experts, and teacher candidates viewed as novices. In coteaching both
teachers are seen as important contributors to the teaching process and are viewed by students
equally in their teaching roles. Power differentials can make it difficult for classroom students to
understand that they can, and should address their questions and concerns toward both teachers

Research says… “Corespect occurred when teachers viewed each

other as peers and had the expectation that each person provided
valuable insight and knowledge that improved her/his teaching.
For successful coteaching, all teachers, regardless of experience or
expertise, had to respect each other’s talents and value the
contributions that each individual could make to the classroom.
Mutual co-respect provided room to maneuver within coteaching,
and share voices, ideas and control” (Scantlebury, Gallo-Fox, &
Wassell, 2008, p. 975).

Feedback from the field: UD clinical educator Feedback from the field: UD teacher candidate
“We were in it together and I think…we were both “We need to work well together, even if we don’t have the
treated as individuals. We worked together but we same ideas about something. We need to work on that
respected each other, so they blended.” before we go teach, because we can’t have conflicting
(Grade 4 , Clinical Educator) ideas. We are both equals in the classroom. I know what
really helped was that I was introduced as the other
Teacher Candidates “bring a lot of new things to the teacher in the class. I was never the “student
classroom, not just their energy but their ideas, teacher”…right off the bat, it was we are both teachers.”
technology…it helps me to become a better (Grade 3, Teacher Candidate)
teacher.” (Grade 2, Clinical Educator)
“This means two or more people respect each other. Respect
“We were in it together and I think…we were both
is not a one-way street and just like coresponsibility,
treated as individuals. We worked together but we
corespect is another word that defined my teaching
respected each other, so they blended.”
placement. My coteachers and I all respected each other, we
(Grade 4, Clinical Educator)
listened to each other’s ideas, and we all worked with each
other to provide quality instruction to these students.”
(Grade 1, Teacher Candidate)

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Part I: Understanding coteaching

III. Coplanning

When coplanning, coteachers work together in pairs or teams to reflect on the current status of
the class and collaboratively plan instruction. While working together coteachers plan for
instruction and assessment and gain opportunities to think together about how to best meet
student needs in the classroom. It is important t h a t
the Teacher Candidate is contributing member of
the planning community.

During coteaching experiences the Teacher

Candidate should participate in the existing planning
process at the school. For example, if clinical
educators plan with colleagues the teacher
candidate should participate in this process as fully
as possible; coteachers may find that in such
situations additional coplanning
conversations based specifically on classroom (Scantlebury, Gallo-Fox, Wassell, 2008)
student needs will be necessary to clarify and
plan for specific classroom implementation.

In order for successful coteaching, coteachers should structure a weekly time for long term planning,
reflection and goal setting. They then confer atleastdaily to adjust the implementation of the plan
according to student needs.

Strong coplanning sessions incorporate the following elements:

o Shared common purpose for coplanning meeting
 (e.g. instructional planning for a lesson, week, or unit)
o Focus on student learning goals
 What do we want our students to learn?
• Standards/ Curricular goals
 How will we know if our goals have been achieved?
o Planning with a focus on student needs
o Develop activities or practices to support successful learning
 How can we work together to best support our students?
 What type of coteaching approaches will best support our
students’ learning?
o Cohesive coteacher relationship: Sense of safety and trust between
coteaching partners (corespect and coresponsibility)

During the coplanning session it is important to communicate all expectations for the week in terms of the
coteachers’ roles and responsibilities. Plans are made to utilize both coteachers’ strengths to best meet the
students’ needs. After the coplanning sessions, the coteachers then accept the responsibility of preparing
for their roles and responsibilities.

8
 Part I: Understanding coteaching

Experienced teachers automatically consider many factors when planning for instruction that a
Teacher Candidate needs to learn. During early coplanning sessions coteachers often talk about
aspects of planning that experienced teachers think about implicitly. It is important that
teachers’ much of the experienced teacher’s tacit knowledge and teachers’ decision-making
process needs to be made explicit. Some topics addressed in early coplanning meetings include:

• How will we arrange the classroom for the lesson?

When do we set up for the lesson? How/why will we
group and situate students in the room in certain ways?
How do we prepare the students to work together, or
use the materials for our lesson?
• How will we pace the lesson?
• What materials do we need to prepare or to
differentiate the lesson?
• How does the lesson align with Common Core Standards
and/or State Standards?
• How will student assessment data, prior knowledge
and experiences inform planning for this lesson and future
instruction?
• Will accommodations or modifications need to be considered for special needs
students? (For example: ELL, 504 Accommodations, and IEPs)
• What instructional approaches can be used to best meet the learning needs of classroom students?
What differentiated strategies are needed to occur to meet the varied tiered learners needs?
• How can the “power of two coteachers” or “power of three coteachers” be used to best meet students’
needs?
• How will formative and summative assessment(s) measure each student’s progress towards the
lesson’s essential question/objective(s)/standards?

Thoughts about coplanning:

Elementary clinical educator, Richele Pryor, remarked, “Coteaching was less scary (for
the teacher candidate) because she could look at me for help. It gave her more
confidence.” (Grade 3, March 2015)

IV. Cogenerative dialogues: Shared mutual reflection on practice

(Communication)

A natural process in our development as professionals is

reflection upon instruction. The coteaching model
provides opportunities for the clinical educator and teacher
candidate to reflect together to discuss lesson strengths,
weaknesses, and strategies for future improvement. Your
coplanning sessions are a form of cogenerative dialogue.
Throughout the day, discuss these issues. Thinking aloud
improves the education for all learners!
(Scantlebury, Gallo-Fox, Wassell, 2008)
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 Part I: Understanding coteaching

Research says…
Cogenerative dialogues occur when coteachers discuss the issues that impact teaching and
learning, and collectively generate solutions to any problems. Cogenerative dialogues are open
discussions in which all participants’ opinions and voices have equal value.” (Scantlebury, Gallo-
Fox, & Wassell, 2008, pp. 971-972).

