Introduction

Congratulations! If you’re reading this, you’re probably starting out as a new teacher, welcome. Teaching can be incredibly rewarding, but it also comes with a lot of responsibility. You’ll quickly find that your role goes beyond just delivering lessons. You help support students’ growth in many ways, both academically and personally, and the impact you have can last far beyond the classroom. In many schools, classrooms now use a co-teaching model, where two teachers work together to support students. This setup can be really beneficial for everyone involved. It allows for more individualized support and gives teachers the chance to collaborate and learn from each other. At the same time, co-teaching works best when there is clear communication, shared planning, and an understanding of each person’s role. Starting your first year especially in a co-teaching environment can feel overwhelming. There’s a lot to manage, from lesson planning and classroom routines to building a working relationship with your co-teacher. That’s completely normal, and it gets easier with experience. To help with that process, I’ve put together some tips and resources to support you as you get more comfortable with co-teaching and find what works best for you and your students.

What is co-teaching and co-teaching models

 Co-teaching is the practice of pairing teachers together in a classroom to share the responsibilities of planning, instructing, and assessing students. In a co-teaching setting, the teachers are considered equally responsible and accountable for the classroom. Co-teaching is often implemented with general and special education teachers paired together as part of an initiative to create a more inclusive classroom.

The general education teacher is typically responsible for leading instruction aligned with grade-level standards. They introduce new content and ensure that the curriculum is being covered at the appropriate pace. They also bring deep knowledge of the subject area and help set expectations for the whole class. At the same time, in a co-teaching setting, they work closely with their partner to make lessons more accessible and flexible for all learners.

The special education teacher focuses on supporting students with diverse learning needs, particularly those with individualized education programs (IEPs). They help adapt and modify instruction, provide accommodations, and use strategies that support different learning styles. They also monitor student progress, help implement goals outlined in IEPs, and offer insight into how to best support students who may need additional help.

That said, effective co-teaching is not about separating responsibilities too strictly. Both teachers should be actively involved in planning, teaching, and assessing students. This can look like sharing instruction, lesson planning working with small groups, or taking turns leading different parts of a lesson. 

Co-teaching models

• One Teach, One Observe

  In this model, one teacher instructs while the other observes students to identify issues and assess their performance. This method allows the observing teacher to provide feedback on which content and activities are most effective for students, allowing the co-teaching pair to continually improve their practice and best meet the needs of all students in their classroom.

• Station Teaching
  With station teaching, the lesson is divided into segments as the teachers each instruct part of the lesson at independent stations or rotate between groups of students. This allows teachers to provide specialized support when delivering content in areas they may have more expertise in, or if their style better fits a certain part of a lesson.

• Parallel Teaching
  In the parallel teaching model, the teachers divide the class into two groups and they instruct each group with the same content simultaneously. In this arrangement, the smaller groups allow closer supervision and more opportunities for interaction between the students and teacher.

• Alternate Teaching
  In this method, one teacher handles a larger group, while the other teaches a small group who need specialized attention and additional supports.

• Team Teaching
  Team teaching requires the strongest partnership, but can be one of the most fulfilling methods of co-teaching. With team teaching, the co-teachers share responsibility and deliver instruction at the same time as a “tag team”.

• One Teach, One Assist 
  This approach is similar to the ‘One Teaches, One Observes’ model, but while one teacher is instructing the classroom, the second teacher provides additional assistance and support to students as needed.

Cited: 

https://publishing.cast.org/stories-resources/stories/co-teaching-introduction-inclusion-stein?srsltid=AfmBOormycpGuTJ9R1gZn204CCPZD_UT_H-oiJfUM5TqE6-pZQwu4eFH

Co-teaching checklist

    

     Having a co-teaching checklist is important because it helps keep both teachers organized and on the same page. When two people are sharing a classroom, it’s easy for responsibilities to become unclear if there isn’t some kind of structure. A checklist helps make sure that planning, instruction, and other important tasks are clearly thought out and not overlooked. It also helps with communication. By using a checklist, both teachers can be clear about who is responsible for different parts of the lesson, classroom management, and student support. This can prevent misunderstandings and help make sure the workload feels balanced. It also encourages regular check-ins, which can strengthen the working relationship over time. 

    Another important reason for using a checklist is to make sure all student needs are being met. It can serve as a reminder to include accommodations, modifications, and different instructional strategies. This is especially important in inclusive classrooms where students may need different levels of support. A co-teaching checklist can also be used as a reflection tool. Both teachers can look back on what worked well and what needs to be improved. Overall, it’s a simple but effective way to stay organized, communicate better, and create a more supportive learning environment for students

    I’ve attached a co-teaching checklist for you and your co-teacher to use as a guide when determining how to share or divide responsibilities. This tool is designed to support clear and intentional collaboration by helping you think through planning, instruction, and other key tasks. It can be especially useful in ensuring that roles are well-defined and that both partners are aligned in their approach.

