Successful Co Teaching Strategies The Dos And Don Ts For Collaborating

However, by embracing proven strategies and avoiding common pitfalls, teachers can avoid the frustration and thrive in their collaborative teams, working together to best support their students. In episode 122 of the Equipping ELLs podcast, we explore the essential dos and don’ts of co-teaching for teachers of ELLs, drawing upon the foundational principles outlined in Collaboration and Co-Teaching: Strategies for English... Dove. Tune in to the episode to hear a practical set of dos and don’ts for each of these key areas! The Foundation of Co-Teaching Co-teaching thrives on mutual respect, clear communication, and shared objectives. Avoid assuming roles without discussion and celebrate each other’s strengths.

Establish a co-teaching agreement outlining roles, expectations, and communication strategies to create a positive classroom environment. Planning Together Effective co-teaching requires careful planning that integrates language goals and considers the unique needs of ELLs. Utilize backward design to craft lessons that support both language and content objectives. Don’t neglect the input of EL specialists, and remember to incorporate cultural backgrounds and prior knowledge into lesson planning. Most importantly, Beth explains the importance of the pre-planning that should take place before your team meeting! Instructional Strategies Diversify instructional methods to support language development, including visual aids, interactive activities, and and great co-teaching models.

Avoid over-reliance on traditional lectures and embrace strategies that cater to diverse learning styles and language proficiency levels. Wendy Murawski is the executive director and Eisner Endowed Chair for the Center for Teaching and Learning at California State University, Northridge. A former special education and high school German teacher, she is passionate about inclusive education. Her research on co-teaching is widely published and has garnered both research and publication awards. She is the author or coauthor of 13 books on education, as well as coteaching software. Murawski is the past president of the Teacher Education Division of the Council for Exceptional Children and the CEO and president of 2 TEACH LLC, an educational consulting company.

She is a frequently requested keynote speaker and has presented in North America, Asia, Europe, and Africa on topics related to inclusive education. Toby J. Karten is an experienced educator, author, and consultant specializing in inclusive education. Karten has written numerous books and resources on inclusive education, including Building on the Strengths of Students with Special Needs. She often conducts professional development workshops and presentations to help educators and administrators implement inclusive strategies in their classrooms and schools. Joint leadership in the classroom is more than a model of instruction.

It requires mutual respect and a shared vision for students’ success. Co-teaching has become a widely embraced model for delivering inclusive education, particularly in schools that are deeply committed to equity and access for students with disabilities. However, the simple presence of two teachers in the same classroom is not sufficient on its own for providing a truly inclusive learning environment. Successful co-teaching requires a shared purpose, strategic planning, and genuine collaboration. As a former special education teacher and current director of special services, I’ve observed that co-teaching succeeds when it is thoughtfully implemented. I have, unfortunately, also seen it fall short when treated as a mere scheduling convenience or when the necessary support for the staff is not provided.

The distinction often lies in whether the partnership is truly collaborative or merely parallel. Here are six key strategies that support effective co-teaching and ensure that all students benefit from an inclusive environment. It all starts with the partnership. The most impactful co-teaching partnerships are built on a shared philosophy and a deep sense of mutual respect. When general and special education teachers see themselves as equal partners (i.e., co-planners, co-instructors, and co-assessors), students benefit from a more cohesive and responsive learning environment. Three years ago, to more effectively serve our English Learners, the three of us—Allyson (ESL), John (2nd grade), and Ashley (1st grade)—began co-teaching.

And, if we’re being completely honest, we really had no idea what we were getting ourselves into. We quickly learned that co-teaching takes time, dedication, and adaptability as well as constant effort, communication, and flexibility. Marrying teaching styles, perspectives, and different sets of expertise is complicated and often challenging. Yet, we’re here to tell you from experience—it’s worth it. We are better teachers because of co-teaching and our students have shown unprecedented growth. Co-teaching is a practice in which two teachers lead a classroom, creating an inclusive setting where expertise is shared for the benefit of a diverse group of students.

Whether a general educator and special education teacher, general educator and ESL teacher, or one of many other possible combinations, successful co-teaching requires extensive collaboration. While there is no one-size-fits-all approach, here are 8 co-teaching tips that have worked for us: First things first: When you begin co-teaching you may or may not know your partner on a personal level. Building that relationship, both personally and professionally, is key to successful co-teaching. Trust can make or break you and establishing that trust takes time and effort. Put in the work.

Invite your co-teacher to grab a coffee outside of school. Get to know each other as people. Share your favorites. It may seem arbitrary but don’t skip this step! The best co-teachers know and trust each other completely. For ideas, try this fun 15-Day Co-Teaching Challenge!