Did you know that cogenerative dialogues might occur in the middle of instruction? Research in
coteaching calls this a huddle.

Classroom example: Ms. P. (CE) is teaching a math lesson to her second graders. The students are
exploring two-digit addition. Ms. S. (TC) is supporting instruction by monitoring the students and
attending to individual needs. Both Ms. S. and Ms. P. realize that several students are really
struggling with the new concept. As the students continue to discuss strategies in their small groups,
Ms. S. and Ms. P. meet in the corner of the room to discuss their observations of student
progress/learning. After a few minutes they decide to make a lesson adjustment. Ms. P. decides to
take a small group of students to the back table while Ms. S. continues the lesson with the
remaining second graders. (Grade 2 Classroom, Fall 2011)

Research says…
“The chief goal of a huddle is to quickly reach agreement on what is to be done, the roles of the
participants, and shared responsibilities for enacting agreed to roles successfully. During
huddles the coteachers participate in ad hoc cogenerative dialogues and it is important for
each to listen to others and ensure that all points of view are presented, heard, and taken into
account in reaching a final agreed-to course of action” (Tobin, 2006, p 139).

10
 UD clinical educators’ thoughts on
cogenerative dialogues…
“I think it’s probably the most valuable
part…especially because I was involved… If I were
the teacher that was sitting back while they were
teaching, I probably would have been grading or
something, but because I was involved in the
lessons, I knew everything that was happening. So,
UD teacher
it’s easycandidates’
to reflect when thoughts on
you’re both involved.”
(Grade 4, Clinical
cogenerative Educator)
dialogues…
“I think we
“Wereflected
are alwaystogether
talkingequally. She would
about what’s goingask
on,
me ‘What do you
what’s think?’what’s
working She would say, as awhat
not working, pre- we
service teacher
need towith all these
change. fresh ideas
We definitely from
tried to look at all
Delaware… ‘What
of the do you think
assessments I couldWe
together. have done?’
would ”
always
talk about where
(Grade 3, Teacher Candidate) do we need to improve, where
are we noticing the trends and what needs to be
done
“It was like again.
mutual If we were incould
reflection…we agreement
bounce with what
ideas
off of eachthose things
other.” were,
(Grade it was clear
3, Teacher to see what
Candidate)
needed to be taught again, then figure out how
“We would discuss
to work howin.”(Grade
it back we thought the lesson
4, Clinical went.
Educator)
We would talk about things that went well and
things that could be improved upon. We would also
reflect on the lesson in terms of future instruction- we
would decide how to guide instruction in the future
based on how the lesson went and based on which
students met the lesson’s objectives and which did
not. When reflecting it was more of a conversation
with my coteacher than a one-sided discussion; as
with planning, my thoughts were fully valued and I did
not feel hesitant or nervous to share my
opinions.”(Grade 1 & 2, Teacher Candidate).

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 Part I: Understanding coteaching

University field instructor and supervisor’s thoughts on cogenerative dialogues…

"With coteaching, reflection is occurring in the moment as opposed to after the lesson."
(Ann Jornlin, March 17, 2015)

“As a part of this program as an undergrad and now as a supervisor, I feel like this is a key
part that was missing. Coteaching really helps teachers support each other.”
(Dede Lilly, March 17, 2015)

Research on huddles:

• Huddles occur when two or more teachers use short, focused meetings, before, during or after a
lesson to discuss a shift of adaptions to coplanned instruction (Tobin, et al., 2003).

• The foci and purposes of huddles include redirection, extensive thinking, pupil understanding,
lesson logistics and mechanics, and student specifics (Gallo-Fox & Scantlebury, 2015).

• Huddles provide clinical educators unique ways to communicate within a coteaching classroom
regarding the teacching situation and its influence on pupil learning (Soslau, Kotch-Jester,
Scantlebury & Gleason, 2018).

• Huddles allow coteachers to produce immediate feedback on their teaching and the learning
needs of their pupils (Soslau, Kotch-Jester, Scantlebury & Gleason, 2018).

• The huddle provides clinical educators the opportunity to advise, mentor, and support instruction
(Soslau, Kotch-Jester, Scantlebury & Gleason, 2018).

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Part II: Supporting student learning through coteaching

Supporting student learning through coteaching

Pedagogical approaches for enhancing co-instruction

Coteaching is the shared responsibility of classroom practice with a joint focus on student
learning. With multiple teachers in the classroom there are many ways to work together to
support student learning. Coteachers should consider pedagogical approaches that will help
them fully utilize the human resources in the classroom in order to meet their instructional
goals. Successful coteachers plan with student needs in mind. They develop their instructional
plans in ways that best enable them to meet the goals and needs of the children in the
classroom. While planning is necessary for effective instruction, many teachers find that they
need to adapt their teaching in the midst of instruction in order to better support student
learning.

It is valuable for Teacher Candidates to use a variety of coteaching approaches, as each

provides different opportunities for learning and thinking about student learning. Some
approaches provide opportunities for both coteachers to truly merge their practice by
coteaching the exact same lesson together and reflecting on their shared practice. Other
coteaching approaches provide greater opportunity for Teacher Candidates to assume lead
instructional roles in the classroom, while still having the proximity of the clinical educator for
support and reflection.