Co-Teaching Roles & Responsibilities

Directions: Discuss the following questions with your partner and reach a conclusion in each case regarding who will bear the responsibility for the tasks.

Who will be responsible for:	Classroom Teacher	Special Educator	Other	Shared
Identifying goals and objectives for the course?
Designing individual goals for students with disabilities?
Planning instructional activities to achieve the goals?
Selecting and organizing instructional materials?
Teaching specific class content?
Teaching study skills and learning strategies?
Collecting data on student performance?
Establishing and implementing grading procedures- who is doing what?
Establishing and implementing a classroom management plan?
Parent Contact for all reasons (ex: positive/negative?)
Modifying curriculum and materials as necessary?
Designing tests, homework assignments, etc.?
Providing individual assistance to students?
Taking care of daily routines (e.g. attendance, lunch counts)?
Directing para-educators  and/or other support personnel?
Communicating to all appropriate parties (SLP, Counselors, etc.)  regarding the students with IEPs?

Printable version- Co-teaching checklist

Cited: https://docs.google.com/document/d/1fDB_CG6jklC6SL30fIkYj5T2T6pWo4nnied16lGQxNs/edit?pli=1&tab=t.0 

UDL Guidelines

 Universal Design for Learning (UDL) is an educational framework focused on designing learning environments that proactively address the diverse needs of all learners. Rather than adapting instruction after challenges arise, UDL encourages educators to build flexibility into their teaching from the start. At its core, UDL emphasizes providing students with multiple ways to access and engage with course materials, as well as varied opportunities to demonstrate their understanding and mastery of learning objectives. This approach is grounded in three key principles: offering multiple means of representation, multiple means of engagement, and multiple means of action and expression. By incorporating these principles, UDL helps remove barriers to learning, supports student autonomy, and fosters a more inclusive classroom where all students regardless of background, ability, or learning preference can succeed. 

20 fabulous ideas for choice assignments (Novak. K, 2016, 113-125)

1. Create an Informational Video: Use tools like TikTok, YouTube, or Canva to make a short documentary or explain a concept.

2. Produce a Podcast Episode: Record an audio interview or audio report on a topic.

3. Design a Website: Use Google Sites or Weebly to create a webpage that curates research on a subject. 

4.Develop a Video Game/Simulation: Design a game using Scratch or Roblox that simulates a process (e.g., cell division, historical event).

5. Create a Screencast Presentation: Record a screen capture walkthrough (like Loom) explaining a digital project or presentation.

6. Create a Digital Story: Produce a digital narrative using images and narration

7. Draw an Infographic: Design a visual representation of data or a complex process.

8. Design a Comic Strip/Graphic Novel: Tell a story or explain a concept through a illustrated storyboard.

9. Construct a 3D Model: Build a physical model with materials (e.g., clay, LEGOs, recycled items).

10. Curate a Digital Photo Essay: Assemble a collection of images with captions that demonstrate a theme.

11. Create an Advertisement/Poster: Design a campaign poster for a historical figure or a PSA (Public Service Announcement).

12. Record a Rap or Song: Write and perform a song about a topic to help with memorization.

13. Conduct an Interview/Talk Show: Perform a live interview with a partner acting as a historical figure or fictional character.

14. Deliver a TED-like Talk: Present an argument or share research orally to the class.

15. Dramatize a Scene: Perform a live action skit (or record it) based on a text

16. Write a Traditional Essay/Report: A standard, structured written piece.

17. Compose a Diary or Journal: Write in the perspective of a person from a specific time period or a character.

18. Create a Magazine Article: Write an article based on research, formatted with headlines and images.

19. Write a Letter to the Editor: Argue a point of view based on course content.

20. Create an Annotated Playlist: Choose songs that relate to a theme and write a justification for each.

CRSE framework

   

    To be an effective teacher, it is important to incorporate the Culturally Responsive-Sustaining Education (CRSE) framework into your practice. Classrooms today are made up of students from a wide range of cultural, linguistic, and social backgrounds, and each student brings their own experiences, perspectives, and ways of learning. Recognizing and valuing these differences is an essential part of creating an inclusive and supportive learning environment.