It might seem basic, but this is one of our most important co-teaching tips. Use the language OUR classroom, OUR students. Change your language, change your mindset. In order for both teachers to be viewed as equals, you have to speak it into existence. The language you use helps shift your mindset towards the belief that the class and classroom space belong to both teachers. Your students and your co-teaching partnership succeed because of both of you.

What are your expectations for your partnership? How will you manage your co-taught classroom? These conversations are not only vital to establishing parity, but also to building a classroom environment that is consistent for your students. Successful co-teachers set themselves up for success at the beginning of the year by putting a plan into place and having the tough conversations. It may not always be comfortable, but it’s necessary. Expert reviewed by Kristen L.

Hodnett, MS As more schools move toward inclusion, integrated co-teaching (also known as collaborative team teaching) is becoming more common. However, not all teachers are familiar with co-teaching models, the planning and collaboration it takes, or the different ways it can look in a classroom. Co-teachers are often general education teachers and special education teachers working together in the general education classroom. You plan lessons together and teach together to support the diverse academic and social-emotional needs of all students — those who have been identified as having a disability and those who haven’t. Studies show that this co-teaching can successfully meet the needs of all learners when the co-teachers:

Have ample time to build a trusting relationship with one another Together general and special educators, administrators, and related staff support each other and their students to create shared learning environments.This includes setting up co-teaching norms and expectations for planning, instructing, observing, assessing, documenting, and... Learners then receive, not only access to the general education curriculum, but ongoing inclusive achievements with the facilitation of two qualified professionals. These resources invite you to explore the co-teaching spokes that empower both educators and students! Resources for Evidence-Based Practices to Support the Co-Teaching Spokes * Accommodation Central: http://acentral.education/learning-library/specially-designed-instruction

*Building on the Strengths of Students with Special Needs: Move Beyond Disability Labels: Karten, ASCD *Co-Teaching Do’s, Don’ts, & Do Betters: Karten & Murawski, ASCD Co-teaching has been increasingly adopted to support students in the general education classroom. After 20 years of field testing, we know what works—and what doesn't. In this practical guide, co-teaching and inclusion experts Toby J. Karten and Wendy W.

Murawski detail the best practices for successful co-teaching and ways to troubleshoot common pitfalls. This book addresses the do's, don'ts, and do betters of* The co-teaching relationship and collaborative roles.* Co-planning instruction and assessment.* Co-teaching in action.* Academic and behavioral supports and interventions.* Collaborative reflections, improvements, and celebrations. Readers will gain valuable insights on what to start doing, what to stop doing, and how to improve their co-teaching practices to better reach all students. Toby J. Karten—a staff developer, instructional coach, educational consultant, author, adjunct professor, and inclusion specialist—has taught populations of learners at levels ranging from preschool to graduate school. She has an undergraduate degree in special education from Brooklyn College, a master's degree in special education from the College of Staten Island, a supervisory degree from Georgian Court University, and an honorary doctorate...

Karten has been recognized by the Council for Exceptional Children and the New Jersey Department of Education as an exemplary educator, receiving two Teacher of the Year awards. Karten works with school districts throughout the United States and internationally as a staff developer, inclusion coach, and educational consultant. More information about her inclusion strategies is offered at her website, www.inclusionworkshops.com. Wendy W. Murawski, PhD, is the executive director and Eisner Endowed Chair for the Center for Teaching and Learning at California State University, Northridge. A former special education and high school German teacher, Murawski is passionate about inclusive education.

Her research on co-teaching is widely published and has garnered both research and publication awards. She is the author or coauthor of 13 books on education, as well as co-teaching software. Her bachelor's, master's, and EdS degrees are from the College of William and Mary, and her PhD is from the University of California, Riverside. Murawski is the past president of the Teacher Education Division of the Council for Exceptional Children and the CEO and president of 2 TEACH LLC, an educational consulting company. She is a frequently requested keynote speaker and has presented in North America, Asia, Europe, and Africa on topics related to inclusive education.

People Also Search

• Successful Co-Teaching Strategies: The Dos and Don'ts for Collaborating ...
• Co-Teaching Strategies: Dos, Don'ts, and Do Betters - ASCD
• Effective Co-Teaching Strategies | Edutopia
• Co-Teaching Strategies: Dos, Don'ts, and Do Betters for K-12 Teachers
• Co-Teaching Tips - What Successful Co-Teachers Do
• 5 Dos and Don'ts of SEL-Based Collaborative Learning - CASEL
• 6 models of co-teaching - Understood
• Co-Teaching Do's, Don'ts, and Do Betters, ASCD, 2020 - ERIC
• Co-Teaching Do's, Don'ts, & Do Betters | Inclusion Workshops
• Co-Teaching Do's, Don'ts, and Do Betters - Google Books