Coteaching can take many forms. Some approaches for coteaching are listed on the following
pages:

Key:
D = A coteaching approach that strongly supports differentiated instruction for students.
I = A coteaching approach that provides independent teaching opportunities for the Teacher Candidate.
TC = Teacher Candidate
CE= Clinical Educator
SE = Special Educator

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Part II: Supporting student learning through coteaching

Unified coteaching

A goal of coteaching is for both teachers to truly share classroom and instructional
responsibilities. When unified coteaching is fully attained, teacher practice is mutual and
coteachers are able to anticipate each other’s moves. In unified coteaching both coteachers
have equal roles in the lesson. The process of "stepping forward and stepping back" as the
lead teacher and/or assist teacher is often planned. While coteachers continually work
together to share and discuss practice throughout their time in the classroom; strongly
synchronized coteaching as described here takes time to develop.

Classroom example: Ms. N. (TC) is coteaching with Ms. E. (CE) and Ms. G. (SE) in a first-grade
inclusion classroom. They have coplanned a science lesson on the types of clouds. As the lesson
progresses, Ms. N. is introducing the lesson, Ms. E. shares a connection to a recent reading story,
Ms. G. signals that she also has a connection to a movie she recently saw on T.V. The lesson
progresses with all three coteachers having equal roles in the lesson and seamlessly stepping into
the lead role and fading back out as another coteacher steps forward. An observer would think
that this partnership has been teaching for years together. (Grade 1, Fall 2011)

Classroom example: Ms. C. (TC) and Ms. J. (CE) are introducing the visiting class pet to the
children. Both teachers shared information about the hermit crabs with the children. Ms. J. shared
about personal experiences with the hermit crabs, as they are her daughter’s pets at home. Ms. C.
shared information that she learned through reading about hermit crabs online. Students listened
to each example and asked questions of their own. (Preschool, Spring 2014)

Teach and actively observe students I

In this coteaching approach one teacher leads class instruction while the other actively
observes the classroom. This is a time for anecdotal note taking, child study, or curriculum
assessment. The coteacher observing is engaged in the classroom activity and ready to
support instruction as needed. This approach can be for both parties of the coteaching team
from time to time.

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Part II: Supporting student learning through coteaching

Classroom example: During a Preschool group time, Mrs. D. (CE) is reading a book to the
children. Ms. K. (TC) is sitting with the children, listening and taking notes about student
responses to the questions and the text. This process continues over a week of daily read alouds,
so that assessment can occur for many children. Ms. K. notes who has been called on to answer a
question and each child’s response. This information is used by both coteachers so that they can
ensure all children have opportunities to respond to a reading during the week, and also as a way
to document each child’s response to oral reading comprehension questions. (Fall 2013)

Classroom example: In a second-grade classroom, Ms. P. (TC) is leading the math portion of the
day. The children are using materials with a partner to solve word problems. While Ms. P. is
teaching the whole group, Ms. F. (CE) is observing and taking notes on student understanding.
She will then use this data to form small groups for further understanding, or enrichment.
(Spring 2014)

Teach and assist I

One coteacher takes a lead in providing instruction, while the other monitors the classroom
for management and student understanding, and assists individual students. As one
coteacher begins to take on lead roles, the other coteacher remains actively engaged in the
lesson and provides ongoing support. Clinical educator and teacher candidates can fill both
roles during a lesson or even trade mid-lesson. The assist role provides a great opportunity
to coach the teacher candidate, model decision-making skills, or model instructional
strategies. The assist role also provides coteachers with opportunities to work more closely
with students, monitor progress, observe behaviors, and remain engaged in the classroom.
Even with “Teach and Assist” the lessons need to be coplanned to identify clear roles and flow
of the lesson.

Classroom example: During week one of the teaching experience, Mr. K. (TC) is taking the lead
role for Problem of the Day. Mr. K. is listening intently to students’ strategies for solving the
problem, he is unfamiliar with some connections to previous learning. From the coplanning
session, Mr. K. knows that his clinical educator will be actively supporting instruction and may
model connections. From the coplanning session, Ms. O. (CE) is prepared to help make
connections to previous learning if a strategy is shared that was not discussed during the
coplanning session. This coteaching strategy provides the students with appropriate instruction
as Mr. K learns the curriculum and previously learned concepts. (Grade 8, Spring 2012)

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Part II: Supporting student learning through coteaching

Classroom example: During movement time, the teachers are focusing on gross motor
development. Mrs.T. (CE) is leading the activity; Ms. K. (TC) is assisting. Children are listening to the
music to cue them to the next movement. Both coteachers are participating with the
movements, modeling expected behaviors for the children. Mrs. T. is leading the activity and
signaling to students to listen for the next section of movement, while Ms. K. gives smiles of
encouragement and moves in to provide redirection and one-on-one modeling for specific
children as needed. Both coteachers are in different location in the room to support all children,
by proximity. (Preschool, Fall 2013)

Center/Station teaching ID

During instruction both coteachers may be working with different groups of students around
different or similar goals. Coteachers divide the instructional content into two or more
smaller components and present this content at separate locations/centers in the room.
Student groups transition from coteacher to coteacher; sometimes a third or fourth center
of independent work may be incorporated. Center/Station Teaching allows for independent
teaching opportunities for the teacher candidate. This is an excellent approach for
differentiating instruction.

Classroom example: Ms. J. (CE) and Ms. B. (TC) have coplanned a reading unit. There are four
student centers arranged in the classroom. Two of the centers provide students with independent
tasks while Ms. J. and Ms. B. instruct the remaining two centers. The students transition to a new
center every 20 minutes. Ms. J. is working on student comprehension through leveled readers.
Ms. B is working with students on the weekly skill of cause and effect. (Grade 4, Spring 2011).