CRSE Principles 

    Creating a welcoming and affirming environment

• A welcoming and affirming environment feels safe. It is a space where people can find themselves represented and reflected, and where they understand that all people are treated with respect and dignity. The environment ensures all cultural identities (i.e. race, ethnicity, age, gender, sexual orientation, disability, language, religion, socioeconomic background) are affirmed, valued, and used as vehicles for teaching and learning.

    High expectations and rigorous instruction

• High expectations and rigorous instruction prepare the community for rigor and independent learning. The environment is academically rigorous and intellectually challenging, while also considering the different ways students learn. Instruction includes opportunities to use critical reasoning, take academic risks, and leverage a growth mindset to learn from mistakes. Messages encourage positive self-image and empower others to succeed.

    Inclusive curriculum and assessment

• Inclusive curriculum and assessment elevate historically marginalized voices. It includes opportunities to learn about power and privilege in the context of various communities and empowers learners to be agents of positive social change.  It provides the opportunity to learn about perspectives beyond one’s own scope. It works toward dismantling systems of biases and inequities, and decentering dominant ideologies in education.

    Ongoing professional learning 

• Ongoing professional learning is rooted in the idea that teaching and learning is an adaptive process needing constant reexamination (Moll, et al., 1992; Gay, 2010). It allows learners to develop and sharpen a critically conscious lens toward instruction, curriculum, assessment, history, culture, and institutions. Learners must be self-directed and take on opportunities that directly impact learning outcomes. 

     The CRSE framework has developed over time as a way to better meet the needs of diverse learners. It encourages teachers to move beyond a one-size-fits-all approach and instead build on students’ identities, cultures, and lived experiences as assets in the learning process. This means not only adapting instruction to different learning styles, but also ensuring that classroom materials, discussions, and expectations reflect and respect the diversity of the students being taught.

    These principles are cited directly from the New York State Education Department CRSE framework guidebook which can be accessed using the link below. 

    https://www.nysed.gov/sites/default/files/programs/crs/culturally-responsive-sustaining-education-framework.pdf 

Inclusion in the classroom and accessibility

 

     Inclusion in the classroom has been shown to be highly beneficial for both students with learning disabilities and their peers. However, inclusion is about far more than simply placing students in the same physical space. True inclusion requires intentional practices that ensure all students are meaningfully engaged in learning. A common misconception is that inclusion means separating students within the classroom grouping students with disabilities apart from those without. In reality, this approach can be counterproductive. Imagine being in the same room as your peers but not being given the opportunity to interact, collaborate, or fully participate in shared learning experiences. This kind of separation can lead to feelings of isolation rather than belonging.

    Authentic inclusion focuses on integrating students with disabilities into all aspects of the classroom environment. It ensures they have equitable access to the curriculum, opportunities to collaborate with peers, and the support needed to succeed alongside others. When implemented effectively, inclusion fosters a sense of community, promotes empathy and understanding among students, and creates a richer learning experience for everyone.

"What inclusion is not

     I could not help but be reminded of my own school experience of “segregation within integration” during the early 1970s (see Chapter 1). As we continue to point out, we can pass laws that mandate structural changes, but we cannot legislate attitudes. In the example just described, the placement of disabled bodies into general education classrooms represents adherence to a mandated structural change, but its implementation recreates segregation. This is not inclusion. And yet these no doubt well-intentioned teachers believe not only that it is inclusion but also that their classroom model meets the needs of all children. What is missing is a fundamental understanding of inclusion as educational equity.

What Inclusion Is

    Framed as an issue of social justice and educational equity, inclusion is a school-wide belief system in which diversity is viewed as a rich resource for everyone rather than a problem to overcome. Note that we refer to diversity rather than disability. Inclusive education is often understood to be about children with disabilities being in general education without having to earn the right to be there. Inclusion certainly addresses the right of students with disabilities to access general education curriculum alongside non-disabled peers, but it is an educational philosophy that extends beyond disability to affirm the diversity within all children. In other words, teachers of inclusive classrooms acknowledge, respect, and draw upon the strengths of all manner of diversity in a classroom community." (Valle, J. W, & Connor, D. J, 2019. p. 75 )

Accessibility 

   Examples of accessibility in the classroom are wide-ranging and should be thoughtfully implemented to meet the diverse needs of all learners. These supports help ensure that every student can fully participate in and engage with the learning experience. Accessibility may include, but is not limited to, providing translated materials for ENL (English as a New Language) students, incorporating assistive technology such as speech-to-text applications, communication devices, and zoom or magnification tools, and offering instructional supports like sentence starters and graphic organizers. Additionally, teachers can provide alternative assessment options that allow students to demonstrate their understanding in different ways. Physical accessibility is equally important and may involve features such as ramps, elevators, and classroom layouts that allow for additional space and ease of movement