Co-Teaching Model
Co-Teaching Versus Traditional Model
Since the 1950s, extended clinical practice experiences (i.e. student teaching) has been a significant component of teacher education programs in America. However, there has been no clear consensus on exactly how these experiences should look and the best roles and responsibilities for the teacher candidates and the cooperating teachers. In the traditional model, teacher candidates gradually take over the instructional planning and teaching of courses for a cooperating teacher. This process allows a cooperating teacher to serve as a mentor that typically views the teacher candidate as an apprentice that is gradually showing mastery of the art of teaching. After a set time period, the teacher candidate will be fully responsible for all classroom instruction and duties and thus, be viewed as fully prepared for the teaching profession. This traditional model has many benefits in regard to teacher preparation and gradually releasing responsibility of the classroom to the teacher candidate. However, there are also some detriments to this model such as the time it takes for the teacher candidate to feel competent. In addition, there is research that shows that there can be a detrimental effect on student learning when the traditional model of clinical practice is used. Finally, the traditional model can be seen as a placing a burden on cooperating teachers instead of providing them with what should be an asset to the education of their students and a way to enhance their own teaching practices.
An alternative to the traditional clinical practice teaching model is to utilize a co-teaching model for clinical practice. This is a systematic process of shared responsibility for teaching and learning. Co-teaching, as defined by WSC, is having two teachers working together with students while sharing the planning, organization, delivery and assessment of instruction and physical space.
Utilizing the co-teaching model is not required for WSC teacher candidates. However, any interested partnerships (i.e. both the cooperating teacher and the teacher candidate must agree to use this model) are provided with additional extra support and training to enhance their experience. The goal of WSC co-teaching clinical practice experience is to help ensure that the cooperating teacher(s) and teacher candidate become a classroom team that shares responsibilities. Like in the traditional model, the cooperating teacher in this model stills serves as a mentor to the teacher candidate.
In both the traditional model and the co-teaching model, there should be collaboration between the cooperating teacher and the teacher candidate in three key areas:
- Planning: Deciding on what content to teach and how to best teach and assess it.
- Instruction: Carrying out the plan in ways that are highly effective for all learners
- Assessment: Evaluating student learning by using both formative and summative assessments well.
In the co-teaching model, the key differences will most likely be in the instruction of the lessons. In this area, the cooperating teacher will share leadership in the classroom with the teacher candidate and be seen as equal partners as they work with all students. Rarely will the teacher candidate be “left alone” in the classroom but it is expected that there will be much of the time when the teacher candidate is the “lead teacher” and the cooperating teacher is providing assistance and support. In addition, during the assessment phrase, there also will be a joint sharing of grading student work and determining grades for tasks when using the co-teaching model.
Strategies and Examples
One Teach, One Observe
One teacher has primary instructional responsibility while the other gathers specific observational information on students or the (instructing) teacher. The key to this strategy is to focus the observation – where the teacher doing the observation is observing specific behaviors.
Example: One teacher can observe students for their understanding of directions while the other leads.
One Teach, One Assist
An extension of One Teach, One Observe. One teacher has primary instructional responsibility while the other assists students’ with their work, monitors behaviors, or corrects assignments.
Example: While one teacher has the instructional lead, the person assisting can be the “voice” for the students when they don’t understand or are having difficulties.
Station Teaching
The co-teaching pair divides the instructional content into parts. Each teacher instructs one of the groups, groups then rotate or spend a designated amount of time at each station. Often, an independent station will be used along with the teacher led stations.
Example: One teacher might lead a station where the students play a money math game and the other teacher could have a mock store where the students purchase items and make change.
Parallel Teaching
Each teacher instructs half the students. The two teachers are addressing the same instructional material using the same teaching strategy. The greatest benefit to this approach is the reduction of student- to-teacher ratio.
Example: Both teachers are leading a question-and-answer discussion on specific current events and the impact they have on our economy.
Supplemental Teaching
This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials extended or remediated.
Example: One teacher may work with students who need re-teaching of a concept while the other teacher works with the rest of the students on enrichment.
Alternative (Differentiated)
Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students; however, the avenue for getting there is different.
Example: One instructor may lead a group in predicting prior to reading by looking at the cover of the book and the illustrations, etc. The other instructor accomplishes the same outcome but with his/her group, the students predict by connecting the items pulled out of the bag with the story.