Classroom example: In many Early Childhood Classrooms center time occurs each day. Often
the room is set up with hands on learning stations that the children rotate through. One
coteacher may be at a small group providing focused instruction and support, while another
coteacher is monitoring classroom activity, and interacting with groups throughout the
room. (Common early childhood practices)

Classroom example: At the onset of a unit about the properties of waves coteachers
developed a two-day mini-lab in which high school science students participate in a series
of constructivist learning opportunities and explored concepts of wavelength, frequency,
and amplitude. Each laboratory station was set up with different hands-on activities that
students circulated to throughout the course of the two days. One coteacher led a

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Part II: Supporting student learning through coteaching

pendulum activity at one station, the other coteachers facilitated learning at the other
stations. The coteachers then used these constructivist learning opportunities as
foundational experiences for their physical science study. (High School Science, Spring
2005)

Split-class instruction: Parallel teachingI

There are multiple reasons why coteachers might choose to split the class. During split-
class instruction each coteacher may teach the same lesson using the same
approaches, or through different approaches but with the same goals. Split-class
instruction provides one way to decrease student to teacher ratios and groupings
may be heterogeneous or homogeneous depending upon instructional goals. Split-
class instruction allows for independent teaching opportunities for the teacher
candidate.

Classroom example: Ms. G. (CE) and Ms. S. (CT) have coplanned a math lesson on adding
fractions. To differentiate the instruction, Ms. S. is going to stay in the classroom and instruct 8
students who need time to explore the concept of adding fractions. Ms. G. is going to work in
another area outside of the classroom with 15 students who already have an advanced
understanding of adding fraction. (Grade 5, Fall 2010)

Classroom example: Ms. M. (CE) and Ms. T. (CT) have coplanned a writing lesson. They
introduced the lesson in a short whole group meeting then split the class into two groups. Each
group will write about their field trip experiences in their journals. The lower ratio will allow the
coteachers to meet student’s needs faster, with more appropriate, individualized support.
(Kindergarten, Fall 2012)

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Part II: Supporting student learning through coteaching

Approaches for individualizing instruction for students

Split-class differentiation ID

This approach is similar to parallel/split class teaching as a class is divided into two groups.
Differentiated instruction is planned to meet the unique needs of the students within the two
groups. The learning goals are the same, but the instruction is differentiated.

Classroom example: Ms. J. (CE) and Ms. B. (TC) coplan to differentiate a math lesson on
multiplying fractions. Based on pupil learning data and observations, Ms. J. instructs almost half
of the pupils using fraction strips to reinforce the concept. Ms. B. takes the remaining pupils in the
class – a little more than half, to instruct the same concept but focuses the lesson on
understanding and applying the algorithm. (Grade 4, Spring 2010)

Classroom example: Ms. K. (TC) and Ms. T. (CE) and Ms. L. (Paraprofessional) will each teach a
reading readiness lesson to their small groups. Ms. K.’s group is ready for blending sounds to
make words. Ms. T.’s group is working on matching letters to their sounds by sorting different
objects to their corresponding printed letter. Ms. L.’s group is playing a matching game by putting
together magnetic letter pairs. Each group is working on skills appropriate to their needs as
determined by prior assessment and observation. (Preschool, Fall 2013)

Supplemental teaching ID

While one teacher is leading classroom instruction, the other coteacher works independently
with one student or with a small group to help strengthen student learning. Some of types of
instruction accomplished while using this approach include: RTI, tutoring, supplemental
17
Part II: Supporting student learning through coteaching

instruction, catch up for students who have missed class, or enrichment. This is a planned
teaching experience; coteachers coplan ahead of time to have one coteacher working with a
small group during the whole group instruction.

Classroom example: Mrs. B. (CE) and Mr. C. (TC) coplanned a lesson on word families. A majority of
the children would be in a group with Mr. C. to learn about the newest word family,” –up”. They will
explore ways to create new words by changing the initial sound. Mrs. B. will work with a small
group of children to provide extra support practicing letter sounds in isolation then they will use
these same sounds create new words. (Kindergarten, Spring 2013)

Teach & regroup ID

During instruction, coteachers identify students who may be struggling with the concept being
taught. This is done during the lesson. Coteachers discuss the needs and decide on flexible
groups that need additional support. The non-lead coteacher regroups a smaller group of
students from the whole group to provide more individualized small group instruction.

Classroom example: Ms. T. (TC) is teaching math to an inclusion group of fourth grade
students. During the course of the math instruction the clinical educator and the special
education (SE) coteacher are monitoring the students’ understanding through observations as
they walk through the classroom. Mrs. B. (TC) notices four students who are missing a key
concept in adding fractions and are falling quickly behind the pace of the lesson. Mrs. B. pulls the
four students to a small table at the side of the classroom to individualize their instruction. Ms. T.
(TC) and Mrs. V. (SE) continue in their roles for the coplanned lesson. (Grade 4, Fall 2012)

Classroom example: In a Second Grade classroom, Mrs. W. (CE) leads the math lesson. The
instruction for the concept is brief. Ms. J. (TC) is monitoring the room and determining
who needs additional support on this skill. Mrs. W. divides the room into three groups; she
gets the independent group started on their work. Ms. J. works with a group that needs
to work with manipulatives to support conceptual understanding. Mrs. W. works with a
group of children that are above-grade level group to explore the concept in more detail.
(Grade 2, Spring 2013)

18
Part III: Implementing coteaching

Becoming a octeacher:
Tips for the teacher candidate

Teacher Candidates are encouraged to take an active role in the classroom from the first day in
the semester. One way to accomplish this is by not sitting down! Teacher Candidates should be
actively working to become a part of the classroom life even from the first day. We realize that it
is not realistic to think that teachers new to a classroom can fully participate in all aspects of
classroom practice on the first day—this happens over time. Below is a list of coteaching activities
that are reasonable expectations during the initial weeks of coteaching to help the teacher
candidate integrate fully into classroom life. This is a suggested progression of activities. Do what
makes sense to you and your classroom; you do not need to do everything at once.

Research says… “The coteaching model offers interns a method for explicitly drawing
on opportunities to learn a practice by doing it collectively with others and cogenerative
dialogues provides interns a means to reflect on this process with others in an effort to
improve teaching and learning and also, to learn about teaching” (Martin, 2008).

Possible coteaching activities and practices

Prior to the • Contact your clinical educator to introduce yourself
placement • Try to visit the school or classroom to meet the students
• Look up and read the clinical educator’s website and the
school’s website
• Determine at least two routes to school
• Exchange contact information
• Ask about your new schedule
Week 1: Becoming • Interact with all the children in your classroom. Get to know them
part of the life of as individuals andlearners
the classroom • Get to know your clinical educator; begin to develop a working
relationship
• Get to know all of your students; learn everyone’s names
• Actively work to insert yourself into the activity of the classroom (sit
down less than your clinical educator); provide instructional support
and assistance
• Read a story with a child, or a small group of children
• Check for student understanding (listen in to student comments
during instruction, answer questions as appropriate and work to
support student learning, ask for clarity and help to bring questions to
the floor)
• Answer student questions
• Work one-on-one with a child or in small groups
• Try Center/ Station or different coteaching approach*
19
 • See where there are needs and step in to support learning
• Actively observe students -- document learning, record anecdotal notes
• Attend staff and faculty meetings
• Coplan with your clinical educator (and team)
• Read curriculum and instructional materials; gain an overview
of instructional goals for the semester
• Learn and follow school policies and procedures for teachers
• Set professional goals for week 2
• Begin Coteaching Conversations**
Week 2: • Continue the coteaching practices from last week and add to them
Assuming a • Continue to coplan with your clinical educator (and team)
greater share of • Run a center or small group activity
classroom • Try Split-Instruction or Supplemental coteaching approaches**
responsibility • Set professional goals for the week
• By the end of week 2 you should be coteaching throughout the day
• Complete Coteaching Conversations by end of week 2
Week 3 through • Continue the coteaching practices from previous weeks and add
the last week of to them
placement: • Continue to keep student learning needs as a central focus of your work
Mutually shared • Continue to move toward equal partnership in the classroom
practice • Continue to set professional goals each week
• Continue to reflect together about student progress and the types
of assessment you might use to help guide your planning and
lessons.
• Remember, coplanning should be a mutual experience. Continue to
actively engage all coteachers in planning of all aspects of
classroom practice.
• Learn more about the school/center and the roles within the building.
• Spend some time talking with support personnel to learn more
about how to better support the students

* See Supporting student learning through coteaching (pp. 12-18) or The coteaching strategies quick guide (p. 31) for
descriptions of the coteaching approaches. ** See Coteaching conversations (pp. 22-23).

20
Part III: Implementing coteaching

Becoming a coteacher:
Tips for the clinical educator1
Prior to the placement
• Talk with your teacher candidate — spend time sharing about yourselves. If possible,
invite your teacher candidate to visit before the official start of the experience.
• Share excitement with students and families about the start of the placement.
Welcome the teacher candidate in a newsletter or email.
• Include the teacher candidate’s name next to yours outside the door, or on a family
bulletin board.
• Provide a work area for the teacher candidate. Designate a shared area with
standards, curriculum manuals, textbooks, the current read-aloud book, etc.
• Share a picture of the class and/or individual students to help the teacher candidate
‘know’ them even before the placement. Have the class write a welcome letter to the
teacher candidate.
• Create a folder with useful information including class lists, daily schedules, allergies,
classroom rules, discipline referral forms, etc.
• If applicable, make arrangements for student teacher’s login and access to e-School, or
electronic attendance & grade book.
• Make arrangements for parking.
Day 1
• Introduce the teacher candidate to other staff, including the administrative staff and
custodians.
• Tour the school. Be sure to share staff work areas, resource room, the cafeteria, the
lounge, adult restrooms, etc.
• Share with the teacher candidate school policies for teachers: the work day hours, log
in and call out procedures, school security and drills, how and when to contact nurse,
parking, parent volunteers, etc.
• During the first week
• Share information about how and when you work/communicate with other staff.
• Share how you assess student progress, and the system you use, if applicable.
• Share information about students’ medical, behavioral and emotional needs. Invite the
teacher candidate to look at IEP and 504 goals and share how the goals are addresses
and assessed.
• Review the calendar and discuss any details about professional days, staff or student
events. Discuss routines in your workday such as recess, lunch duty, faculty meetings,
team planning, bus duty, etc.
• Discuss any behavior management system in place, expectations for behavior and
classroom routines. Discuss the school wide behavior plan.
• Look for ways to be kind, positive and supportive of the teacher candidate and the
contributions they are making to the classroom environment.

1
Handout adapted from St. Cloud to reflect UD coteaching philosophy

21
Part III: Implementing coteaching

Getting started: Coteaching conversations

Coteaching requires collaboration and time to get to know each other on a professional level.
During the first two weeks of the field experience it is important to have professional and
collaborative conversations around important coteaching topics.

Please arrange time to discuss the following ideas and questions.