Team Teaching
Well-planned, team-taught lessons exhibit an invisible flow of instruction with no prescribed division of authority. Both teachers are actively involved in the lesson. From a student’s perspective, there is no clearly defined leader. Both teachers share the instruction, are free to interject information, and available to assist students and answer questions.
Example: Both instructors can share the reading of a story or text so that the students are hearing two voice.
The strategies are not hierarchical – they can be used in any order and/or combined to best meet the needs of the students in the classroom.
Adapted from: Copyright 2012. The Academy for Co-Teaching and Collaboration at St. Cloud State University. Original Research Funded by a U.S. Department of Education, Teacher Quality Enhancement Partnership Grant.
Additional Expectations for Co-Teaching Model Participants
- Finally, those who opt to use the co-teaching model should also be dedicated to the following four concepts:
- Co-planning regularly each week
- Having regular and specific feedback and discussions
- Attempt to use all seven co-teaching strategies a minimum of twice a week
- Provide the teacher candidate to have “solo” teaching time with feedback
Top 10 Myths
Myth 1: Co-teaching means having two teacher candidates in a classroom.
Reality 1: Only one teacher candidate is in a classroom. The co-teaching occurs between the cooperating teacher and the teacher candidate.
Myth 2: Co-teaching inhibits a teacher candidate’s ability to develop classroom management skills.
Reality 2: Rather than having to manage a classroom all alone, a teacher candidate has the support necessary to implement effective classroom management strategies. As the skills are gained, the teacher candidate takes the lead to make sure he/she can manage the classroom without support.
Myth 3: Teacher candidates don’t get enough solo teaching time with co-teaching.
Reality 3: Teacher candidates must have opportunities to teach all alone. The amount of time a candidate is left totally alone varies and is based on their skills in managing a classroom. It is important that the teacher candidate demonstrate that they can handle a classroom all by themselves.
Myth 4: It takes too much time to co-plan.
Reality 4: It may take more time to co-plan in the early stages of co-teaching. In order to co-teach effectively, the cooperating teacher and teacher candidate must have shared planning time. However, the benefits of co-planning are huge. Teacher candidates get a much deeper understanding of the entire curriculum through co-planning and co-taught lessons lead to increased academic performance of P-12 students making the time spent in planning beneficial for all.
Myth 5: Teacher Candidates will never have full responsibility of the classroom.
Reality 5: For a period of time, each teacher candidate will lead the planning, organization, delivery and assessment of instruction in a co-taught classroom. Candidates will also be responsible for directing other adults, including the cooperating teacher, thus learning the skills necessary for effectively managing the human resources in a classroom.
Myth 6: Co-teaching is not the “real world”. When a teacher candidate becomes certified they will be alone in the classroom.
Reality 6: To accommodate large class sizes, students with special needs, English Language Learners, and the push in model of title one and special education, today's classrooms will often have special education teachers, paraprofessionals and volunteers working alongside the classroom teacher. It is rare to find a classroom where the assigned teacher is working solo. The need to collaborate with other adults in the classroom is a necessity in our schools.
Myth 7: Co-Teaching doesn’t work at the secondary level.
Reality 7: Co-teaching strategies have been used successfully at all grade levels and in every content area. Co-teaching can be especially effective at the secondary level as teachers are dealing with larger class sizes and greater diversity of students.
Myth 8: Teacher candidates don’t have to write lesson plans for co-teaching because they co-plan.
Reality 8: Co-planning takes place before formal lesson plans are written. Once a cooperating teacher and a teacher candidate co-plan, the candidate takes the information and writes up lesson plans, which will be reviewed by the cooperating teacher.
Myth 9: Co-teaching can only work if the teacher candidate and cooperating teacher have the same learning or teaching style.
Reality 9: No two people have the same style because we are uniquely different. Teacher Candidates entering the workplace must be able to work with a variety of learning and teaching styles. Through workshops, teacher candidates and cooperating teachers are made aware of many different types of learning and teaching styles, how they work, and how to work together with individuals who have different styles
Myth 10: The college supervisor should only observe a teacher candidate when they are teaching solo.
Reality 10: When a supervisor observes a teacher candidate co-teaching with a cooperating teacher, they focus the observation on what the candidate is doing. If the candidate is leading a small group, it may be helpful to move closer to that group to observe him/her. If the teacher candidate is teaming with his/her cooperating teacher, focus the observation on the candidate's teaching skills, ability to collaborate with the cooperating teacher, management skills, organization, etc.