Corespect discussion
1. How do we each define professional respect for each other?
2. How will we respect each other’s:
a. work space
b. materials
c. ideas
d. teaching style
e. feedback
f. experience
3. How will we ensure regular communication with each other?
4. Additional ideas dicussed about corespect
5. Questions we still have about corespect.

Coresponsibility discussion
1. How will we define our roles for each lesson?
2. How will we determine each coteachers’ individual responsibilities for lessons and ongoing
student learning?
3. How will we demonstrate equal responsibility for classroom responsibilities?
4. Focusing on the domains of teaching, share with each other the knowledge and strengths that
you each bring to the following classroom practices:
a. planning instruction
b. assessment
c. management
d. reflection
5. How will we explain our coteaching arrangement to the students and convey that we are equals
in the classroom?
6. How will we be consistent in dealing with student behaviors?
7. How will we assess the effectiveness of our instruction?
8. Additional ideas discussed about coresponsibility
9. Questions we still have about coresponbility

22
Part III: Implementing coteaching

Establishing shared goals for student learning

As part of the formation of your coteaching partnership, you need to develop a shared
sense of focus on student learning. As a collaborative team you need mutual goals for
student learning and instruction. Take time to discuss student learning needs and
curricular goals for the upcoming placement. While many of these goals are set at the
state and district level, a common vision and sense of purpose will help you to coplan
and coteach. Here is a list of points to discuss together:

1. What are the curricular/instructional goals for the placement weeks?

2. Which standards will need to be addressed? How have you worked with standards in
the past?
3. Which curricular resources and teacher guides are typically used in this classroom?
(The teacher candidate should gain access to these materials and take time to
familiarize themselves with these materials.)
4. Which students have an IEP or 504, and what are their goals? How are these
goals addressed in the classroom? How is this data tracked?
5. How is student learning document in your classroom? Where and how is this data
recorded and reported?

Communicating/Reflecting together (Cogenerative dialogues)

Coteachers reflect on their practice throughout the day. They discuss their teaching and
student progress in huddles, coplanning sessions, and when they debrief a lesson.
Reflection occurs right after the lesson, in a brief conversation and/or in formally scheduled
debriefing sessions.

23
Part III: Implementing coteaching

Cogenerative discussion

1. Huddles: What signal might we use to get each other’s attention during a coteaching lesson
to indicate that we need to huddle up to quickly touch base about instruction?
2. Coplanning: Successful coplanning is a type of cogenerative dialogue. Together coteachers reflect
on previous instruction, and plan to move student learning forward. This is a mutual process
where all coteachers share the responsibility for developing instruction.
Discuss how everyone can be equal contributors in a coplanning session.
Discuss how you might pre-plan and prepare for coplanning sessions so that your
coplanning time can be used most efficiently. Discuss potential resources that you
might draw on prior to coplanning that can inform your thinking during coplanning
meetings.
3. Cogenerative dialogues about practice: If classroom practice is not going in a way that I agree
with, what is the best way to bring this issue up?
4. Cogenerative dialogues about practice: Reflect on the the things that you are already doing well
as a team, and set goals for your shared practice for the upcoming week.
5. Debriefing instruction: Reflect on one lesson from the day and discuss the impact on student
learning. What did students learn during the lesson? What evidence do you have to support
your points? How will you build on this instruction to further strengthen student
understanding? How will you meet these goals as a coteaching team?
6. Is there anything else that our partnership needs to discuss or clarify?

*The conversations throughout this section are all forms of cogenerative dialogues We
encourage you to continue and revisit these conversations as you coplan for student learning and
experience the day to day issues in the classroom! Communication is key to a successful coteaching
experience!

24
The Coteaching Resource Guide is informed by the following publications

References

Bacharach, N., Heck, T. W., & Dahlberg, K. (2010). Changing the face of student teaching
through coteaching. Action in Teacher Education, 32(1), 3-14.

Carlise, K. (2010) Enactment of coteaching in primary schools: Moving towards a shared

responsibility. In Murphy, C. & Scantlebury, K. (Eds.). Coteaching in international
contexts: research and practice, cultural studies in science education (125-146).
Springer Science +Business Media B.V.

Coteaching – Investigative Primary Science with Student Teachers

[Link]

Gallo-Fox, J. & Scantlebury, K. (2015). “”It isn’t necessarily sunshine and daisies every time:”
Coplanning opportunities and challenges when student teaching”. Asia-Pacific
Journal of Teacher Education, 43 (4). 324-337. doi: 10.1080/1359866X.2015.1060294

Martin, S. (2008). What is Necessary May not be Sufficient: An Analysis of Collaborative

Models for Learning to Teach Science. In Roth, W.-M. & Tobin, K. (Eds.). World of
science education: North America. Sense Publishers.

Murphy, C. (n.d.) Investigative primary science with student teachers. Retrieved from
[Link]

Murphy, C. & Scantlebury, K. (Editors). (2010). Coteaching in international contexts: Research

and practice. London: Springer Publishing.

Murphy, C., Scantlebury, K., & Milne, C. (2015). Coteaching in science teacher professional
development: A Vygotskian framework. Asia-Pacific Journal of Teacher Education, 43
(4).

Roth, W. M., (1998). Science teaching as knowledgeability: A case study of knowing and
learning during coteaching. Science Education, 82, 357-377.

Roth, W. M., & Tobin, K. (2002). At the elbow of another: Learning to teach by coteaching, Vol.
204. New York, NY: Peter Lang.

Roth, W.M., & Tobin, K. (2005). Coteaching: from praxis to theory. Teaching Together,
Learning Together. New York: Peter Lang.

Scantlebury, K., Gallo-Fox, J., & Wassell, B. A. (2008). Coteaching as a model for pre-service
science teacher education. Teaching and Teacher Education, 24(4), 967-981.

25
Scantlebury, K., Gleason, S. Gallo-Fox, J. & Rulon, M. (2004). Tag team wrestling, or whose
line is it anyway? Coteaching in a secondary science education program. Paper
presented as part of interactive symposium, Learning to teach science using
coteaching and cogenerative dialogues. Association for Educators of Teachers of
Science, Nashville, TN.

Soslau, E., Kotch-Jester, S. Scantlebury, K. & Gleason, S. (2018). Coteachers’ huddles:

Developing adaptive teaching expertise during student teaching. Teaching and Teacher
Education. 73, 99–108, [Link]/10.1016/[Link].2018.03.016

St. Cloud University. Co-Teaching as Best Practice in Student Teaching. Mentoring Teacher
Candidates Through CoTeaching: A train the trainer workshop. University of
Delaware, June 2013.

Tobin, K. (2006). Learning to teach through coteaching and cogenerative dialogue.

Teaching Education, 17 (2): 133-142.

Tobin, K. Scantlebury, K., Roth, M, LaVan, S-K, Martin, S. & Wassell, B. (2005). Learning to
teach science using coteaching and cogenerative dialogues. AETS, Nashville, TN.

Wassell, B. A. (2005). Coteaching as a site for collaborative research. Roth, W.M., & Tobin, K.
(Eds.). Teaching Together, Learning Together New York, NY: Peter Lang. pp. 121-139.

26
ADDITIONAL RESOURCES

27
 Coplanning Tips2
Coplanning is a type of cogenerative dialogue and must occur weekly in order to support successful
coteaching. This is a time to reflect on previous instruction and its impact on student learning and
plan for continued instruction. Coplanning is a mutual process; you need to arrive at coplanning
meetings prepared to contribute ideas and assume shared responsibility for the ongoing
development of instruction.

Before coplanning:
 Determine when your planning time will be and keep it as consistent as possible; Set
a time to plan each week and stick with it
 Decide what your focus will be during your planning time
 Discuss how everyone can be equal contributors in a planning session
 Arrive having read the curricular materials and textbooks
 Bring resources and materials to share during your planning session
 Be ready to think about and share ideas for modifications, accommodations, enrichment
and differentiation for general plans
During coplanning:
 Reflect on previous instruction (cogenerative dialogue)
 Discuss your current goals for student learning (What do you expect that the students
currently understand and are able to do, and what you want them to learn in the
next week?)
 Take time to communicate about current instructional questions or issues
 Think about your students and determine what teaching and coteaching
strategies would best meet their needs, including any inclusion practices
 Discuss a variety of assessment strategies—determine which data will be collected
andwhich coteacher is responsible for this; Set a time to review and discuss this
data in order to inform ongoing instruction
 Discuss the shared responsibilities for lesson preparation; Who will gather materials,
make copies, prepare the classroom for instruction, clean up, prepare parent
newsletters, etc?
 Decide the roles of each coteacher
After coplanning:
 Write the lesson plans, using the format designated by your school and/or program
 Complete the responsibilities discussed, gather materials and organize the room for
implementation
Important points to Remember
 Planning is VERY important; Coplanning must happen at least once a week.
 The goal is to have both the clinical educator and teacher candidate actively engaged
with students
 EVERY teacher candidate DOES need time to step forward and manage the classroom,
through all the daily routines and lessons
 The ‘lead’ week provides the perfect opportunity for the teacher candidate to oversee
alaspects of the classroom, including delegating of responsibilities of other adults
 Remember that you are both coteaching and always focusing on student learning

2
Resource adapted from St. Cloud to reflect UD coteaching philosophy
28
Coteaching Triad Roles3
Role of the clinical educator
• Be welcoming and inviting (see welcome tips for ideas)
• Encourage teacher candidate to get involved
• Share materials, curriculum, standards, resources, ideas
• Include the teacher candidate in team activities; planning, assessment
meetings, school wide meetings
• Share planning grids or assessment data collection forms you use
• Be knowledgeable about the coteaching approaches and work to
implement them
• Model effective teaching strategies and best practices
• Participate in all classroom instruction
• Be flexible; allow for new ideas and try new techniques
• Communicate through cogenerative discussion, informal reflection, and
d i b i of the teacher candidate
Role
• Come to the placement eager to learn and show initiative
• Be an active participant in all aspects of the day; help with routines, be ready
to teach at a moment’s notice
• Share ideas and work cooperatively
• Respect the work space of your colleagues
• Be knowledgeable about the coteaching approaches and work to
implement them in ways that support student learning
• Prepare for coplanning meetings; arrive having read curriculum materials
and with ideas for instruction
• Be proactive with communication
• Make adjustments, based on feedback, and seek constructive criticism
• Be patient with all parts of the team; forgive yourself when things don’t go
l d Role
l of the flUD field d instructor
dj h and
l supervisor
• Coordinate an initial, middle and final conference for the triad
• Be consistent with your visits and observe many different parts of the day
• Provide feedback for each visit and on emailed lesson plans
• Be available to listen and lend support to both coteachers.
• Help build good communication amongst the team
• Be knowledgeable about the coteaching approaches and make suggestions
when appropriate
• Be knowledgeable about university guidelines, procedures, policies,
and expectations
• Advocate for the teacher candidate
• Set clear expectations
• Participate in classroom instruction as much as appropriate

3
Handout adapted from St. Cloud to reflect UD coteaching philosophy.
28
 Are We Coteachers?4
1. Do we share responsibility for determining:
a. what to teach?
b. what teaching strategy(s) to use?
c. how to assess student learning?
2. In planning, do we:
a. have regularly scheduled times to meet and discuss our work?
b. communicate our concerns freely?
c. each contribute to the planning process?
3. While coteaching, do:
a. both teachers work with all students?
b. we use a variety of coteaching roles?
c. students see both teachers as equal partners in the classroom?
d. we both participate in the assessment of the students?
e. we make changes as needed during a lesson (huddles)?
f. we actively reinforce classroom rules and manage the classroom together?
g. we demonstrate corespect?
4. After the cotaught lesson, do we:
a. provide feedback to one another on what goes on in the classroom?
b. make improvements in our lessons based on what happens in the classroom?
5. Coteaching characteristics, qualities, and functions:
a. depend on one another to follow through on tasks and responsibilities?
b. have both coteachers participate in parent/family communication?
c. model collaboration and teamwork for our students?
d. have a process for dealing with any disagreements we have?
e. provide mentoring to others who want to coteach?
f. communicate with our administrator about our needs as a coteaching pair?
g. reflect on pupil learning?
h. reflect on pupil products/student work?

29
 Coteaching is and is not…

Comparing coteaching to other models of collaborative

teaching or student teaching
Coteaching Team Teaching or Traditional Student Teaching
Special Education
Inclusion (Coteaching)
All teachers are equals All teachers may be Classroom observation
who bring different equal, but it may depend followed by classroom
expertise to the classroom on content knowledge take-over
Shared classroom Often special Trial by fire – is quickly in
responsibility education teacher charge of all students with
focuses only on special little or no support
Focus on student learning Focus on student Should be focused on
learning, may be upon student learning, but may be
very specific students distracted by focusing on
own development as a
teacher
An outside observer An outside observer There is only one teacher in
cannot tell who is the may identify who the room
clinical educator and works mainly with
who is the teacher special education
candidate students
Coplanning Can coplan if teachers’ Student teacher often plans
individual schedules independently
allow

Coteaching is not…
• One-way communication, or lack of communication
• “The Boss” and “The Employee”
• “Take-turn” teaching
• “A break” for one of the coteachers
• “Copy time”
• “Behind the desk/computer” engagement
• A free ride for teacher candidate
• One coteacher always acting as the disciplinarian and the other as the instructor
• One coteacher always in the lead with the other always in an assistive role

30
 Coteaching approaches: Quick guide
Cogenerative Dialogues (Communication – Collective Reflection on Practice): A natural process in our development as professionals is reflection upon instruction.
The coteaching model provides opportunities for the cooperating coteacher and teacher candidate to reflect and discuss lesson strengths, weaknesses, and
strategies for future improvement. Your coplanning sessions are a form of cogenerative dialogue! Throughout the day, discuss these issues. Thinking aloud improves
the education for all learners!
Coplanning: Coplanning must occur weekly in order to support successful coteaching.
Unified Coteaching: Both coteachers have equal roles in the lesson. The process of "stepping forward and stepping back" as the lead teacher and/or assist teacher is
often planned. A goal of coteaching is for both teachers to truly share classroom and instructional responsibilities. When coteaching is fully attained, teacher practice
is mutual and coteachers are able to anticipate each other’s moves.
Teach and Actively Observe StudentsI: In this coteaching approach one coteacher leads class instruction while the other actively observes the classroom. This is a
time for anecdotal note taking, child study, or curriculum assessment. The coteacher observing is engaged in the classroom activity and ready to support instruction
as needed.
Teach and Assist: One coteacher takes a lead in providing instruction, while the other monitors the classroom for management, understanding, and assists individual
pupils. As the teacher candidate begins to take on lead roles, the experienced teacher remains actively engaged in the lesson as the assist role. The assist role
provides a great opportunity to coach the teacher candidate, model decision-making skills, or model instructional strategies. The assist role also provides
coteachers with opportunities to work more closely with pupils, monitor progress, observe behaviors, and remain engaged in the class.
Center/Station TeachingI: During small group instruction both coteachers may be working with different groups of students around different or similar goals.
Coteachers divide the instructional content into two or more smaller components and present this content at separate locations/centers in the room. Pupil
groups transition from coteacher to coteacher; sometimes a third or fourth center of independent work may be incorporated. Center/Station Teaching allows for
independent teaching opportunities for the teacher candidate. This is an excellent strategy for differentiation of instruction!
Split-class instruction: (Parallel Teaching)I: There are multiple reasons why coteachers might choose to split the class. During split-class instruction each coteacher
may teach the same lesson using the same approaches, or through different approaches but with the same goals. Split-class instruction provides one way to
decrease pupil to teacher ratios and groupings may be heterogeneous or homogeneous depending upon instructional goals.
Differentiated InstructionID: Similar to parallel/split class teaching, a class is divided into two groups. Differentiated instruction is planned to meet the unique needs
of the students within the two groups. The learning goals are the same, but the instruction is differentiated.
Supplemental TeachingID: While one coteacher is leading classroom instruction, the other coteacher can work independently or in small group to help strengthen
student learning. This may occur one-on-one or in small groups, and could take many forms including RTI, tutoring, supplemental instruction, catch up for students who
have missed class, or enrichment.
Teach & RegroupDI: During instruction, one coteacher has the lead role and the other coteacher identifies pupils who may be struggling with the concept. The non-lead
coteacher regroups a smaller group of pupils from the whole group to provide more individualized small group instruction.

D = A teaching approach that strongly supports differentiated instruction for student.

I = A coteaching approach that provides independent teaching opportunities for the teacher candidate